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Spanish Individual Conference Planning Sheet 

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Spanish Individual Conference Planning Sheet 

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Individual Conference Planning Sheet in Spanish

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Individual Conference Planning Sheet in Spanish

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MABE 2017: Supporting the social, emotional and behavioral needs o

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Founded 2001 Portuguese-English (1/3), Spanish-English (2/3) 50-50 350 Students, K-5 55.4% Latino, 44.6% non Latino 8.3% with IEPs, 91.7% without 54% Free and Reduced, 46% Full Pay 42% ELS 80% BEHAVIORAL SUPPORT GROUP (BST) OUTSIDE OF SCHOOL Direct Succinct What you want to see

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http://www.readwritethink.org/classroom-resources/lesson-plans/launching-family-message-journals-77.html

http://www.readwritethink.org/resources/resource-print.html?id=82&tab=1

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DonorsChoose.org: Support a classroom. Build a future.

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DonorsChoose.org connects teachers in high-need communities with donors who want to help.

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Collaborative for Academic, Social and Emotional Learning

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Collaborative for Academic, Social and Emotional Learning

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The Collaborative for Academic, Social, and Emotional Learning is helping make evidence-based social and emotional learning an integral part of education from preschool through high school.

Learn about the Fundamentals of SEL Learn more about SEL

Getting started with systemic implementation

Our platform is made possible by:

This site uses cookies to improve your experience and help CASEL understand how our site is being used. By continuing to use our site, you consent to the use of cookies. Review our Privacy Policy for more information.

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Advancing Social and Emotional Learning - CASEL

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The Collaborative for Academic, Social, and Emotional Learning is helping make evidence-based social and emotional learning an integral part of education from preschool through high school. Learn about the Fundamentals of SEL Learn more about SEL Getting started with systemic implementation Our platform is made possible by: This site uses cookies to improve your experience and help CASEL understand how our site is being used.

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What you say-and how you say it-can help students develop confidence, competence, and self-control. The Power of Our Words offers practical tips, real-life anecdotes, and concrete examples on how to use your words to build a positive classroom community and increase student engagement.

Topics include:

The "Three Rs" of teacher language: reinforcing, reminding, and redirecting

Listening and skillfully using silence

Saying what you mean and meaning what you say with brief, concrete, and specific instructions and feedback

Stretching student thinking with open-ended questions

Using language to help students envision success

When we polled Responsive Classroom teachers, they named The Power of Our Words one of four books every elementary teacher should have.

Free discussion questions now available! These chapter-by-chapter questions will deepen your learning and help you apply the book's strategies to your own setting.
Samples:
Copyright ©2013 Center for Responsive Schools, Inc

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Power of Our Words | Responsive Classroom

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Discover how your words can help students develop confidence, competence, and self-control. The Power of Our Words offers practical tips, real life anecdotes, and concrete examples of how what you say-and how you say it-has the power to build a positive classroom community and increase student engagement.

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Solving difficult behavior problems with children leads to long-lasting change. Arguing, excluding classmates, forming cliques, "forgetting" to do homework, balking at sharing, refusing to do work-these common but challenging misbehaviors often disrupt learning, frustrate children, and exhaust teachers. Veteran educator Caltha Crowe shares five practical strategies that will help teachers and children solve these problems together. You'll learn to use:

Problem-solving conferences

Conflict resolution

Role-playing

Class meetings

Individual written agreements

With warmth, wit, and deep insight into classroom life, Crowe offers abundant guidance to help you use the strategies. She supports you with:

Detailed steps

Keys to success

Effective teacher language

Planning pages so you can personalize each strategy

True stories from classrooms, actual dialogues with students, and answers to real teachers' questions make for a lively book with an authentic and encouraging teacher voice. Throughout, Crowe never wavers in her belief in building classroom community through kind, respectful collaboration with children. K-6

"Reading this book is like watching a master teacher demonstrate skills for helping students create a caring, respectful, cooperative classroom where they can experience the joy of learning." -Jane Nelsen, author of Positive Discipline

" Solving Thorny Behavior Problems offers teachers a proven, practical, and emotionally intelligent path to handling the tough problems students can present." -Daniel Goleman, author of Emotional Intelligence

Copyright ©2009 Center for Responsive Schools, Inc

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Solving Thorny Behavior Problems | Responsive Classroom

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Arguing, excluding classmates, forming cliques, "forgetting" to do homework, balking at sharing, refusing to do work-these common but challenging misbehaviors often disrupt learning, frustrate children, and exhaust teachers. Veteran educator Caltha Crowe shares five practical strategies that will help teachers and children solve these problems together.

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Behavior Rating Scales Report Card Maker | Teacher Resources | Intervention Central

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The behavior rating scales report card maker is an important tool that can be included as part of a teacher resources network for classroom management

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Watch teachers using our research- and evidence-based, time-tested strategies with students in their own classrooms. Look for demonstrations of energizers an...

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Find and save recipes, parenting hacks, style inspiration and other ideas to try.

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The early weeks of each new school year offer teachers distinct opportunities and challenges. It is during this time-when expectations and routines are established, rules generated, and goals articulated-that the foundation is laid for a productive and cooperative year of learning.

As teachers, we work hard to convey, from the very first day of school, the important message that we will do high-quality work in our classrooms. We also work to convey the message that we will do this high-quality work in an atmosphere of support and collaboration. But this atmosphere does not just appear by our decree. It must be carefully constructed upon many small, but critical, building blocks, and the first six weeks of school is the time to do it.

A time of introductions

We see the first six weeks of school as a distinct period, a time of many introductions. We introduce students to the people of the classroom and school community, to the classroom and school environment, and to the expectations we hold about learning. We also introduce and establish expectations for behavior, the limits we will set, and the ways we will enforce those limits. We introduce the routines that help students learn while taking care of each other and the environment.

We carefully structure the first six weeks so that students will participate actively in all of these introductions. They practice the expected skills and behaviors-at first with very close teacher guidance and structure, and then, as their familiarity and competence grow, with increasing amounts of independence.

The goals of the first six weeks of school

Though the details differ with different age groups, with the content of the curriculum, and with the organization of the room, there are four broad aims in the first six weeks curriculum.

1. Create a climate and tone of warmth and safety. Students can come to know each other and develop a sense of belonging through activities that help them define their commonality and their differences. Deliberately focusing on group-building activities during these weeks helps create the trust and safety essential for active, collaborative learning. However, this sense of trust is not built solely on warmth and friendliness. It is also built upon students' assurance that there are reasonable limits and boundaries for behavior and that their teacher will enforce them. They must see that their teacher will exercise vigilance and good judgment to keep everyone safe.

2. Teach the schedule and routines of the school day and our expectations for behavior in each of them. A sense of order and predictability in daily school life is important. It enables children to relax, to focus their energy on learning, and to feel competent. When we enter a new culture, we want to know its rules so that we don't embarrass ourselves or, through ignorance or misunderstanding, hurt others.In the first six weeks of school, we name the global expectations we might hold for the year. For example, "Our room will be a place where people try hard, take good care of themselves and others, and take good care of our materials and our school." Children are then involved in applying these broad, nonnegotiable expectations to everyday situations. "How will we walk through the halls if we are taking care of each other?" "What does trying hard mean during math group?" "What will clean-up time look like if we are taking good care of our room?"

3. Introduce students to the physical environment and the materials of the classroom and the school, and teach students how to use and care for them. In order for students to feel a sense of ownership for the school environment and materials, they must become familiar with them and have time to explore them. Through school tours for young students and new students, and scavenger hunts and mapping exercises for older ones, we encourage them to get acquainted or reacquainted with the school environment and to feel comfortable in it. Using the technique of guided discoveries, we extend children's ideas about the creative use of space and materials, develop guidelines about sharing particular resources, and teach children how to care for them.

4. Establish expectations about ways we will learn together in the year ahead. We want to generate excitement and enthusiasm about the curricula we will engage in this year-complicated new math concepts, engrossing novels full of dilemmas to explore, beautiful art materials and techniques for using them, microscopes to observe a previously invisible world. Our learning-whether we are wrestling with an ethical dilemma presented in a history lesson or considering a complicated question about collecting data for a science experiment-requires participation and focused effort, thoughtful questions, and the ability to cooperate and collaborate. We pay attention to the process as well as the products of our learning and hold high standards in both areas. It is our job as teachers to help students achieve these high standards as we learn with and from each other.

Building autonomy

So, what must students know in order to achieve the highest level of academic work in an atmosphere of safety and cooperation? In a word, students need to function with autonomy: to function independently without constant adult control or direct supervision. Autonomy in a school setting means governing oneself with an awareness of the needs of the community. These needs vary-each year, each month, each week-according to the class composition, students' maturity, what our classroom space allows, and what materials we have to work with.

Even the best-behaved students do not walk in our doors in September with this autonomy. Each year, the details must be intentionally established during the first weeks, bit by specific bit, through definition and constant practice. Some students will acquire a high degree of autonomy relatively quickly; others will struggle and need support all year. Building this autonomy is the focus of our curriculum for the early weeks of school. It is exhilarating and exhausting work. It is an investment that pays off all year long.

The First Six Weeks of School 2nd ED

Tags: Classroom Rules, Hopes and Dreams/Learning Goals, Independence

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The early weeks of each new school year offer teachers distinct opportunities and challenges. It is during this time-when expectations and routines are established, rules generated, and goals articulated-that the Read More "

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity. Depending on the child and the situation, teachers might combine a logical consequence with other strategies, or they might use more than one logical consequence. There are three types of logical consequences.

Three Types of Logical Consequences

1. "You break it, you fix it"

This type of logical consequence is used in situations when something has been broken or a mess has been made-whether accidentally or intentionally. The consequence is that those responsible for the problem take responsibility for fixing it. Teachers use this type of logical consequence when they see an opportunity for a child to solve a problem he or she has caused.

Examples:
Adam jiggles the table and causes water to spill. The teacher directs Adam to clean it up.

Jana accidentally knocks Pedro down on the playing field. The teacher prompts Jana to help Pedro up, ask if he's OK, and go with him to get first aid if needed.

2. Loss of Privilege

This type of logical consequence is used when children's behavior does not meet pre-established expectations. The consequence is that the child loses the privilege of participating in an activity or using materials for a brief time, usually a class period or a day. What's taken away must be directly related to the misbehavior, and the teacher must make sure that the child truly understands and can live up to expectations. Teachers use this type of logical consequence when children defy, test, or simply forget the rules.

Dana insists on using the watercolor brush in a way that damages its bristles. The teacher tells Dana that she cannot use watercolors during choice time until she's reviewed correct use of the brush and shown the teacher that she knows how to use it without damaging it.

Garth's class job for the week is line leader, but as he leads the class to lunch, he leans into a classroom to wave hello to a friend. The teacher tells Garth that he has lost the privilege of being line leader for the day and temporarily gives that responsibility to another child. Later, she checks in with Garth to make sure he remembers and understands the expectations for walking in line.

3. Positive Time-Out

This type of logical consequence, which is known in middle school as "Space and Time," is used when a teacher believes that a child needs a way to calm down and recover self-control. The consequence is that the child moves to a pre-established place in the classroom, takes time to regroup, and then rejoins the class once he or she has calmed down. Teachers use time-out to keep minor misbehaviors-intentional and accidental-from escalating and becoming disruptive, and to give children opportunities to practice strategies they've learned for regaining self-control. Because many children have experienced punitive uses of time-out, it's important for teachers to explain that "in this class, time-out simply gives us the time and space we all sometimes need to get ourselves in check when we begin to lose our cool."

Example:
Mark disrupts a math lesson by calling out answers without raising his hand. The teacher sends him to the time-out place. In the minute or two he spends there, Mark calms down using self-calming techniques the class has learned, and then returns to his regular seat.

Goals of Logical Consequences

Stop the misbehavior

Keep everyone safe

Preserve the child's dignity

Get the child back to productive learning as soon as possible

Help children see how their behavior affects their own and their classmates' learning

When to Use a Logical Consequence

When the teacher and the student are calm

When students break the rules

When simple cues and language are not effective

Popular Articles about Logical Consequences

Further Resources

For a more comprehensive look at logical consequences, check out:

A closer look at how to use logical consequences in your classroom is also available in our core and advanced courses, as well as our workshop Responding to Misbehavior.

Tags: Challenging Behaviors, Logical Consequences, Misbehavior

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students Read More "

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Energizers

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Kids in This Video Explain How They Calm Down When They're Upset

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These kindergartners have a go-to strategy we could all use when we get stressed, angry, or worked up!

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You know it instinctively, you see it every day in your classroom, and brain research supports it: Children learn better when we give them mental and physical breaks from intensive instruction. Just two or three playful minutes of moving, breathing deeply, laughing together, and singing or chanting relaxes children's bodies and clears their minds for more learning.

Here are three energizers that work equally well with the children at their tables or desks, circled up, or waiting in line. Try them:

Before or after tests

Between long lesson blocks

While waiting for a special, an all-school meeting, or dismissal

An old favorite song with a twist. Grades K -
For the first few times, simply teach the words and tune of the song. (Remember, just singing together can be very energizing!) Once the students are comfortable with the song, introduce the challenge of this song-game. You can also do some teaching on the meaning of the word "bonny."

The Words
My Bonny lies over the ocean
My Bonny lies over the sea
My Bonny lies over the ocean
So bring back my Bonny to me.

Bring back,
Bring back,
Oh bring back my Bonny to me, to me.
Bring back,
Bring back,
Oh bring back my Bonny to me.

The Actions
Begin by sitting and singing the song together. Whenever you sing a word in the song that begins with the letter "B", alternate your position from sitting to standing, and remain in that new position until the next "B" word comes along.

Continue as much as desired, speeding up the song for an extra fun challenge.

Variation
Count off by 2s. Have the 1s begin by sitting, and the 2s begin by standing. Then watch and enjoy as the children bob up
and down opposite one another.

Aroostasha [ah-ROOS-ta-sha]

Grades K- 6
This silly movement chant will get everyone giggling. It's most often taught in a circle, but it can be done anywhere. Students will need space to move their arms from left to right, and space to bend forward. Discuss and practice how to do this safely and still have fun.

The Words
The group starts off chanting these words together, and then repeats the words together after each movement instruction from the leader.

Aroostasha!
Aroostasha!
Aroostasha-sha!

Aroostasha!
Aroostasha!
Aroostasha-sha!

The Actions
Start with hands clasped in front of you. As you chant, move your hands from right to left, pulsing them to the beat.

Repeat, and add another movement:

Leader(s): Thumbs up! Group echoes: Thumbs up!
Repeat Aroostasha chorus

Continue, each time adding another movement:

Leader(s): Thumbs up! Group echoes: Thumbs up!
Leader(s): Wrists together! Group echoes: Wrists together!
Repeat Aroostasha chorus

Possible movements to add on:
Elbows in!
Knees together!
Toes together!
Bottoms up!
Tongue out!

Variations
Divide the class into two groups. One group can be the "Aroostasha Leaders," deciding together beforehand what actions they will demonstrate. Be sure to first brainstorm appropriate motions that the group can do safely yet creatively.

Children can also be invited to be individual leaders.

You might choose to eliminate the "tongue out" motion if you have speech impaired children in your class.

Do What I Said, Not What I Say

The Actions
Teacher (or student) stands facing classmates. This leader calls out a command. Students must follow the previously given command, not the immediate one.

The Words
Leader says: "Stand on one foot!"
Students do nothing.
Leader says: "Hop on one foot!"
Students stand on one foot.
Leader says: "Flap your arms!"
Students hop on one foot.
Leader says: "Pat your head!"
Students flap their arms.
Leader says: "Sit down!"
Students pat their heads.
Leader says: "Fold your hands on your desks!"
Students sit down.
Leader says: "Fold your hands on your desks!"
Students fold their hands on their desks and are ready for the next lesson or activity of the day.

Variation
To add more challenge, the leader may pantomime the motion as well as say it.

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You know it instinctively, you see it every day in your classroom, and brain research supports it: Children learn better when we give them mental and physical breaks from intensive instruction. Just two or three playful minutes of moving, breathing deeply, laughing together, and singing or chanting relaxes children's bodies and clears their minds for more learning.

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Flexible seating

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Flexible Seating Elevates Student Engagement

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Breaking up rows of desks fosters collaboration and empowers kids to think about how they work best.

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When we talk about education and what it means, what we really want to know is how to instil in our students the knowledge that will make them better learners and better people. How can we be sure that we send them off into life with the skills they really need to grow and develop in a successful, happy way? Now in our 50th year, we're more dedicated than ever to developing international education that creates a better world.

The IB offers an education for students from age 3 to 19, comprising of four programmes that focus on teaching students to think critically and independently, and how to inquire with care and logic. The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they've left our programmes. We are supported by IB teachers and coordinators who develop and promote the IB's curriculums in almost 5,000 schools globally every day, in over 150 countries around the world.

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When we talk about education and what it means, what we really want to know is how to instil in our students the knowledge that will make them better learners and better people. How can we be sure that we send them off into life with the skills they really need to grow and develop in a successful, happy way?

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Positive Behavior Interventions and Supports

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.