If you've ever been confused about what to eat because of your Hashimoto's then this is the article for you. I'm going to take away the guessing game that is your diet... Reduce your stress
Use these habit tracker templates to keep track of habits that you're trying to form over the course of a month. 20 Styles and free to print.
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A perfect BACK TO SCHOOL activity! Encourage your students to share about their summer vacations by having them fill in this free resource! You may choose to have students draw or write in the spaces, providing differentiated opportunities to those who need it. Makes a sweet bulletin board! #backtoschool #freebie #kwriting #1stgradewriting #writing #literacy #education #kindergarten #1stgrade
So, you have a great job but no time to workout? Check out these simple office exercises! When you choose to work with Foster Healthy Living, you get the opportunity to learn how to fit in a workout that helps you reach your goals!
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Yoga and meditation quotes to inspire your practice. You guys are the first to see my new business logo! Living, learning and loving the life of a GIRL BOSS! When you’re going through yoga teacher training your thoughts are on things like teaching, anatomy, philosophy, and personal enlightenment. It’s a mindset. Then, the day comes and...
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FREE Call Backs and attention getters for the kindergarten classroom! Great classroom management tool!
The Disciple's posters, lapbook, file folder game and more... all updated!
Narcissists tend to get extremely angry and volatile, especially toward those they’re fighting with. Many people who are arguing with a narcissist cope by simply leaving the conversation or avoiding them. For others, they try to stick around and deescalate the argument. This can be extremely challenging but with time and
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
Need a substitute teacher? The Sub Tub will help you manage those last minute substitute teacher plans. The Sub Tub was created to alleviate stress and guilt. Easily plan in advance! ....for stress-free sick days! No more worries! No more stress! You may also like the new Boho "Brownie Points" version of this same best seller. This resource includes: 1. a cover for your Sub Tub with editable directions on how to use the system 2. 30 dividers to help you customize your Sub Tub to match your daily schedule: • Lesson Plans • 1/2 Day Plans • Behavior Management • Individual Behavior Plans • Emergency Procedures • Attendance • Monday - Friday • Calendar • Morning Work • Writing • Writer's Workshop • Reading • Reader's Workshop • Guided Reading • Word Work • Math • Centers • Daily 5 • Spelling • Grammar • Social Studies • Science • Handwriting • Extra Time Activities • Dismissal • Sub Tub Originals ....and editable labels so you can add your own! Printing Options: • Save on paper: all labels appear 8 to a page. • Save on ink: each divider appears on their own page so that you can customize your Sub Tub Lesson plans and resources are NOT included in this resource. Before the school year begins, I run off several standalone lessons for each content area that will enrich or review what we have already learned throughout the school year. I try to choose activities that will engage my students to eliminate potential discipline problems. Your substitute will thank you. Include lessons in The Sub Tub offer that will offer your substitute the the opportunity to utilize their own creative lesson delivery strategies. In addition, they can choose which lessons to teach based on their own comfort zone. ⭐ Editable Writing Papers allow you to whip up writing prompts for any occasion. Simply provide your substitute with a writing mentor text and a matching writing prompt. ⭐ The Parts of a Story Map and Anchor Chart is a great lesson activity to include in your Sub Tub. ⭐ You may also like to include a classroom Behavior System for your substitute to use in your absence. If you use the Class Dojo, this one is perfect: Substitute Teacher Behavior System using Class Dojo From my home away from home… …to yours! The K Files
Corkboard Connections is a blog written by Laura Candler who enjoys connecting terrific teachers with amazing resources!
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