Wednesday, July 17, 2019

High-Leverage Practice 11: Social/Emotional/Behavioral

I am going to discuss High-Leverage Practices as mentioned on the CEC website organized around four aspects of practice. I hope you will join in the conversation!

“HLP11 -  Identify and prioritize long- and short-term learning goals.”

Using the data from pre-assessments, teachers need to develop long and short-term goals for the students.

It is important that goals and objectives need three parts: Condition, Behavior, and Criteria for Mastery. Goals and objectives need to be measurable.

Writing goals takes some practice but if written effectively, it can help direct instruction to meet the student’s needs.

First, I want to know what I want the students to be able to do by the end of the year. From that major goal, I want to break it down into specific objectives. I want to look at the skills the student must master in order to achieve this goal.

Once I have the list of skills, I need to write them as objectives. I need to write the skill out in a way that it is behavioral, observable, and measurable. Then I need to know how I will assess that the student has mastered the skill. I need to know specifically what I will use to assess this including how many questions, grade level, or word counts. I need to know what criteria I expect the student to meet to show me that the skill has been mastered. These criteria have to be specific including the number of answers correct, the percentage of accuracy or the number of trials they must complete accurately.

Once the student has mastered the skill, I will be able to move on to the next skill as we work towards achieving the long-term goal.

How do you come up with long and short term goals? Please share.

Photo by Isaac Smith on Unsplash

Tuesday, July 16, 2019

High-Leverage Practice 10: Social/Emotional/Behavioral

I am going to discuss High-Leverage Practices as mentioned on the CEC website organized around four aspects of practice. I hope you will join in the conversation!

“HLP10 - Conduct functional behavioral assessments to develop individual student behavior support plans.”

Many times I can look at a child’s behavior and know that it needs to be changed but without doing some deeper research, I know that I may not be able to change the behavior permanently. I must first do a functional behavior assessment.

I need to determine the behavior that needs to be changed. Once I determine that, I need to look at other factors that affect this behavior.

First I need to see what happens before this behavior occurs. I need to see if there is something that is triggering this behavior. Things I might not realize affect the student may be causing the student to react in a certain way. There is something in the environment that is causing this behavior to happen. I need to list things that happen before the behavior occurs.

Next, I need to see what consequences happen after the behavior is exhibited. What results does the student get from behaving this way? How does it affect the other students and the teacher? How does it affect the student? I may need to change what may be reinforcing this behavior.

Then I need to think about a replacement behavior I would want to substitute for the behavior that needs to be changed. I need to find an appropriate alternative for inappropriate behavior. I also need to think about what I need to do in the environment in order to make this replacement behavior the better option.

For example:
Negative behavior: Student screams.
Cause – The fluorescent lights come on in the classroom
Consequence – the student is taken out to the hallway and the screaming stops.
Replacement behavior – no screaming.
Changing the environment – using table lamps with LED bulbs and not turning on the fluorescent lights.

If the student is having the same behavior issues in other classrooms, it may be a good time to have a meeting so the whole team can brainstorm the answers to this functional behavioral assessment.

At first, this assessment may seem like a lengthy process but the more often you do this, the easier it becomes. Soon it will become second nature to helping students change their behaviors.

Do you do a functional behavioral assessment? What steps do you follow? Please share.

Monday, July 15, 2019

My Father

My father passed away on the morning of  July 11, 2019. He lived a long and happy life. His age will always be unknown because when he was born in China, they didn't have birth certificates.  Social Security says he was 98. My father told me that he was 99. My sister says he was 101 and my cousin says he was 104. His age is really not important other than he lived a long and fruitful life. He taught me that it is important to stay active, stay positive, live wisely, and love every moment of life that God gives you. We will truly miss him. We love you and will miss you Pa!

Friday, July 12, 2019

Useful Information In and Out of the Classroom 7/12/19

Here are some interesting sites that I’ve found this week, thanks to my PLN. As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels:  E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Subject Areas: LA: Language Arts, English, Reading, Writing; M: Math; S: Science; Health; SS: Social Studies, Current Events; FA: Fine Arts; Music, Art, Drama; FL: Foreign Language; PE: Physical Ed; C: Career; A: All

Why Don’t Sheep Shrink In The Rain? – “Getting wet isn’t REALLY what makes wool shrink; it merely exacerbates the friction between the wool fibers, which is stronger in one direction than another, so when agitated in the washer or dryer, they migrate in relation to each other in a process called ‘felting.’ ” (L:E;SA:S)

Photo Roulette – from the Library of Congress; “Photos are from the Library of Congress's digital collections. Guess the date to view more info about the photo.” (L:M,H ;SA:SS)

Google Search Education – “Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers- whether they're just starting out with search, or ready for more advanced training.” (L:G;SA:A)

The Science of Firework Color – “What gives fireworks their brilliant colors? It has something to do with table salt.” (L:G;SA:A)

How to Protect Your Children on their Smartphone – great tips for helping children be safe on their smartphones. (L:G;SA:A)

Original photo by Pat Hensley

Thursday, July 11, 2019

High-Leverage Practice 9: Social/Emotional/Behavioral

I am going to discuss High-Leverage Practices as mentioned on the CEC website organized around four aspects of practice. I hope you will join in the conversation!

“HLP9 - Teach social behaviors”

Many times, we expect our students to know how to act but this is not innate behavior. Social skills are learned behavior and if they are not learning them at home, we need to make sure they learn this in school. Young students may not realize their behavior is unacceptable at school if they are allowed to behave this way at home. At this point, it would be good to explain certain behaviors at acceptable at home but not at school or the workplace. This may also be a slow process but perseverance and consistency is the key.

In order for students to succeed in the workplace, they will need to learn acceptable social skills.

Students need to learn how to:
·      Follow directions. – this is essential in the workplace.
·      Communicate with others. Learning to listen and talk respectfully to others is important.
·      Respect others. – Treat other people with respect.
·      Help others. – When you see others in need, offer to help.
·      Work together as a team. – everyone needs to do their part for the whole thing to work.
·      Brainstorm ideas. – Be open to new ideas.
·      Give positive feedback. – acknowledge others who do something good.
·      Give constructive feedback – offer feedback that will help others be more successful.

What other social skills should be taught in the classroom? Please share.

Photo by You X Ventures on Unsplash