Norms for educational blog writing: 1. Assume good intentions. Participants want to support and communicate to engage and learn. 2. What we share matters and may leave us vulnerable. Trust that our classmates will keep us safe as we share. 3. We are not only responsible for our own learning but the learning of our classmates. Share your knowledge and perspective. 4. Ask, question, share and reflect. | This week we will spend 3+ hours on the topic of behavior management and strategies for anti-bullying. Prevention and understanding is the key to student participation and learning. A child's behavior is a symptom of a difficulty (an unmet expectation and a child with skill deficits) that manifests into a behavior. A teacher's role is to identify the unmet expectations (academic/behavior/social) and the skill deficits that the child needs to learn to meet the expectation. This week find specific ideas, strategies, approaches that you may want to try in your internship. Provide details and explain how you might use these ideas (250-500 words with resource links). Respond to at least two other participants by making connections or asking questions. Closing Reflection- All humanity is one undivided and indivisible family, and each one of us is responsible for the misdeeds of all the others. Gandhi
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. |
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5.
NICHCY is pleased to focus this page in our Behavior Suite on these three elements: conducting behavioral assessments, developing behavior plans, and providing positive behavior supports.
PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework.
Teaching Ideas has a ton of practical ideas in managing behavior.
National Website on bullying.
Bully Prevention Curriculum a document of supportive ideas and lessons
Positive Behavior Support Strategies
a document of supportive ideas
Massachusetts Official Anti-Bullying Website (Free Materials). Stop Bullying.gov is another site for resources and ideas.
Teaching Tolerance has a wealth of information on this subject. Click on the links to travel to resources.
Creating a Classroom that Promotes Positive Behavior
Here are the Guiding Principles. Supportive School Discipline has many resources to think and respond. Try Safe Supportive Learning Link as well. Massachusetts created links to their website to provide additional resources and information, especially connected to bullying issues and emotional development.
Positive Behavior Intervention and Supports Sites
The Casey and Bella Anti-Bully Curriculum
Schoolwide Positive Interventions
Addressing the Needs of Students with Disabilities in the IEP and in School Bullying Prevention and Intervention Efforts - Massachusetts Response.
Here is the Federal Government's Response to Bullying and Special Education.
Collaborative Problem Solving (Lives in the Balance) and Think Kids are two organizations that believe 'kids do well if they can'. They believe that when a child can not do well it is not because 'they don't want to' but that they are missing skills (lagging skills). These 'lagging skills' make it difficult or impossible to meet the expectations (behavior, emotional, social academic) that are needed to be successful. They DO NOT believe it is just a matter of 'will' and that you need to make them 'want to'. It is our job to help develop those skills so kids can meet the expectations. Their program provides the adult (parents, teachers, clinicians) with the skills to work with children with lagging skills.
Article: Kids Do Well If They Can
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Goal: Improve school discipline and school climate
Reality: Kids with disabilities, especially minority kids, far more likely to be suspended, expelled, arrested, restrained than non-disabled kids.
Each year, significant numbers of students miss class due to suspensions and expulsions—even for minor infractions of school rules—and students of color and with disabilities are disproportionately impacted.
DOE and DOJ developed a package of guidance information that includes:
- Dear Colleague letter describing how schools can meet their legal obligations under federal law to administer student discipline without discriminating against students on the basis of race, color or national origin
- Publication about “best practices” describing three key principles and related action steps to guide state and local efforts to improve school climate and school discipline
- Directory of Federal School Climate and Discipline Resources
- Online Catalog of School Discipline Laws and Regulations
The transformed CRDC makes public long hidden data about discipline in schools. Get a good visual summary of all kinds of information about suspensions, expulsions, arrests, restraint and seclusion, student retention and… the disparate rates between disabled and non-disabled kids.