1. Introduction Slide
2. Name badges (slides 2 &3) (In the PPT I put two slides, I can hide one for my early presentation)
a. Information about me…
b. Information about you…
i. I still have time to change the picture…
c. Not enough time for an icebreaker
3. Rules
a. Phones on vibrate – feel free to answer but please do so in the hallway
b. Take breaks as you need – bathroom locations
c. Feel free to eat and drink during the presentation
i. Please make sure to clean up after yourself
4. Expectations
a. What’s learned here leaves here
b. Here to have fun but please respect each other’s time and pay attention
c. Judy – Get something out of this
d. Ways to get our attention
i. Raise hand etc.
e. Advantages of having training in June is that everyone is high after the school year, but
things tend to get lost
5. Variables slide
a. What do you think about a slide or section about classroom climate?
6. Prevention
a. Group activity – What have you done so far?
b. Conviction
i. Possible slide/ slides?
c. Engaging curriculum
d. Building relationships
e. Communicate appropriately
f. Structure
g. Attention
7. Electric brain
a. Group question – what do you think of when you see this?
b. Antecedents – what sets behaviors off?
c. Activating attention and learning
d. What are the barriers?
e. Amygdala, Frontal lobe = Reactionary to problem solving
8. Tornado
a. Classroom climate is up to the teachers and how they present themselves…
9. Soldiers
a. How dry is your subject?
b. Classic teaching strategies:
i. Multisensory
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ii. active participation makes for better processing
iii. NMT than 7 new pieces of information at a time
iv. Lessons should be nmt 20 mts
v. New information should be meaningful and make sense
c. Are you invested in the lesson?
i. Personal stories, visuals, connecting real life to the curriculum
d. Strategies
i. Trivia, dress the part, games, movement
Build relationships
a. CKH
b. Positives to negatives
c. Personal questionnaires
d. Do the students see your involvement outside of the classroom?
e. ID problem kids and their needs
f. Read IEPs, BIPs
i. Not all problem kids come with instructions
g. Learning Style Inventory
Communicate appropriately
a. Minimize the sarcasm – not all kids understand it
b. Tone of voice
Raccoon
a. 30 seconds to gain a first impression
i. Think of how many first impressions happen in your class
1. In to the class
2. See both of you
3. Classroom setting
4. Intro to lessons
b. Each day is a new day, a new opportunity
i. With high needs kids each moment is a new moment
c. Group question
i. How many interactions would you estimate it takes to change first impressions?
Handshaking
a. Think of the last time you had a first impression (good or bad); How long did it take you
to change your opinion?
The importance of language
a. Level of communication
i. Speaking to your audience – ZPD
Body language
a. What percentage of communication would you estimate body language is?
i. 55%
b. How are both of you seen in class?
c. Where is your position in class?
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i. Redirecting
ii. Teaching
iii. Disciplining
d. What does your dress code say about you?
Tone of voice?
a. What percentage of communication would you estimate tone of voice is?
i. 38%
Words
a. What percentage of communication would you estimate words are?
i. 7%
b. What possibility is there that a student will retain what you are saying if they are stuck
on what they see (body language, dress) or hear (stuck on tone, language level)?
Building frame
a. By structuring your classroom for success, you put in place the conditions for students
to engage and succeed
b. For a lot of kids consistency breeds respect and for a lot of others the school is the only
place it occurs
i. MIND NUMBING CONSISTENCY
c. Structure the relationship between teachers –
i. How will you handle conflict?
ii. Whose personality works best with which types of class?
Daily Schedule
a. Schedule = routine?
b. Not every class is the same
c. Both of you need to know what you are walking in to on a daily basis
d. Communicating with each other about changes
e. How to work together to:
i. Modify work
ii. Manage absences
iii. Fire drills
Attention
a. Attention signals
i. What works for you now?
ii. What can you agree on?
Physical space
a. What does the classroom look like?
b. Is it easy for both teachers to move around? Is there enough room?
c. What does preferential seating look like?
i. Are the SPED kids “differentiated” together or are the “included” in other
groups?
Routines
a. Transition from last class to this class
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b. Setting to setting
c. Task to task
d. Types of lessons
Expectations
a. By teaching expectations you make it clear that the tools for each student’s success rest
in his or her own hands
b. Take the Don’t Know out of the Won’t Do or Can’t Do equation
i. Value * Expectancy = Motivation (R. Sprig)
1. Can do * Knowledge = Will Do
ii. Good Will Hunting
c. In this section we cover:
i. Class activities
ii. Presentation of information
Multiple slides slide
a. Table activity
i. How many of you have CHAMPS or something like it in place already?
ii. How many of you have developed these with an inclusion teacher in mind?
iii. How would these change within an inclusion setting?
iv. Expectations are the foundation for behavior management
1. We do a good job at the beginning of the year and after breaks, but
when do we review and what does that look like?
2. Can’t be in the mindset that they should know it already…think of all
the teachers they have in a day and the different teaching styles
Movement in the classroom
a. What is your comfort level? Is it consistent?
b. Class may need more structure while your tolerance may be really high, the students
tolerance level may not
c. The teachers move and present throughout the class so why should the students have
to sit still?
d. How are frequent breaks handled? Fire drills? Sharpening a pencil?
Space shuttle – May combine this with next slide
a. Launching this information at the beginning of this school year
Binoculars
a. Look in to the future and think of easy ways to present the expectations to new
students and/or substitutes (podcast, ppt, book, etc.)
b. What about new kids that come in throughout the year?
c. Some campuses have a more transitory population
d. Teachers need to learn the new student…(how about that questionnaire?)
Magnifying glass
a. By observing, monitoring, and communicating you close the feedback loop and make
distinctions about how students are progressing and whether your approach is paying
off or needs adjustment.
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i. In this section we will discuss:
1. Short term goals
2. Circulation
3. Long Term Goals
4. Data collection
Shoes and Glasses
a. Circulation provides ongoing proximity and opportunities for feedback and redirection
i. Circulation with attention
1. Not a stroll in the park
a. Don’t let some get away with poor choices and not others
b. Take up each other’s slack
2. Both teachers moving
a. PLAN
ii. Group question – what else plays a big role in this element? STRUCTURE!!!
b. Scanning – be there mentally on a consistent basis; not just physically
Long term goals
a. What are long term goals a pair of inclusion teachers might develop at the beginning of
the year?
b. Short term goals that lead to long term goals
Percentage person
a. Data collection
i. Who’s in charge of which data? (Why do witches need data?)
ii. What types need to be collected? (behavior, grades, IEP, weight, height, gossip)
iii. How are grades decided? (assignments, major projects, IPR’s and grading
periods)
iv. What does modified mean to each of you?
v. Who communicates the information to the parents?
vi. Who gets to handle parent concerns?
vii. Who presents the information at the ARD/ 504 meeting?
Encouragement Road
a. What does a positive interaction look like?
b. What does positive feedback look like?
c. Specific and positive; even of you are positively telling them to stop you are still
redirecting
d. Don’t forget to encourage each other in front of the class and outside of the class
Sticky note
a. By encouraging students you show that you value and respect each student and teach
that all people should be treated with dignity and respect.
b. May not have time for you tube video
c. Treating each other with dignity and respect is just as important
i. How do you talk to others about each other?
ii. How do you react when others talk about the other?
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d. I’m not saying you have to be BFF’s, just professional and civil in the classroom setting)
Reinforcement options
a. Different ways to provide positive rewards
b. Coffee cards, mystery motivators for hallways and classrooms
c. Work together so that everyone gets their needs met (biological, personal, mental)
Screaming
a. Each teacher and student has a personal tolerance level for stresses in their personal
and school life
i. We have no idea what others have to go through to get to school
b. These stressors often result in poor choices so now we will discuss how to address these
issues
Little girl and teacher
a. By correcting fluently you reduce and curtail distractions that detract from your
teaching, enhancing again students’ perception that learning is important.
i. My learning this material is more important than my poor choice
Multiple pictures
a. You want correction to be natural and just a part of your teaching style.
Minor v. major
a. What do these look like on your campuses?
b. What is the campus level of tolerance?
c. What is each teacher’s? Classroom?
Menu of Interventions
a. Consequences should be presented as a list of choices for the teacher (NOT NUMBERED)
i. Group question – why?
1. Leads to escalating behaviors
ii. One size doesn’t fit all – some kids work better with some consequences
iii. Fair doesn’t always mean equal
Flow chart
a. Precision requests – tough kids
b. Reductive consequence = forced choice – You can do this or that
c. Consequences should start out small
d. Step away and let them decide
e. Give an example
4 questions
a. CKH
b. Each teacher needs to be able to step in and continue the lesson without letting one kid
derail an entire classroom
c. Need to be fluent with whatever method the two of you are using and agree on
d. Don’t worry about screwing up, the kids will always give you another opportunity to try
again
e. I’ve seen these posted in classrooms but never used
f. Kids should be encouraged to use them on each other
42. Making the questions work for you
a. Reference handouts
b. Affirmation = thank you for answering…
c. Let silence do the heavy lifting
d. Don’t threaten and not deliver a consequence
e. Make sure both teachers are aware of limits and consequences set by each other and
that they are consistently reinforced
43. Button
a. You cannot appropriately deal with behavior if your button is pushed
b. Be CAR
c. Tag out as needed
i. What is my team mate’s tolerance level? What body language should I be
looking for?
44. STOP
a. As a team our goal is to deescalate behavior and hold the student accountable
b. MIND NUMBING CONSISTENCY
c. Keep it in perspective – as a teacher you are responsible for their consequences and not
their choices
45. Helpful tips
a. No bailing – don’t beg
b. Move words to notes section:
i. Use questions sequentially
ii. Do not lecture
iii. No bailing
iv. Question to clarify ONLY
v. Be consistent in how you ask questions (ask questions the same way with all
kids in any situation.)
46. Questions