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Resource from: Ms. Farmer 4th grade Math/Science NHES

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This is a great example of one way to build buy in from students when implementing class jobs!

-Think about: Using Admin and other staff as 'references' that need to provide signatures.

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This is an example of a Canva deck that can be created for a week or more, if needed. This can easily be adapted and/or changed to fit the needs of the classroom you are in.

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Primary Visual for breakfast at the table

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Primary Visual for breakfast at the table

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This is a great visual to use for reminders and can be used as an Independant functioning goal.

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Coming back into the classroom can be HARD; transitioning is the toughest part of the day. This is an example of a great way to start the class after the transition (soft transition)

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Check out this List designed by Tiffany Murray.

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If you would like to receive coaching or modeling in the classroom, please complete this form.

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Great way to individualize the sensory needs of students.

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Please see the choice board in the ASD supports section 1 simple way to implement choices

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Learn How to Play Teachers vs Students—A Fun Classroom Management Game

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Learn How to Play Teachers vs Students—A Fun Classroom Management Game % %

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Definition and example of an Antiseptic Bounce. AKA- Purple Pen.

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Sponsored by Stash101.

I first heard about this technique as a college student in my own pre-service teacher program, but I haven't seen the term around since then, so I thought it was worth re-circulating it for any teacher who hasn't heard of it.

Here's how it works: Imagine you're in class and you start to notice the very early signs of a problem; maybe a student is getting fidgety, two students are irritating each other, or a student seems to be feeling extra anxious or overstimulated.

In this situation, you might think you only have two options: The first would be to ignore it. Doing this is often the best choice, because it allows you and the rest of the class to continue on, and the issue might just go away on its own. On the other hand, it might not, and if you know your students well-which is the foundation of all good classroom management-you'll quickly learn which situations are ignorable and which are true warnings of bigger problems on the horizon. The second option would be to address the behavior directly. Doing this might solve the problem on the spot, but if the student is having a really bad day or is quick to get defensive, it might actually escalate things. This approach also interrupts whatever is happening with the rest of the class and could draw extra attention to the student, which could end up making them go twice as hard with whatever they were doing.

So I'm offering you a third option, an additional tool you might opt to use in these situations: the antiseptic bounce. When you see small early signs of off-task behavior or indications that a student might be headed toward an anxious or overstimulated emotional state, give that student something to do-maybe ask them to return a book to the library or take a paper to the office-something that will get them out of the classroom for just a few minutes to reset. You can even make something up, maybe set up an agreement with another teacher in advance that any time a student brings a copy of Beowulf to their room, they are actually on an antiseptic bounce and that teacher should act like they were expecting the book.

Just in case the name of this strategy doesn't make sense to you, here's a quick explanation: the bounce is the departure, the sending them out of the room. It's antiseptic because things that have antiseptic properties slow the growth of microorganisms that cause infection; in other words, they prevent bigger problems from happening. By the way, I didn't make this term up-Google it-but I think it's kind of catchy.

A couple of notes on using this strategy: (1) It's important that you act as if you're sending the student on a legitimate errand, not that you are deliberately removing them from class as a punishment. Sending a message of "punishment" will likely only make things worse. (2) You also don't want to give students the impression that you are rewarding the "bounced" student for being off-task; the move should be very subtle and done as if you just chose the student at random. If you do it before the behavior is obvious to the rest of the class, that will be easy to accomplish. (3) This is NOT for problems that are already big. If a student is clearly becoming hostile, violent, or visibly upset in a way that would need more care, other actions would be more appropriate. It is also only for situations where it would be safe for that student to be walking the halls of your school: If the student is very emotional or angry, they need to still be supervised for their own safety and the safety of others.

See all EduTips here.

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EduTip 9: Use an antiseptic bounce to prevent off-task behavior.

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Sponsored by Stash101 . I first heard about this technique as a college student in my own pre-service teacher program, but I haven't seen the term around since then, so I thought it was worth re-circulating it for any teacher who hasn't heard of it.

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Visual for starting the morning. This is a great way to give visual reminders and ques. TRICK: This can be converted into a PPT, making it interactive.

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These are great task cards to use to show it an expectation can look and sound like.

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This is a great way to give students the MOST opportunity to be successful when following expectations. 'Show don't tell'.

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This is a modified version of the Reflect and Reset think sheet, using visual aids. This can be done 1:1 or independently.

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Reflection Worksheet

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Class jobs are a great way to manage Tier 1 behaviors for students that display Attention seeking and/or Escape maintained behaviors within the classroom. Be sure to make the clear and meaningful.

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This is great as a natural consequence to use with a think sheet (to be dictated by teacher) for students that require visuals. It can also be used as a 1:1 or small group learning tool!

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This is a great resource to use next to a timer or part of a students' visual repertoire to prompt returning back to the learning space or classroom after a break.

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All of these items can be adapted and changed to meet your specific needs. Please leave a comment or send me an e-mail about how I can help make it fit for you and your scholars.

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This is an example of a Student Choice Board when the student is taking a scheduled or appropriately requested break. This can also be a data collection tool if kept by the teacher. If you would like something like this in the classroom, let me know and we can create it to fit your needs. If you have questions, leave a comment or send an email.

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This is a quick and easy way to collect data on a target behavior as well as track the preferred or 'Replacement' behavior.

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Classroom Climate and Culture Self-assessment

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Classroom Climate and Culture Self-assessment

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This is a great Article for anyone seeking assistance in Mental Health Strategies for Teachers.

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If you’re feeling tired and disengaged, there’s a good chance it’s related to trauma, secondary traumatic stress, and/or “battle fatigue.”

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GREAT resources for all things Mindful and Relaxing.

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Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

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Here is a visual example of a flow chart for Behavior Coaching Support. If you have any questions, please let me know.

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Follow the link on the September Behavior Corner for a free membership to Conscious Discipline resources.

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Links are Active.

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Links are active

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Are you struggling with Children with big emotions. . . Overwhelmed administrators. . . Teachers burning out. . . Students feeling unsafe. . . Teachers

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10 Minute Guided Meditation for Positive Energy, Peace & Light 🌤

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The term "fight or flight" is also known as the stress response. It's what the body does as it prepares to confront or avoid danger. When appropriately invoked, the stress response helps us rise to many challenges. But trouble starts when this response is constantly provoked by less momentous, day-to-day events, such as money woes, traffic jams, job worries, or relationship problems.

Health problems are one result. A prime example is high blood pressure, a major risk factor for heart disease. The stress response also suppresses the immune system, increasing susceptibility to colds and other illnesses. Moreover, the buildup of stress can contribute to anxiety and depression. We can't avoid all sources of stress in our lives, nor would we want to. But we can develop healthier ways of responding to them. One way is to invoke the relaxation response, through a technique first developed in the 1970s at Harvard Medical School by cardiologist Dr. Herbert Benson. The relaxation response is a state of profound rest that can be elicited in many ways, including meditation, yoga, and progressive muscle relaxation.

Breath focus is a common feature of several techniques that evoke the relaxation response. The first step is learning to breathe deeply.

Deep breathing benefits

Deep breathing also goes by the names of diaphragmatic breathing, abdominal breathing, belly breathing, and paced respiration. When you breathe deeply, the air coming in through your nose fully fills your lungs, and the lower belly rises.

For many of us, deep breathing seems unnatural. There are several reasons for this. For one, body image has a negative impact on respiration in our culture. A flat stomach is considered attractive, so women (and men) tend to hold in their stomach muscles. This interferes with deep breathing and gradually makes shallow "chest breathing" seem normal, which increases tension and anxiety.

Shallow breathing limits the diaphragm's range of motion. The lowest part of the lungs doesn't get a full share of oxygenated air. That can make you feel short of breath and anxious.

Deep abdominal breathing encourages full oxygen exchange - that is, the beneficial trade of incoming oxygen for outgoing carbon dioxide. Not surprisingly, it can slow the heartbeat and lower or stabilize blood pressure.

Practicing breath focus

Breath focus helps you concentrate on slow, deep breathing and aids you in disengaging from distracting thoughts and sensations. It's especially helpful if you tend to hold in your stomach.

First steps. Find a quiet, comfortable place to sit or lie down. First, take a normal breath. Then try a deep breath: Breathe in slowly through your nose, allowing your chest and lower belly to rise as you fill your lungs. Let your abdomen expand fully. Now breathe out slowly through your mouth (or your nose, if that feels more natural).

Breath focus in practice. Once you've taken the steps above, you can move on to regular practice of controlled breathing. As you sit comfortably with your eyes closed, blend deep breathing with helpful imagery and perhaps a focus word or phrase that helps you relax.

Ways to elicit the relaxation response

Several techniques can help you turn down your response to stress. Breath focus helps with nearly all of them:

Creating a routine

You may want to try several different relaxation techniques to see which one works best for you. And if your favorite approach fails to engage you, or you want some variety, you'll have alternatives. You may also find the following tips helpful:

Choose a special place where you can sit (or lie down) comfortably and quietly.

Don't try too hard. That may just cause you to tense up.

Don't be too passive, either. The key to eliciting the relaxation response lies in shifting your focus from stressors to deeper, calmer rhythms - and having a focal point is essential.

Try to practice once or twice a day, always at the same time, in order to enhance the sense of ritual and establish a habit.

Try to practice at least 10-20 minutes each day.

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Relaxation techniques: Breath control helps quell errant stress response - Harvard Health

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Relaxation techniques - such as deep breathing - can help control stress and the "fight or flight" response that can interfere with everyday life....

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ESE push-out to Gen Ed: Academic Flow Chart

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ESE push-out to Gen Ed: Academic Flow Chart

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Controlled or limited choices are great for any student that has a difficult time with following expectations. There are MANY BENEFITS to controlled choices and giving students command over their learning.