You’ve probably tried all the commonly recommended ways to quiet a chatty class, only to be left frustrated by the lack of results. If you’re anything like me, you’ve tried everyt…
Call-and-response is a time-tested technique for getting attention. Instead of repeating yourself, train students to respond to a fun statement!
Each type of pranayama can arouse particular regions of the brain and affects the body differently. You can give each a try. Here are 15 types of pranayama breathing techniques.
Grounding techniques are beneficial tools for staying calm and grounded in the face of anxiety-triggering situations.
Active learning isn't too far away with these 12 active learning strategies that support the learning process! Examples of active learning include class discussion, peer instruction, reciprocal questioning, game-based learning, Socratic questioning, exit tickets, and think-pair-share. Using active
Here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.
Classroom/behavior management is one of the most important things to master in your classroom. Having solid behavior management helps maintain a positive classroom environment, while enabling teachers and students to accomplish LEARNING! Here are TEN tips and tricks for behavior management I use in my classroom: Greeting Students at the Door The way you start
When I was teaching, I often had a tricky time getting my prep students to line up in an orderly fashion. It was even harder to get them to walk sensibly around the school. That’s when I made my mystery walker cards! All you need to do is print off enough cards for your whole […]
When I observe teachers, I see this problem more than anything else. If they fixed it, they would notice an instant difference in how well their classes go.
Have you ever had a class that just tried your patience day after day? Have you ever felt like you could walk away from teaching forever tom...
Quick strategies to get your kids talking about the RIGHT stuff at the RIGHT time!
Art inspiration for projects to do with children. See more ideas about art for kids, kids art projects, art activities, folk art and art appreciation.
Looking for a new and engaging classroom management system for your classroom? I love Secret Student because all of my students buy into this system...
The reasons your students (or audience members) aren't participating the way you want them to, and some new things you can try to get a better response.
Thousands of teachers have used these tried and true GUARANTEED tups to stop students from blurting out. Chatty Class? YOU NEED TO READ THIS!
Are you ready to pull your hair out because your kids WON'T. STOP. TALKING? You are not alone. I've got 10 ideas to help you.
Got a talkative class? Check out these 5 ways to quiet the chatter!
Make learning engaging with these 50 teaching tips, ideas, and techniques to engage students in your elementary classroom.
Ideal for first couple weeks of school or a brand new semester, this pre-test allows you to gauge your intro to drama student's pre-knowledge of the subject. Google Doc so easily editable to fit your curriculum.#High School Drama Pre-Test#Theatre Knowledge Practice Guide#Drama Terminology Study Reso...
Why calling on students should be the LAST strategy you use to find out what they know...and how to get ALL kids involved instead.
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
The Present- For Teaching Plot Twist and Theme This story has the most amazing plot twist! Get your tissues ready! A young boy is behaving like an awful brat. He disrespects his mother when she brings him a new puppy. He even treats the puppy terribly when he discovers it is missing a leg. But […]
Using the Gallery Walk instructional strategy to teach important classroom routines & structures Teaching Duration: 1-3 class periods What is a GALLERY WALK? A gallery walk is a kinesthetic strategy that help students learn information. It closely resembles the idea of a jig
Cognitive Behavioral Therapy (CBT) worksheets are tools that can be used by therapists and individuals seeking self-help to facilitate the practice of CBT techniques. By providing a structured format, these worksheets help individuals identify and challenge negative thoughts, emotions, and behaviors, ultimately promoting positive changes in their lives. Whether you are a therapist looking for effective tools to support your clients' progress or an individual seeking self-reflection and personal growth, CBT worksheets can be a valuable resource to enhance the therapeutic process.
Are your preschoolers constantly disagreeing and want your help to solve conflicts? Here are 5 easy steps on how to teach conflict resolution skills to them.
Caroline's favorite learning topic is art. Her second favorite topic is art. And so on. She's my creative, imaginative girl. When I had the opportunity to check out Sparketh which offers online art classes for beginners, I thought this would be a good opportunity for her to explore! I am always looking for ways to
Teaching multisensory math techniques as well as incorporating multisensory math activities into lesson plans is not only best practice for students
The Artist’s Magazine January/February issue 2015 had an article on landscape composition, but it was these thumbnail sketches that illustrate the concepts which I found to be the most helpfu…
There are six levels of validation in Dialectical Behavioral Therapy (DBT), which promote an environment where people feel accepted and understood. As much as possible, we should use the highest level of validation in any given situation. The first level is about showing interest and being present while the sixth level is radical genuineness. The DBT 6 Levels Of Validation worksheet asks clients to engage in reflection and describe a scenario where validation would be helpful. For each level of validation, they can brainstorm ways to show support to a friend or loved one going through a difficult experience. Kids and teens answering the worksheet can practice articulating their responses, which helps them develop their communication skills and have healthier relationships. Feel free to pair this worksheet with our DBT 6 Levels of Validation handout which serves as a practical resource on the topic. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of DBT worksheets and handouts. References: Kuo, J. R., Fitzpatrick, S., Ip, J., & Uliaszek, A. A. (2022e). The who and what of validation: an experimental examination of validation and invalidation of specific emotions and the moderating effect of emotion dysregulation. Borderline Personality Disorder and Emotion Dysregulation, 9(1). https://doi.org/10.1186/s40479-022-00185-x Wu, S., Liu, S., Wu, Y., Huang, L., Liu, T., Kao, K., & Lee, Y. (2023). The efficacy of applying the Interpersonal Effectiveness skills of dialectical behavior therapy into communication skills workshop for clinical nurses. Heliyon, 9(3), e14066. https://doi.org/10.1016/j.heliyon.2023.e14066
Michelangelo is one of the greatest artists the world has ever seen & these Michelangelo Art Projects for Kids are perfect for the kids to learn about him!
Practicing mindfulness is a great way to calm your child and make them attentive. Here're 10 simple and quick mindfulness exercises your child will enjoy.
Learn about how to put cooperative learning structures in place to facilitate teamwork, focus and reinforced group interest in a variety of disciplines.
Multiple choice exercise for A1 students. The picture provides a context. The aim of the exercise is not the form of these modal verbs but their use in everyday sitations and learn the difference of meaning. It can be used as a test. Key provided - ESL worksheets
Questioning is a fundamental element of pedagogy, one you could read endlessly around, but the reality is using questioning to challenge and engage all learners is demanding and potentially problem…
Behavior issues can sink a lesson (and a teacher) faster than about anything. Check out this post and learn 15 ways to get that control back!
I am sharing tips for using Cornell Doodle Notes to teach in your middle school science class!
When it comes to WordPress themes, we see many trends that come and go at different times. However, one trend that stayed and is still being used by
Explore these 21 things every 21st century teacher should be doing right now in the classroom
