A Note from Lisa Pulliam Founder of More to Be & Stableminded If you’re wondering what happened to MoretoBe.com, you’re in the right place! Lean in, friend, for there is a good story to be told. In the spring of 2024, it became clear that the time has come to wrap up all things More to Be in a gloriously beautiful bow, recognizing that the blessed years spent producing biblically steeped life transformation resources was a worthwhile investment touching thousands […]
Operant conditioning is one of the most fundamental concepts in behavioral psychology. Learn more about the effects of rewards and punishments on behavior.
Discover 12 SMART goals templates to improve your success. Easy to use templates to help you set specific, measurable, achievable, relevant, and timely objectives. | SMART Goal Templates | SMART Goal Printables | Smart Goals Examples | Goal Setting Worksheet | Performance Goals | Life Skills | Goal Setting Template
Follow these easy instructions to make a working sundial with your kid! Find out what other cool things the Aztecs created in this activity.
Stop being worried about your moles on the skin and use baking soda to cure the problem. It works like magic and leaves your skin mole free.
slice of life sims 4 slice of life sims 4 What is a Slice of Life and How Does it Work in The Sims 4?...
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So many people ask me about my Botox for migraines and if it works. It does, for me. It has been life changing has dramatically improved my quality of life.
If you're thinking about taking up running and want to know how running changes your body shape - read on. Most of it's good and you'll feel terrific.
Evernote is my brain, my best friend, my obsession. I’m pretty sure I’m not even using it to it’s full capacity, but I do want to share how I manage my to do lists with Evernote. Each week I have certain things I want to accomplish each day. I can’t say it enough, but my previously mile long lists have become much shorter and more realistic since I’ve become a mom. My “Get Shit Done” NotebookLiterally, this notebooks sole purpose is to house my weekly to do lists. Not only does it keep things organized, but I love looking back at previous weeks to see what I managed to get done. Master To Do ListOne of my secrets to making sure things get done is to have a master to do list. Since I like to have one list for the whole week and I have quite a few things that happen on the same day each week, it’s easy to just be able to copy and paste this into the current week.
Prolapse is often considered a very scary diagnosis because it is talking about the center of our femininity and it’s often diagnosed on the heels of bringing life into the world. I think that’s the part that makes this diagnosis so hard. You’re now a sleep-deprived mother working hard to keep a little one alive … What is Pelvic Organ Prolapse and Does it Require Surgery? Read More »
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When starting off the New Year we tend to take a more holistic view of our lives, and in some cases our wardrobes. One of the trends or "fashion verbiage"
Free printable PDF math templates for algebra, algebra 2 and even geometry, some of which will work great in middle school math. I LOVE math templates. It makes life so much easier to know my warm up is all set to go. When I first wrote this post, I had only made 4 Algebra and Algebra 2 templates. Since then, I've added a whole bunch more.
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On A Peach for the Teach on Facebook, I invited people to ask their most challenging behavior questions. We got some great questions, each of which really tied together. Dona asked, I have a student that comes to me from second grade (I teach 1st) for my entire reading block, who likes to shout out talk back and just shuts down when you ask him to do something. He then treats his 2nd teacher with severe disrespect when he goes back to class. Rebecca asked, I have a class of 25 this year. 1 student is below K level (I teach 1st grade), 2 are identified as ADHD, we are working towards another student getting identified as ADHD, and I have 2 students who have really disrespectful attitudes. I have tried talking with parents, I have changed their seating, I have tried encouraging them and pointing out the positive......nothing seems to be working. Ideas? Lindsay asked, I need motivation tips for kids who can do the work but basically refuse to... These are such common issues that teachers face daily. I think they all tie together and have similar interventions, which led me to write this blog post-- How to Help Calling Out and "Class Clown" Behavior. "If you put a kid in the position of choosing between looking bad or looking dumb, he will choose to look bad." - Rick Lavoie, Motivation Breakthrough When a student is performing at a level lower than his peers, he is often aware of that. That could be part of the reason for the acting out. Maybe the child is embarrassed and would rather be seen as a class clown than struggling. It allows the child a sense of control over a situation where he would otherwise feel out of control. Try giving him some control in a positive way. To intervene, start with an informal play meeting. Meet with the student individually when he is calm, to play a preferred, non-academic game at the beginning or end of the day. He may be more likely to open up honestly in that type of setting through informal conversations (e.g., favorite TV shows, games, etc.). Casually ask what he likes and doesn't like about school, and "admit" to him that you always had a hard time with [insert his least preferred subject]. Try not to make it obvious that this is the whole point of your conversation. He might give you some insight into what's causing this. It's also great for establishing rapport, which will help you to get the student on your side. Give him some sort of task with which he can be successful, and give him positive attention for completing it. Avoid patronizing him or making it obviously at a level lower than the other students. Instead, try non-academic leadership positions, like a class helper, teacher's assistant, etc. Maybe give him the opportunity to call on students with questions. "Class, today we are going to try something new." Next, set limits. Start by telling the whole class that today we are going to try something new. Starting today, the teacher will no longer answer any calling out. Explain that we need to practice raising our hands and not calling out. Demonstrate, practice, and ask for volunteers to show you what hand raising looks like. Establish a non-verbal cue (e.g., a cue card with an image of a hand, or simply hold up your hand), and completely ignore calling out. Instruct the class to also ignore calling out. Have students practice calling out while you ignore it. Explain why you're doing this, so the student knows it's not just him being ignored. Ignore the behavior, not the child. You might want to give one verbal cue, such as, "I'd be happy to answer you when you raise your hand." This is your new procedure that will happen every single time a student calls out. You could still say it in a positive tone of voice, but it's all you will say. Give a Little, Get a Little Use positive language to elicit positive language. If a student is using disrespectful language, being threatening will teach the child to talk back with threatening language. Think about your reaction when somebody confronts you with doing something wrong. You initially feel a little attacked, so you want to react. Give the student the opportunity to save face. For example, instead of, "How dare you speak to me that way?" try a, "Whoops, that sounded disrespectful. I know you could ask me using nicer words," and only respond when he uses nicer words. If he doesn't, say, "I'll be over here when you're ready to use nice words to ask me." Dodge the Power Struggle To nip disrespect in the bud, we need to avoid power struggles-- even when a student questions what we're doing. That's the part that really tricks even the most skilled behavior interventionists. We want students to believe in, trust, and respect us. When they question what we're doing, we want to tell them. Please don't. You don't need to justify yourself in this moment. You may be skilled with planned ignoring, but when the child asks, "Why are you ignoring me?" it's too tempting to reply with an explanation, but resist the urge. If you planned and practiced this procedure previously, the child already knows why you're ignoring him. He may try to get you to give him anything other than the ignoring. Stick to the ignoring, and he will eventually try using nice words to get you to reply. It may also be helpful to teach a lesson on the words "disrespect" vs. "respect." Teach the meaning, and explain situations and words that are unacceptable. Teach this with empathy, and practice it. If the child uses negative language in class, prompt with a, "Please use your nice words if you need me to respond to you." Completely ignore anything else. I know that using a firm prompt followed by planned ignoring sometimes feels like you aren't doing anything to stop the behavior, but that's the best thing about it-- doing "nothing" stops the behavior. It completely eliminates the power struggle and argument. The child will be forced to use kind words to get any type of reaction out of you and to gain access to his wants/needs. This also works with whining. I told my little ones that my ears can no longer hear whining, and they all stopped whining. Now if only I could use planned ignoring on messes to make my kitchen clean itself! Words of Caution Sometimes when implementing planned ignoring, the child may initially test the limits and engage in more attention-seeking behavior. This is typical and should pass when he sees that he won't get a reaction. I got a comment on this post that really made me think and add another word of caution about this strategy-- exercise caution when using this for students with bonding and/or attachment needs. We certainly do not want to intensify feelings of abandonment, and we want to be sure that we are responding to their needs. It is vitally important to make sure that we are ignoring the behavior, not the child. Give the child plenty of positive attention for positive behavior. Make giving positive attention during appropriate behavior part of your behavior protocol for this child. When the negative behavior ends and the child begins acting positively, give positive attention. No need for a lecture at that moment. After the Procedure is Learned Once you are sure that the student understands how he will appropriately gain access to wants/needs, you can begin to address the calling out caused by impulsivity and habit. Make a T-chart, and write the positive behavior on the left and negative on the right (e.g., "Called Out" and "Raised My Hand"). Instruct the student to tally when he does each. This alone is often enough to curb the negative behavior. Other times with more severe behavior, it helps if tallies are tied to reinforcement. For example, the student can earn [something preferred] if he has more positive than negative tallies at the end of each block. You could also set goals based on baselines. For example, if the student reduces his calling out by ___% or does not exceed ___% incidents of calling out, he can earn [something preferred]. Class Dojo is another fun way to track this! The teacher can track the behaviors throughout the day, or the students can self-monitor behaviors on their T-Charts and plug them into the Dojo at the end of the day. Establish a procedure that students must earn more green (i.e., "positive") than red (i.e., "needs work"), or a certain percentage of green, in order to earn a reinforcer, positive note home, etc. Another helpful strategy is bonus free time. It's often harder for a student with ADHD and/or behavior needs to attend to instruction for a given length of time, so plan three breaks in the day. I call them "five minute free time" to play with something fun, and I end each of my subjects with it. It gives me five minutes to clean up or correct work, and it gives the students five minutes to regroup. If you're strapped for time, you could have students complete exit tickets, assessments, etc., and give the student with ADHD the special free time. It also gives him something to word toward, as he has to earn the free time. If a student engages in negative behavior or work refusal, I ask if he is earning his free time or if he is to make up his work during free time. Never underestimate the power of a question instead of a demand. A simple, "Are you earning your free time?" is often enough to set the behavior back on track. An additional motivational tool is a task chart where students rank their tasks by preference. They earn little reinforcement for easy/preferred tasks and high reinforcement for non-preferred tasks. You can download that chart for free here. What are some ideas you use in your classroom to help calling out and "class clown" behavior? Do you have any questions about behavior challenges? Please share in the comments below! A Peach for the Teach
Feeling like your work life is on a never-ending treadmill? The Bible has some surprising insights on working too much. It talks about the importance of balance, rest, and remembering that our worth isn’t defined by our productivity. It’s a reminder that while work is good, it shouldn’t overshadow our relationships, health, or spiritual life. ... Read more
In my interaction with therapists as a mentor and supervisor, I’ve learned that one of the main struggles therapists face is having too much work and not enough time . Many therapists find themselves overwhelmed by documentation responsibilities, in particular; this includes completing c
