Welcome to this evening's #BookCampPD chat. I am so thankful that you take the time out of your busy schedule to join this amazing #PLN
Please introduce yourself and share something you are thankful for.
Although Veteran's Day will be observed tomorrow, this is the official day of remembrance.
I am also thankful for the amazing women and men who have defended our country and those who continue to do so each day. #BookCampPD
Hello, I am Mel from Manitoba, Canada. I am thankful to live in an amazing country where I have the freedom to choose to do whatever I want on a beautiful Sunday with my family. #bookcampPD
Welcome to this evening's #BookCampPD chat. I am so thankful that you take the time out of your busy schedule to join this amazing #PLN
Please introduce yourself and share something you are thankful for.
A1 we need to ensure we provide multiple opportunities for Students to access knowledge as well as ensure they can focus on learning not other needs. #wholechild#bookcampPD
A1: I feel like by adopting this mindset, you spend more time teaching and connecting with students rather than engaging in pointless and exhausting power struggles. #bookcampPD
A1: Your role changes from passive teacher to active encourager. If they “can” sounds as if you’ve given up on them...where “wanna” means you have the opportunity to make it happen #BookCampPD
A1: Using the empathetic understanding of student behavior, it allows us to look at what we can do to support instead of what we can do to punish. It is a reflective way to look at these behaviors. What can I do to help #BookCampPD
A1. The first implies that kids want to do well, but that they sometimes need extra help or attention to "get it." The second implies that you assume that the kids attitude is what's keeping them from being successful. The 2nd one is more negative. #BookCampPD
A1 we need to ensure we provide multiple opportunities for Students to access knowledge as well as ensure they can focus on learning not other needs. #wholechild#bookcampPD
#BookCampPD Nikki from Rock Island, IL. Assistant principal at Frances Willard Elementary. So much to be thankful for- family and school family the most!
A1 Interesting to think about, I think that we have to find a way to bring these thoughts together, meet students were they are, encourage and find ways to help them become more engaged and motiv to learn, ask for help #bookcamppd
A1: Using the empathetic understanding of student behavior, it allows us to look at what we can do to support instead of what we can do to punish. It is a reflective way to look at these behaviors. What can I do to help #BookCampPD
A1. The first implies that kids want to do well, but that they sometimes need extra help or attention to "get it." The second implies that you assume that the kids attitude is what's keeping them from being successful. The 2nd one is more negative. #BookCampPD
A1 Great question! Read a blog post by @gcouros that really connects 2 this ?. It’s so imp 2 start from positive frame when thinking about Ss & 2 help us find common ground 2 empathize w/what Ss may be experiencing & therefore be able 2 teach them more effectively. #bookcampPD
#truth We need to end the “I presented it they should learn it” mindset & focus on meeting students where they are and moving forward from there #BookCampPD
A1: Your role changes from passive teacher to active encourager. If they “can” sounds as if you’ve given up on them...where “wanna” means you have the opportunity to make it happen #BookCampPD
A1 With that mindset shift we are more intrinsically able to nurture the whole child and that which impacts his/her learning, esp if the child is unable to process current personal experiences themselves. #SEL#BookCampPD
Q2. Challenging behaviors occur when a child needs to use the skills of flexibility, adaptability, frustration, tolerance and problem solving. How do you teach these developmental delay skills? #BookCampPD
A1 Kids do well if they can builds on the notion that students need to be taught the skills necessary to process and react. Many don’t have the skills needed. #bookcampPD
A1: SO true! Adopting this philosophy helps promote understanding and empathy. It also reframes for me, the why behind the behavior & makes me rethink my why that I’m in this profession. #bookcampPD
#truth We need to end the “I presented it they should learn it” mindset & focus on meeting students where they are and moving forward from there #BookCampPD
A1: Your role changes from passive teacher to active encourager. If they “can” sounds as if you’ve given up on them...where “wanna” means you have the opportunity to make it happen #BookCampPD
Q2. Challenging behaviors occur when a child needs to use the skills of flexibility, adaptability, frustration, tolerance and problem solving. How do you teach these developmental delay skills? #BookCampPD
I find that by modelling and explicitly teaching these skills students can learn. One of the best strategies I have though is to keep calm, no matter what the situation. Its amazing how that can help students also move through a situation. #bookcampPD
Q2. Challenging behaviors occur when a child needs to use the skills of flexibility, adaptability, frustration, tolerance and problem solving. How do you teach these developmental delay skills? #BookCampPD
A1 Kids do well if they can builds on the notion that students need to be taught the skills necessary to process and react. Many don’t have the skills needed. #bookcampPD
Yes, but what if they don't have the skill in the first place? We will need to help the student practice the skill that most children might already have. #BookCampPD
Q2: I go into classrooms & do SEL lessons, centers, collaborativework w/colleagues to teach these skills. Ss love it! Not all Ss have these skills modeled, therefore it’s up to us to teach them. The good news is that these skills are teachable! #bookcampPD
A2: The best way to teach them is to model them. Also engage in role playing and acting out scenarios so Ss understand what to do when they arise. Emotional regulation is a skill that needs to be taught just as much as reading writing and arithmetic #BookCampPD
A2. These are skills that are taught over time and vary with the situation. And teaching them once is never enough. It takes time. Heck, most of us had to learn these throughout our lives. #BookCampPD
A2 It is an ongoing part of the year, taking time to model these, and openly discussing, talking through situations and having students work together and build skills with peers #bookcamppd
A2: Part of it is validating how difficult it can be to master these skills for anyone. Then support, model, and encourage along the way by praising at the right time. Set short term goals on the road to long term success. #BookCampPD
A2: The best way to teach them is to model them. Also engage in role playing and acting out scenarios so Ss understand what to do when they arise. Emotional regulation is a skill that needs to be taught just as much as reading writing and arithmetic #BookCampPD
A2 By having a relationship with kids, they trust you are going to give them what they need. Modeling different ways to handle difficult situations is key. Show kids how to handle the frustration you feel during the day. Explain different situations you’ve handled. #bookcampPD
Q3. Being responsive to the individual needs of a student in your classroom and responsive to the group is hard. Many educators are only able to focus on one of these. What strategies do you use to address both? #BookCampPD
A2
LISTEN and observe- model the behaviors that you want to see from your students and be explicit. Make your thinking visible and help students reason through difficult situations. RJ strategies have been so helpful in my experience #BookCampPD
Q2. Challenging behaviors occur when a child needs to use the skills of flexibility, adaptability, frustration, tolerance and problem solving. How do you teach these developmental delay skills? #BookCampPD
A2. Whole group opportunities for Ss to assess values and share as individuals within a united learning community. Then use the power of conferring to personalize even more the specific skills students are in need of. #bookcampPD
A2: THESE skills can also be learned and practice at home...family engagement is key to support students in this are of their lives.
Also, mentors and explicit modeling would help our students
#BookCampPD
A1: “Kids do well if they can,” means if you believe they can succeed and do well, they will. “Kids do well if the wanna,” puts all the responsibility on the child, implying kids don’t want to do well. It has a negative tone. #BookCampPD
A2 By having a relationship with kids, they trust you are going to give them what they need. Modeling different ways to handle difficult situations is key. Show kids how to handle the frustration you feel during the day. Explain different situations you’ve handled. #bookcampPD
A1: Kids do well if they can focuses on building a positive growth mindset. Kids do well if they wanna implies that they have to have the right attitude to do well. Ss with a positive growth mindset can do well and intrinsically they will want to do well. #BookCampPD
And besides staying calm, I am trying hard not to respond out of anger or frustration. Usually it has nothing to do w/my Ss, but they can be an easy target when something’s not going well. And, I try to give myself time when I’m not sure about a child’s request. #BookCampPD
A2
LISTEN and observe- model the behaviors that you want to see from your students and be explicit. Make your thinking visible and help students reason through difficult situations. RJ strategies have been so helpful in my experience #BookCampPD
Q2. Challenging behaviors occur when a child needs to use the skills of flexibility, adaptability, frustration, tolerance and problem solving. How do you teach these developmental delay skills? #BookCampPD
A3: By helping your students to understand the "Fair is not always equal" we are able to meet every student where they are. Some need more, some need less. All get what they need #BookCampPD
A3: I find that building in choice can be a great way to be responsive to the needs of the Ss. I can also think of times when I have gotten everyone going on something and then I went and touched base with the student that I knew needed a bit extra. Just little things.#bookcampPD
Q3. Being responsive to the individual needs of a student in your classroom and responsive to the group is hard. Many educators are only able to focus on one of these. What strategies do you use to address both? #BookCampPD
A1: “Kids do well if they can,” means if you believe they can succeed and do well, they will. “Kids do well if the wanna,” puts all the responsibility on the child, implying kids don’t want to do well. It has a negative tone. #BookCampPD
A2: I teach these skills in kindergarten through directed play/center activities. I model for them, we do it together and then they learn independence with these skills. I always take the time to stop and reteach in the moment when necessary. #BookCampPD
A3: By asking for feedback often. I allow Ss to provide me with feedback on how I am doing, how they are doing, and how we can work better together. Those with more specific needs have worked out hand signals, prior agreements, etc. w/me to not distract the group. #BookCampPD
A3: I always think that if I am being responsive to both then I’m meeting the needs of all. If the class is in emotional disarray it harms the individual student. Teaching kindness strategies and building community intentionally can help the whole group as well #bookcamppd
A3 build in time to address both. Make sure ALL students have to grade level content & behavior but recognize each takes a different path to get there, be the guide on that journey #BookCampPD
Q3. Being responsive to the individual needs of a student in your classroom and responsive to the group is hard. Many educators are only able to focus on one of these. What strategies do you use to address both? #BookCampPD
Absolutely! Many high school students have lost their intrinsic motivation. Much of my time is spent working with “Grade-getters” to help them remember the feeling of success & pride in a job well done #BookCampPD
A3 Differentiate instructional cycle to allow for whole class teacher directed, independent work time, and collaborative work. Check In/Check out conferences Monday and Friday. #bookcampPD
A3. Talk to your kids. If you need to, schedule the time. Once you have built those connections, you will be able to focus on the individuals as well as the whole. #BookCampPD
A3 I am available when students arrive and leave, make sure Ss know they can see me throughout the day, and also by using small group activities, gives more time to interact and work with Ss . #bookcamppd
A3 I create a classroom family every year and allow student voice and choice along the way. Our students give so much to one another. Having grace for one another and arch other is helpful too. #BookCampPD
A1: if you step back and remember that within that emotional response is a child that is looking to you for modeling and responsible behavior then together you can go from wanna to can! #bookcamppd
Q4. Why do programs that work toward reward and punishment/motivation (we certainly have many of these in education) not work when the child is lacking the skills and has unsolved problems? #BookCampPD
Providing multiple opportunities for them to have a voice and be heard. I've seen more kids open up through tech apps like @goformative recently now that I started using it for formative assessments, feedback, and self-reflection. #BookCampPD
A3 Kindergarten T taught me the 2 x 10 method. It has been helpful for different Ss and grade levels. Try giving the S individual attention and teach the missing skill during lunch. The time spent is worth it for everyone. #bookcampPD
A2: simple. Students will mirror the behavior they see from you as the teacher. Ss are I tune with what Ts will demonstrate and tolerar. Model the behavior you expect from your Ss, be consistent & set that expectations from day 1. #BookCampPD
A3: One on one addressing of an issue that may cause embarrassment is important but if it’s a safe option I think asking the class for support and collaborating to help each other figure out what to do is the best approach. #BookCampPD
A3 Yes, it’s hard. Sometimes I’m better at this & sometimes I’m not. When I’m not, I end up doing a lot of apologizing 2 ind Ss 4 my mistakes. I try 2 remember that Ss look 2 me as the adult they can count on & trust. That helps me regroup & be more compassionate. #bookcampPD
I model a lot and teach each skill thoughtful through mentor text! It’s not something that should be checked off as learned but instead revisited througout the year. The best time to teach these skills is not when we are experiencing emotion but within a calm place #bookcamppd
A3: With challenging individual student needs I “pick my battles” if I can teach around their behavior, I will. Sometimes eye contact or proximity will bring the individual student back on task. I will address the individual student after the lesson when needed. #BookCampPD
A4 If our students lack stills, then punishment won’t create growth and understanding. Teaching students how to act, respond, and move forward is vital. #BookCampPD
A4 Addressing behaviors not the lack of skills, punishing is not the answer if the reason the child is not completing it is because lacking knowledge and needs help to better understand, See the child and not the behavior to understand their needs #bookcamppd
A4: My personal opinion is that for many of the Ss we might try this with, the behaviour isn't in their control. The connection between behaviour and punishment is often not connected for them as well. #BookCampPD
Q4. Why do programs that work toward reward and punishment/motivation (we certainly have many of these in education) not work when the child is lacking the skills and has unsolved problems? #BookCampPD
A4: I think this is similarity “money doesn’t buy happiness” ...all the rewards or punishments will never help unless the root of the issue is addressed. They are bandaids to ease the pain but never last #BookCampPD
A4 The child can’t do what he doesn’t know how to do. Then frustration sets in when he/she doesn’t get a reward bc they have missing skills. Build the skill AND intrinsic motivation. #bookcampPD
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Q4. Why do programs that work toward reward and punishment/motivation (we certainly have many of these in education) not work when the child is lacking the skills and has unsolved problems? #BookCampPD
A4 If our students lack stills, then punishment won’t create growth and understanding. Teaching students how to act, respond, and move forward is vital. #BookCampPD
A4: Building students' skills for handling difficulties does not come from reward and punishment. It comes from teaching, supporting, reinforcing. We need to use intrinsic motivation #BookCampPD
Students in who have experienced trauma may have a fight, flight, or freeze response to punishment based motivation. It can destroy the teacher/ student relationship building right away. #bookcamppd
Thank you for sharing your thoughts during this evening's chat.
As you hurry off to the next thing in your life, please reflect on these two questions from @GCouros
What did you learn during this chat?
How will your students know and benefit?
#BookCampPD
Are you as excited as I am to begin our next focus book??!?!
You have plenty of time to grab a copy here https://t.co/mIMDkc2pWF or send out an email to see if anyone at your school has one you can borrow.
@JulieGB7 is our guest moderator next Sunday evening #BookCampPD
A4: they may not be tailored to the Ss individual needs and often they don’t teach the Ss strategies to use in place of the negative behavior. #bookcampPD
A4: They aren't invested in the reward and/or don't see relevance in the punishment. If it doesn't have meaning then it won't matter much to them. #BookCampPD
Too busy during the chat to find the time to "follow" amazing educators? Here are some easy directions that will help you "follow" tremendous educators to learn with them all week long! #BookCampPD
