tag:blogger.com,1999:blog-33745857925710109992023-11-16T09:38:41.931-08:00SAVE YOUR SANITY: IDEAS AND STRATEGIES FOR CHILDREN WITH CHALLENGING BEHAVIOURProactive ideas and strategies to help teachers, childcare workers, administrators, afterschool care and parents effectively work with children who have or have not been diagnosed with ASD (Autistic Spectrum Disorder), ADHD, and ODD. This site is about advocating for positive and collaborative methods that encourage and celebrate diversity and best practice! Changing beliefs and attitudes from one of deficit to one of strength with an emphasis on children achieving their personal best.Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.comBlogger101125tag:blogger.com,1999:blog-3374585792571010999.post-530760041768799572018-06-01T13:17:00.001-07:002018-06-01T13:17:05.282-07:00We have launched our ONLINE SCHOOLOne of the biggest issues that I hear about from teachers and caregivers is the behaviour of the children or youth in their school, program or home. I have been working with at risk youth for many years and have found many strategies to help engage them in their learning and be responsible for their own behaviour. I have developed an online course that addresses these concerns as well as providing a ton of best practice strategies to implement immediately in your environment. <br />
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Check out our new and innovative courses at: <a href="https://save-your-sanity.teachable.com/courses">https://save-your-sanity.teachable.com/courses</a><br />
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<a href="https://save-your-sanity.teachable.com/courses"><span style="font-size: x-large;">Save Your Sanity</span></a></div>
<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-72585442219027645822017-11-16T09:56:00.001-08:002017-11-17T08:35:44.873-08:00FIVE Tips to Maintain Classroom SanityThe number one difficulty that teachers talk about is behavior in the classroom and the ability to teach when things get chaotic. It is no surprise that classroom sizes that get larger come with more difficult behaviors and students diagnosed with a variety of disabilities. One teacher in the classroom has to plan, execute and evaluate every lesson and interaction, as well as monitor and redirect inappropriate behaviors.<br />
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I would like to offer 5 tips that may be helpful when working with difficult classrooms:<br />
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1. <b><u>Environment:</u></b> Look at the environment that you as a teacher have set up. Even though you cannot move walls you can definitely look at moving furniture and cleaning up clutter. You can cover bright lights if they cannot be dimmed. Cover up material that doesn't need to be seen. So bookshelves, puzzles, games etc... need to be covered so the students are not distracted by the objects. Cluttered disorganized classroom results in cluttered thinking which may, in turn, escalate behavior.<br />
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2. <b><u>Routines and Procedures:</u></b> How do the students enter the classroom? How do they exit? Where do they get their workbooks and do they get the choice of the work they do? Setting up boundaries and expectations early is important to create a safe, secure environment for everyone. Give students expectations of behavior in terms of what they "need to do".<br />
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3. <u style="font-weight: bold;">Instruction Giving: </u> Clear concise instructions will go a long way in helping children to make good healthy decisions. Don't overwhelm students with too much talking. Get to the point quickly with short instruction. If possible <b>use visuals </b>to help students understand exactly what is required of them in the classroom and school.<br />
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4. <u style="font-weight: bold;">Organization and Preparation: </u> The more organized you are the less stressed you will be when executing your lesson. What are your plans when someone interrupts you? What happens if the lesson falls flat? Do you have a plan B?<br />
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5. <u style="font-weight: bold;">Student's Needs: </u> Are you attempting to cover all the needs in your classroom when preparing your lessons. The 5 needs that you might take into consideration are:<br />
a. Survival<br />
b. Fun<br />
c. Love and Belonging<br />
d. Freedom<br />
e. Power<br />
Try to provide activities that focus on one or more of these needs and if possible make sure to include activities throughout the day that hit all the needs so none are left out.<br />
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Classroom Sanity is also reliant on your reaction to events that are happening in the classroom. Taking note of your emotional state through the day is so important. If you are having a tough day don't be afraid to ask for some help as this is a tough job. It is then your responsibility to find new ways to handle the things that may be happening in the classroom.<br />
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Is this EASY?? NO Way. Asking for help is a sign of strength not weakness!! For more ideas <a href="http://www.saveyoursanity.ca/">SUBSCRIBE</a> to our Free Resources!<br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-10184463770032638012017-11-11T17:14:00.003-08:002017-11-28T14:40:36.109-08:00ANTI - BIAS EDUCATION - Teaching Sensitive Issues in the Classroom<br />
<span style="font-size: x-large;">Save Your Sanity is offering a free seminar for you to access as well as many other free resources:</span><br />
<span style="font-family: "roboto"; font-size: 1.125rem; white-space: pre-wrap;"><br /></span> <span style="font-family: "roboto"; font-size: 1.125rem; white-space: pre-wrap;">In this seminar we examine a number of issues and present you with a ton of material:</span><br />
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<span style="font-family: "roboto";"><span style="font-size: 18px;">COME AND CHECK IT OUT: <a href="https://saveyoursanity.wixsite.com/website-1">FREE SEMINAR</a></span></span></div>
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Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-3397543691039137882017-10-18T16:28:00.001-07:002017-10-18T16:28:43.188-07:00What is Hurting Our Kids??Is it any surprise that something like the excessive use of technology is having a detrimental effect on our children. <br />
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<span style="background-color: white; color: #333333; font-family: "Libre Baskerville", Georgia, serif; font-size: 14px; letter-spacing: 0.28px;">According to Victoria Prooday, Occupational Therapist & writer at YourOT.com, “There is a silent tragedy developing right now, in our homes, and it concerns our most precious jewels – our children… Researchers have been releasing alarming statistics on a sharp and steady increase in kids’ mental illness, which is now reaching epidemic proportions:</span><br />
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<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;"> <a href="https://www.nimh.nih.gov/health/statistics/prevalence/any-disorder-among-children.shtml" rel="noopener" style="background-color: transparent; box-sizing: border-box; color: #03cbd3; font-style: italic; text-decoration-line: none; transition: all 0.1s ease-in-out;" target="_blank">1 in 5 children has mental health problems</a></li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;"><a href="http://www.jaacap.com/article/S0890-8567%2813%2900594-7/abstract" rel="noopener" style="background-color: transparent; box-sizing: border-box; color: #03cbd3; font-style: italic; text-decoration-line: none; transition: all 0.1s ease-in-out;" target="_blank"> 43% increase in ADHD</a></li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;"><a href="http://time.com/4572593/increase-depression-teens-teenage-mental-health/" rel="noopener" style="background-color: transparent; box-sizing: border-box; color: #03cbd3; font-style: italic; text-decoration-line: none; transition: all 0.1s ease-in-out;" target="_blank">37% increase in teen depression</a></li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;"><a href="https://www.pas-meeting.org/wp-content/uploads/2016/06/PAS-2706411-Plemmons-Williams-Suicidality-Trends-PAS17-PR-FINAL.pdf" rel="noopener" style="background-color: transparent; box-sizing: border-box; color: #03cbd3; font-style: italic; text-decoration-line: none; transition: all 0.1s ease-in-out;" target="_blank">200% increase in suicide rate in kids 10-14 years old</a>“</li>
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She goes on to say that “Today’s children are being deprived of the fundamentals of a healthy childhood:</div>
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<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Emotionally available parents</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Clearly defined limits and guidance</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Responsibilities</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Balanced nutrition and adequate sleep</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Movement and outdoors</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Creative play, social interaction, opportunities for unstructured times and boredom</li>
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Instead, children are being served with:</div>
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<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Digitally distracted parents</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Indulgent parents who let kids “Rule the world”</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Sense of entitlement rather than responsibility</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Inadequate sleep and unbalanced nutrition</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Sedentary indoor lifestyle</li>
<li style="box-sizing: border-box; list-style-type: disc; margin-left: 20px;">Endless stimulation, technological babysitters, instant gratification, and absence of dull moments”</li>
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This is not just having an effect on our young children but on our adolescents as well. When are we going to start realizing that our children need human contact and support especially from those that are closest to them. </div>
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Read more at: <a href="https://www.yourmodernfamily.com/scary-truth-whats-hurting-kids/">https://www.yourmodernfamily.com/scary-truth-whats-hurting-kids/</a></div>
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Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-41711007004093859902017-09-29T14:45:00.000-07:002017-09-29T14:45:06.428-07:00Differentiated Instruction<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
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" /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/brain.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Brain research </span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">confirms
what experienced teachers have always known:<br />
<span style="color: white;">.</span></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></div>
<table border="0" cellpadding="0" cellspacing="3" class="MsoNormalTable" style="mso-cellspacing: 1.5pt; mso-yfti-tbllook: 1184; width: 100%px;">
<tbody>
<tr>
<td style="background: #FFFFCC; padding: .75pt .75pt .75pt .75pt; width: 100.0%;" width="100%"><ul type="disc">
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">No
two children are alike. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">No
two children learn in the identical way. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">An enriched
environment for one student is not necessarily enriched for
another. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">In
the classroom we should teach children to think for themselves. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Marian
Diamond</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Consequently,
it necessarily follows that although essential curricula goals may be similar
for all students, methodologies employed in a classroom must be varied to suit
to the individual needs of all children: ie. learning must be differentiated to
be effective. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Differentiating
instruction means creating multiple paths so that students of different
abilities, interest or learning needs experience equally appropriate ways to
absorb, use, develop and present concepts as a part of the daily learning
process. It allows students to take greater responsibility and ownership for
their own learning, and provides opportunities for peer teaching and
cooperative learning.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Differentiating
is not new, the concept has been around for at least 2 decades for </span><span lang="EN-AU"><a href="http://www.dese.state.mo.us/divinstr/gifted/pubref.htm"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">gifted and talented</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> students.
(Also see </span><span lang="EN-AU"><a href="http://www.dese.state.mo.us/divimprove/gifted/pubref.htm#INSTRUCTIONAL STRATEGIES"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Instructional strategies for G&T</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">) However, it is now recognized to be an important tool for
engaging students and addressing the individual needs of all students.
Differentiating instruction is also an essential tool for integrating
technology into classroom activities. The most difficult and least effective
way to integrate technology is to consistently take all students in to the
computer lab to work on the same activities at the same time, and this may well
be true for many other subjects. This is not to say that some activities are
not appropriate for all students at some times. In the interest of expediency,
it is sometimes most appropriate to conduct some whole group instruction. What
is important is to recognize that this is just one of many strategies and it is
most effective when used at the appropriate time for common needs such as the
introduction to a new learning unit.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">There are
generally several students in any classroom who are working below or above
grade level and these levels of readiness will vary between different subjects
in school. It is important to offer students learning tasks that are
appropriate to their learning needs rather than just to the grade and subject
being taught. This means providing 3 or 4 different options for students in any
given class (not 35 different options). Readiness (ability), learning styles
and interest vary between students and even within an individual over time. In
a differentiated classroom all students have equally engaging learning tasks.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">In
preparation for differentiating, the teacher diagnoses the difference in
readiness, interests and learning style of all students in the class, using a
variety of performance indicators.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">For the
teacher who is beginning to differentiate learning in the classroom,
differentiation may begin by varying the content, processes or product for each
group in the class. As the teacher becomes more proficient using these
techniques, differentiation can occur at all 3 stages of the process for some
students. This is especially appropriate for the more able students. The
essential curricula concepts may be the same for all students but the
complexity of the content, learning activities and/or products will vary so
that all students are challenged and no students are frustrated. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Students
with specific needs/weaknesses should be presented with learning activities
that offer opportunities for developing needed skills as well as opportunities
to display individual strengths. More advanced students may work on activities
with inherently higher level thinking requirements and greater complexity.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Four
Ways to Differentiate Instruction: </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Differentiation
can occur in the content, process, product or environment in the classroom.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">1.
Differentiating the Content/Topic</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Content can
be described as the knowledge, skills and attitudes we want children to learn.
Differentiating content requires that students are pre-tested so the teacher
can identify the students who do not require direct instruction. Students
demonstrating understanding of the concept can skip the instruction step and
proceed to apply the concepts to the task of solving a problem. This strategy
is often referred to as compacting the curriculum. Another way to differentiate
content is simply to permit the apt student to accelerate their rate of
progress. They can work ahead independently on some projects, i.e. they cover
the content faster than their peers.<span style="color: red;"> </span></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">2.
Differentiating the Process/Activities </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Differentiating
the processes means varying learning activities or strategies to provide
appropriate methods for students to explore the concepts. It is important to
give students alternative paths to manipulate the ideas embedded within the
concept. For example students may use graphic organizers, maps, diagrams or
charts to display their comprehension of concepts covered. Varying the complexity
of the graphic organizer can very effectively facilitate differing levels of
cognitive processing for students of differing ability.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">3<b>.
Differentiating the Product </b></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Differentiating
the product means varying the complexity of </span><span lang="EN-AU"><a href="http://www.rogertaylor.com/reference/Product-Grid.pdf"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">the product </span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">that
students create to demonstrate mastery of the concepts. Students working below
grade level may have reduced performance expectations, while students above
grade level may be asked to produce work that requires more complex or more
advanced thinking. There are many sources of alternative product ideas
available to teachers. However sometimes it is motivating for students to
be offered choice of </span><span lang="EN-AU"><a href="http://adifferentplace.org/products.htm"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">product.</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">4.
Diffferentiating By Manipulating The Environment or Through Accommodating
Individual Learning Styles</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">There has
been a great deal of work on <a href="file:///C:/Users/User/Documents/My%20Webs/styles.html"><span style="color: blue;">learning styles</span></a> over the last 2 decades. </span><span lang="EN-AU"><a href="http://www.learningstyles.net/n3.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Dunn and Dunn</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> (</span><span lang="EN-AU"><a href="http://www.learningstyles.net/"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">http://www.learningstyles.net/</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">) focused on manipulating the school environment at about the same time
as </span><span lang="EN-AU"><a href="http://www.creativelearningpress.com/clp/203.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Joseph Renzulli</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> recommended
varying teaching strategies. </span><span lang="EN-AU"><a href="http://hale.pepperdine.edu/~djpotter/howard_gardner__multiple_i.htm"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Howard Gardner</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> identified
individual talents or aptitudes in his </span><span lang="EN-AU"><a href="http://www.accelerated-learning.net/multiple.htm"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Multiple
Intelligences</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">
theories. Based on the works of Jung, the </span><span lang="EN-AU"><a href="http://www.mce.be/wbt/mbti/"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Myers-Briggs Type
Indicator</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> and </span><span lang="EN-AU"><a href="http://www.keirsey.com/scripts/newkts.cgi"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Kersley's
Temperament Sorter</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> focused on
understanding how people's </span><span lang="EN-AU"><a href="http://personalitypathways.com/typeinv.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">personality</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> affects the way they interact personally, and how this affects the way
individuals respond to each other within the learning environment. The work of </span><span lang="EN-AU"><a href="http://www.algonquinc.on.ca/edtech/gened/styles.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">David Kolb and Anthony Gregorc's </span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Type Delineator follows a similar but more simplified approach. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Even though
these approaches look at </span><span lang="EN-AU"><a href="http://www.learningchoices.com/faq.htm"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">learning
styles</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> in vastly different ways they
all have merit for some children. However, an amalgamation or blending of these
concepts is probably more effective than any one approach. The Dunn and
Dunn approach would be most effectively applied in a building designed to
accommodate environmental changes. Many classrooms offer limited opportunities
to change the lighting or sound levels, to eliminate visual distracters, or to
provide a more casual seating arrangement for students. Varying teaching
strategies makes sure that students will occasionally learn in a manner
compatible with their own learning preference but also expands their repertoire
of alternative learning strategies in turn. The Multiple Intelligences
Theory is very helpful for helping teachers recognize that students have
differing aptitude in different subject areas, but it still requires the
application of the kinds of learning </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/strategies.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">strategies</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> listed </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/differentiatingstrategies.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">here</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> to be
effective. The MBTI and Gregorc's Style Delineator help teachers recognize how
personality differences can either enhance or distract from communication
between individuals. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">The most
significant issue relating to learning styles is the </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/paradigmshift.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">paradigm shift</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> in
education in recent years. This paradigm shift is illustrated in the way that
curriculum is presently defined in the most recent programs of studies.
Curriculum is no longer defined in terms of what a teacher will teach but
rather in terms of what a student will be able to demonstrate. If we are to be
responsible for what a child learns then it is essential that we understand
what (s)he knew at the beginning and how to move him/her forward from that
point in a successful manner. This means we need to understanding how each
student learns best. It also means that we need to build on what they
already know.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Within these
four ways for differentiating there are embedded many learning strategies which
are used in conjunction with each other. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Within the
four ways for </span><span lang="EN-AU"><a href="http://members.shaw.ca/priscillatheroux/differentiating.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">differentiating instruction</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> there are embedded </span><span lang="EN-AU"><a href="http://www.dese.state.mo.us/divinstr/gifted/pubref.htm#INSTRUCTIONAL STRATEGIES"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">several other learning strategies</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> which are used in conjunction with each other.
(http://www.dese.state.mo.us/divinstr/gifted/pubref.htm#INSTRUCTIONAL%20STRATEGIES)
Missouri Department of Education </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Teachers
new to differentiating instruction may initially choose to use individual
strategies and begin by differentiating either content, process or product
. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> <o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">It is also
important to recognize that there is a considerable overlap between the
strategies listed below. As teachers become comfortable with these strategies
several may be very effectively employed simultaneously.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">For
example: students may be <b><i>grouped by interest</i></b></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> </span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">but may also have activities set at <b>different
levels of complexity</b> (questioning levels/abstract thinking processes)
resulting in <b>varying products</b> that employ students' preferred learning
modality (auditory, visual or kinesthetic). <b><i>Thus the content is being
differentiated by interest, the process is being differentiated by readiness
(complexity of thinking skills required) and the product is being
differentiated by student learning modality preferences. </i></b>This
multiple differentiation has the added advantage of making presentations much
more interesting than it would be if all groups do everything in the same way
and each presentation is simply a repetition of the former one. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
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<b><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">NOTE: </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><b><i><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">All
differentiation of learning begins with student assessment </span></i></b><b><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> </span></b><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/assessing.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">http://members.shaw.ca/priscillatheroux/assessing.html</span></a></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><br />
<o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Since
differentiating requires a considerable degree of self direction and
intrinsic motivation, it is necessary to focus on <b><i>developing
intrinsic motivation</i></b><i> </i>skills. </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/motivation.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">http://members.shaw.ca/priscillatheroux/motivation.html</span></a></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><br />
<o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify;"><b><i><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">It is
necessary to clarify the concept of fairness.</span></i></b><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> Students often get hung up on the
idea that it isn't fair for the teacher to have different expectations
for different students. They often feel that all students should be
doing the same thing or "it isn't fair." It is important
for the teacher to establish the fact that each student is a unique
individual and has different learning needs. Consequently they will be
working at different tasks much of the time. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></li>
</ol>
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<span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;">
</span><br />
<hr align="center" size="3" width="100%" />
<span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;">
</span></div>
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<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">The
Strategies:</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Readiness
and Ability </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Teachers
can use a variety of assessments to determine a student's readiness. also, to
learn new concepts students may be generally working below or above grade
level or they may simply be missing necessary prerequisite skills.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">However,
readiness is constantly changing and as readiness changes it is important
that students be permitted to move between different groups (see flexible
grouping). Activities for each group are often differentiated by
complexity. Students whose understanding is below grade level will work at
tasks inherently less complex than those attempted by more advanced students.
Those students whose reading level is below grade level will benefit by
reading with a buddy or listening to stories/instructions using a tape
recorder so that they receive information verbally.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Varying
the level of questioning (and consequent thinking skills) and compacting the
curriculum and are useful strategies for accommodating differences in
ability or readiness.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Adjusting
Questions </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">During
large group discussion activities, teachers direct the higher level questions
to the students who can handle them and adjust questions accordingly for
student with greater needs. All students are answering important questions that
require them to think but the questions are targeted towards the student’s
ability or readiness level. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">An easy
tool for accomplishing this is to put posters on the classroom walls with key
words that identify the varying levels of thinking. For example I used to put
6 posters on my walls (based on Bloom's taxonomy) one for Knowledge,
Comprehension, Application, Analysis, Synthesis and Evaluation. These were
useful cues for me when conducting class discussions and useful for my
students when they were required to develop their own research questions.
Different students may be referred to different posters at certain times
depending on ability, readiness or assignment requirements.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">With
written quizzes the teacher may assign specific questions for each group of
students. They all answer the same number of questions but the complexity
required varies from group to group. However, the option to go beyond minimal
requirements can be available for students who require an additional
challenge for their level.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Compacting
Curriculum</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Compacting
the curriculum means assessing a students knowledge, skills and attitudes and
providing alternative activities for the student who has already mastered
curriculum content. This can be achieved by pre-testing basic concepts
or using performance assessment methods. Students who demonstrate that they
do not require instruction move on to tiered problem solving activities while
others receive instruction.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Tiered
Assignments</span></b><b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"> </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Tiered
activities are a series of related tasks of varying complexity. All of these
activities relate to essential understanding and key skills that
students need to acquire. Teachers assign the activities as alternative
ways of reaching the same goals taking into account individual student needs.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Acceleration/Deceleration</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Accelerating
or decelerating<span style="color: red;"> </span>the pace that students move
through curriculum is another method of differentiating instruction.
Students demonstrating a high level of competence can work through the
curriculum at a faster pace. Students experiencing difficulties may need
adjusted activities that allow for a slower pace in order to experience
success.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Flexible
Grouping </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">As student
performance will vary it is important to permit movement between
groups. Student’s readiness varies depending on personal talents and
interests, so we must remain open to the concept that <b><i>a student may be
below grade level in one subject at the same time as being above grade level
in another subject.</i></b> </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Flexible
grouping allows students to be appropriately challenged and avoids labeling a
student's readiness as static. Neither should students be kept in a static
group for particular subjects as their learning may accelerate from time to
time. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Even
highly talented students can benefit from flexible grouping. Often they
benefit from work with intellectual peers, while occasionally in another
group they can experience being a leader. In either case peer-teaching is a
valuable strategy for group-work. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Peer
Teaching</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Occasionally
a student may have personal needs that require one-on-one instruction that go
beyond the needs of his or her peers. After receiving this extra instruction
the student could be designated as the "resident expert" for that
concept or skill and can get valuable practice by being given the opportunity
to re-teach the concept to peers. In these circumstances both students
benefit. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Learning
Profiles/Styles </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Another
filter for assigning students to tasks is by </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/styles.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">learning style</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">, such as adjusting preferred environment (quiet, lower lighting,
formal/casual seating etc.) or learning modality: auditory (learns best by
hearing information) visual (learns best through seeing information in charts
or pictures) or kinesthetic preferences (learns best by using concrete
examples, or may need to move around while learning) or through personal
interests. Since student motivation is also a unique element in learning,
understanding individual learning styles and interests will permit teachers
to apply appropriate strategies for </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/motivation.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">developing intrinsic motivational techniques</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Student
Interest</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Interest
surveys are often used for determining student interest. Brainstorming for
subtopics within a curriculum concept and using semantic webbing to explore
interesting facets of the concept is another effective tool. This is also an
effective way of teaching students how to focus on a manageable subtopic.
Brainstorming using the blackboard or better still, using Graphic Organizers
such as </span><span lang="EN-AU"><a href="http://www.mindman.com/"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Mindmanager</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> and </span><span lang="EN-AU"><a href="http://www.strategictransitions.com/index.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Inspiration
</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">can be a highly effective way for teaching
students how to explore a concept and focus on manageable and personally
interesting subtopics.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Reading
Buddies </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">This
strategy is more useful for younger students. Children get additional
practice and experience reading away from the teacher as they develop fluency
and comprehension. It is important that students read with a
specific purpose in mind and then have an opportunity to discuss what was
read. It is not necessary for students to always be at the same reading
level. Students with varying word recognition, word analysis and
comprehension skills can help each other be more successful. Adjusted follow
up tasks are also assigned based on readiness level.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Independent
Study Projects</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Independent
Study is a research project where students learn how to develop the skills for
independent learning. The degree of help and structure will vary between
students and depend on their ability to manage ideas, time and productivity.
A modification of the independent study is the buddy-study. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Buddy-Studies</span></b><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">A
buddy-study permits two or three students to work together on a project. The
expectation is that all may share the research and analysis/organization of
information but each student must complete an individual product to
demonstrate learning that has taken place and be accountable for their own
planning, time management and individual accomplishment</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Learning
Contracts </span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">A learning
contract is a written agreement between teacher and student that will result
in students working independently. The contract helps students to set daily and
weekly work goals and develop management skills. It also helps the teacher to
keep track of each student’s progress. The actual assignments will vary
according to specific student needs.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Learning
Centres</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Learning
Centres have been used by teachers for a long time and may contain both
differentiated and compulsory activities. However a learning centre is not
necessarily differentiated unless the activities are varied by complexity
taking in to account different student ability and readiness. It is important
that students understand what is expected of them at the learning centre and
are encouraged to manage their use of time. The degree of structure that is
provided will vary according to student independent work habits. At the end
of each week students should be able to account for their use of time.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Carol
Anne Tomlinson’s book The Differentiated Classroom</span></b><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> and ASCD’s video tape kit Differentiating
Instruction (VT 7600) list the following additional strategy for
differentiating learning in a mixed ability classroom. </span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span lang="EN-AU" style="color: red; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Anchoring
Activities</span></b><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">This may
be a list of activities that a student can do to at any time when they have
completed present assignments or it can be assigned for a short period at the
beginning of each class as students organize themselves and prepare for work.
These activities may relate to specific needs or enrichment opportunities,
including problems to solve or journals to write. They could also be part of
a long-term project that a student is working on. These activities may
provide the teacher with time to provide specific help and small group
instruction to students requiring additional help to get started.
Students can work at different paces but always have productive work they can
do. Some time ago these activities may have been called seat-work, and should
not be confused with busy-work. <b><i>These activities must be worthy of a
student’s time and appropriate to their learning needs.</i></b></span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">Tomlinson
also recommends tiered activities, adjusting questions, learning
centres, flexible grouping, independent study and curriculum compacting
as defined above.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">The
teacher becomes a facilitator, assessor of students and planner of activities
rather than an instructor. This is what </span><span lang="EN-AU"><a href="http://www.rogertaylor.com/"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Roger Taylor </span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;">called the </span><span lang="EN-AU"><a href="file:///C:/Users/User/Documents/My%20Webs/teacherrole.html"><span style="color: blue; font-family: "verdana" , sans-serif; font-size: 12.0pt;">Guide on the Side rather than the Sage on the
Stage</span></a></span><span lang="EN-AU" style="font-family: "verdana" , sans-serif; font-size: 12.0pt;"> approach in the early 80s. It
is less structured, more busy and often less quiet than older teaching
methods. However, differentiation engages students more deeply in their
learning, provides for constant growth and development, and provides for a
stimulating and exciting classroom.</span><span lang="EN-AU" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-47466773084049679142017-09-27T14:42:00.003-07:002017-09-27T14:42:28.523-07:00IPADS Are NOT Babysitters- 5 Tips to Teach Digital Responsibility The IPAD is Not a Babysitter – 5 Tips to Teach Digital
Responsibility<br />
<br />
<img alt="Image result for baby with ipad" src="data:image/jpeg;base64,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" /><br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
One of the issues confronting society is the responsibility
around the use of technology and the devices it is delivered on. The device and information is not necessarily
the problem but the proper use of the device and how information is
accessed. We live in a world where if
not supervised children can access inappropriate material and become
overwhelmed, desensitized or anxious.
The primary responsibility in teaching proper use of technology lays
with the child’s caregiver. So
ultimately we shouldn’t rely on the iPad or similar devices to babysit or bring
up our children.<o:p></o:p></div>
<div class="MsoNormal">
The need for human contact and engagement is extremely
important for a child’s healthy development.
I have witnessed on numerous occasions how a device has been substituted
to soothe a child or redirect them when they are upset. The caregiver uses the device as an easy
attempt to meet the child’s needs rather than the all-important human
interaction the child needs in order to learn methods to self soothe. The device cannot substitute for the
caregiver’s attention or required discipline.<o:p></o:p></div>
<div class="MsoNormal">
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<div class="MsoNormal">
As teachers we have seen a decline in social skills,
communication skills, problem solving and decision making skills as well as
relationship and cooperative skills.
These social emotional skills are taught typically immediately in the
child’s life and built upon as they learn from their caregiver how to navigate
the world. Without these important social emotional skills children may have a
very difficult timer reaching their academic potential as well.<o:p></o:p></div>
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<div class="MsoNormal">
Tips to Teach Digital Responsibility <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--> Be
Present: Put YOUR device down and engage
with your child. Ask them questions
about their day. TALK to them don’t just
text.<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Be Responsible for the Relationship: Keep building and focusing on a quality
parental relationship. You provide
discipline and guidance. Role model what
you want to see in your child. How are
you showing up in the world?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Supervise internet usage: You are the child’s initial gatekeeper to the
digital world. You buy the device,
provide the internet service in your home… you have the ultimate say in how it
is used. Don’t ignore or not follow
through on the little things or issues will get bigger and bigger.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Teach Digital Responsibility: Handing over a
device and expecting the child to monitor their own time is naïve. Set boundaries and limits. If they exceed those limits implement consequences. The more you let it slide the more default it
will be later. Teach children it is not
ok to use this device to bully others. As
well remember when they are at school and it’s not an emergency… you probably
can wait to speak to them until they get home.
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Have family time with no devices. Yours included. Have time together without any distractions
from a device. Go outside, play games,
go out for dinner and a movie. Make TIME
to be a family. <o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-75557609406406075612017-09-18T07:00:00.000-07:002017-09-18T07:00:03.191-07:00Bullying: Making School a Safe Place to Learn<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihgKEc8_zSMxdr6Obvw56n9Qcu617QGQFVFM-zkAOrEPrgpVeIkY0BlXN-BhYJt4-WUCH5bTpT9LwkJQQoIKKsxRazn0BYROtvoVW9RAK2dcP2rJ8rqlNpt1epU61KiUP0-jVPjFIJiLo/s1600/bullying.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihgKEc8_zSMxdr6Obvw56n9Qcu617QGQFVFM-zkAOrEPrgpVeIkY0BlXN-BhYJt4-WUCH5bTpT9LwkJQQoIKKsxRazn0BYROtvoVW9RAK2dcP2rJ8rqlNpt1epU61KiUP0-jVPjFIJiLo/s400/bullying.png" width="307" /></a></div>
<a href="http://www.saveyoursanity.ca/"> FREE RESOURCES</a><br />
<br />
A number of children and families are being affected by bullying every day. Schools cannot deny the fact that the increase in school violence, suicide, and bullying are detrimental to learning and children feeling safe at school. In a recent survey of over 30 million U.S. students between the ages of 12 and 18, nearly 32 percent reported that they were bullied at school (US Department of Education 2011). The internet and social media have increased the tragic and traumatic effects that bullying has had on many students in school. Research is showing the increase in hateful comments and intimidating behaviour that occurs through social media as well as messaging and video responses. This has prompted many school districts to take action through policy and programming to try and alleviate this issue.<br />
<br />
So what do we do?? How can schools control, monitor or supervise activities that are being done over the internet and through social media? Can we make schools safe for everyone and have children feel that they will not be bullied or intimidated by those they share a space with?<br />
<br />
Let's begin by defining bullying and what it means to be bullied. <br />
<div style="background-color: white; line-height: 1.5em; margin-bottom: 10px; margin-top: 5px; padding: 0px;">
<span style="font-family: inherit;">In order to be considered bullying, the behavior must be aggressive and include:</span></div>
<ul style="background-color: white; list-style-image: url("../images/sys_images/listarrow.png"); margin: 0px; padding: 20px 0px 0px 38px;">
<li style="margin: 0px; padding: 0px 0px 10px 5px;"><span style="font-family: inherit;">An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.</span></li>
<li style="margin: 0px; padding: 0px 0px 10px 5px;"><span style="font-family: inherit;">Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.</span></li>
</ul>
<div style="background-color: white; line-height: 1.5em; margin-bottom: 10px; margin-top: 5px; padding: 0px;">
<span style="font-family: inherit;">Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.</span></div>
<h2 id="whycyberbullying" style="background-color: white; font-weight: 100; line-height: 1.22em; margin: 10px 0px; padding: 0px;">
<span style="font-family: inherit; font-size: large;">Why Cyberbullying is Different</span></h2>
<div style="background-color: white; line-height: 1.5em; margin-bottom: 10px; margin-top: 5px; padding: 0px;">
<span style="font-family: inherit;">Kids who are being cyberbullied are often bullied in person as well. Additionally, kids who are cyberbullied have a harder time getting away from the behaviour.</span></div>
<ul style="background-color: white; list-style-image: url("../images/sys_images/listarrow.png"); margin: 0px; padding: 20px 0px 0px 38px;">
<li style="margin: 0px; padding: 0px 0px 10px 5px;"><span style="font-family: inherit;">Cyberbullying can happen 24 hours a day, 7 days a week, and reach a kid even when he or she is alone. It can happen any time of the day or night.</span></li>
<li style="margin: 0px; padding: 0px 0px 10px 5px;"><span style="font-family: inherit;">Cyberbullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult and sometimes impossible to trace the source.</span></li>
<li style="margin: 0px; padding: 0px 0px 10px 5px;"><span style="font-family: inherit;">Deleting inappropriate or harassing messages, texts, and pictures is extremely difficult after they have been posted or sent.</span></li>
</ul>
<div>
1. The first approach that educators must implement is an assessment of the current bullying situation in their school. Data collection may be difficult because sometimes students don't understand the definition of bullying and what it is or they feel uncomfortable telling people in authority what may be happening to them. </div>
<div>
2. Engage Parents and Youth to take control of the situation. Developing or promoting a committee that includes parents, teachers, and youth is a great way to make sure all relevant stakeholders are being responsible for the outcomes within the school. </div>
<div>
3. Set clear rules, policies and expectations around the behaviour in the school, in the playground, on the bus and the parents can be asked to set expectations at home. Developing a Code of Conduct and sending it to all members of the school to sign and acknowledge. A Student Bill of Rights may also be a powerful tool to engage students to exhibit appropriate behaviour. </div>
<div>
3. Create a safe and secure classroom environment with the teacher making sure to stand up to inappropriate language, comments and behaviour. Establish a climate of inclusion and acceptance that welcomes all students. Monitor school "hot spots" that may have known bullying incidences. </div>
<div>
4. Training sessions can be formal or informal. Discussions among staff, parents and students can happen anywhere and at any time. Design activities that focus on what can be done to prevent bullying - art, research projects, presentations, classroom meetings. </div>
<div>
5. Never underestimate the power of the community when it comes together to address bullying issues. People in the community bring with them unique strengths and ideas and should be utilized on a regular basis. Examine the potential community partners the school can involve themselves with to address issues happening in the school. </div>
<div>
<br /></div>
<div>
<a href="https://www.stopbullying.gov/prevention/index.html">PREVENT BULLYING is a great resource </a></div>
<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-91666196955046808352017-09-12T16:21:00.000-07:002017-09-13T17:02:44.440-07:00Anti-Bias Education: Teaching Sensitive Issues in the Classroom <a href="https://www.saveyoursanity.ca/free-resources-1"><img src="https://static.wixstatic.com/media/666596_5750c96c9c9c49ccab42edb4dcdb212f~mv2_d_1275_1650_s_2.png" style="width: 50%;" /></a><br />
<br />
Challenging our biases as teachers is an important practice so we can become self aware of the messages we are giving children on a regular basis. What are your biases toward gender, sexuality, race and ethnicity? What kind of literature are you using that portrays certain stereotypes or class structure? AS teachers it is our job to model respect and embrace the differences we encounter in our classrooms and within our communities. The difficulty comes in when our belief systems are challenged by others and what do we say when a child is being bullied or someone is shaming them because of their sexuality, gender or race. I have prepared a free workshop to help you with strategies and ideas to use in your classroom around the concept of anti-bias education.<br />
<br />
<a href="https://www.saveyoursanity.ca/free-resources-1">FREE RESOURCES</a><br />
<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-7458839981055974432017-09-12T07:00:00.002-07:002017-09-12T15:07:38.981-07:006 Ways to Help Decrease Anxiety in Children<div class="separator" style="clear: both; text-align: center;">
</div>
<img src="https://static.wixstatic.com/media/666596_947adfecbff549b7ad3fa5a759b62cc3~mv2_d_1275_1650_s_2.png" style="width: 50%; float: none;"><br>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: lime;"><a href="http://www.saveyoursanity.ca/">FREE RESOURCES FOR THE CLASSROOM</a></span></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
</div>
Anxiety is an increasing issue that is arising in the classroom. Teachers and parents are having a difficult time managing students experiencing high levels of anxiety while trying to maintain an active learning environment for others. Anxiety can be moderate to severe and debilitating for the student to function. Symptoms can range from worrying about things like tests or assignments, to avoidance of activities because of their feelings about what could happen in that environment. Anxiety is really a form of stress that the child is experiencing and it involves the child's view of the world and what is happening around them. Anxiety is a normal reaction to certain events but when it hinders our ability to engage in activities or with others it becomes an issue. What can we do to help children who may be experiencing anxiety and having difficulty in the classroom? Here are 6 ideas for you to implement:<br>
<br>
1. Incorporate Forms of Exercise: Exercise is an excellent way to help children alleviate anxiety as it can get rid of energy that is negative. Running, skipping, hopping or other gross motor activities can be used to engage a full body response and help the child focus on the body rather than the events that are making him/her anxious. Games should also be used to engage the child in fun activities.<br>
<br>
2. Music: Playing soft quiet music can be helpful for the brain to move into a more calming state. Using music/ipods, earphones or earplugs can block out excessive noise that may be contributing to higher levels of anxiety.<br>
<br>
3. Mindfulness: This program teaches children to become mindful of how their body is reacting in the moment. It is about becoming self-aware of how they are feeling and teaching them strategies to control the thoughts and their reactions.<br>
<br>
4. Connecting Mind with Body: Very similiar to mindfulness but we actually utilze activities the child can incorporate to reconnect their body with their environment. For example: tangle toys or fidget toys that the child can use.<br>
<br>
5. Change Location, Change State: Have the child move to a different location if they are feeling stressed or anxious. Leaving the location helps the child associate a different emotional response to a new setting.<br>
<br>
6. Guided Relaxation or Mediation: There are many YOUTUBE videos that you can utilize with all your children to enter a calm and relaxed state: <a href="https://www.youtube.com/watch?v=KF52txZvUsA">Magic Bubbles</a><br>
<br>
Head to our website to get more <a href="http://www.saveyoursanity.ca/" style="">FREE RESOURCE</a>Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-54998483413753475062017-09-11T12:00:00.000-07:002017-09-11T12:00:00.158-07:00Canadian Seminars and WorkshopsWe are all ready to go with the Canadian Workshops "Proactive Strategies for Children with Challenging Behaviour". This is our popular seminar focusing on strategies and ideas for the classroom or home. We offer a fantastic day with tons of ideas and ongoing support following the workshop through email. Have a peek at our locations and join us for an awesome day!!!<br />
<a href="https://www.saveyoursanity.ca/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA6KA1-ybXDYl-KpHHu8YaH4KWkmzDHpwGZdUwh4gTP0o_bPeuO1TgqIE-ZX5H4FFCOSzDTXKYsOG7iQKrLREGPmqzauHNI6yAhT30fKXLgVF9gnwWn-SuUKGz29P_iq5GBs5W7RSeZrE/s320/crd-logo-orig.png" width="320" /></a><br />
Go to our website for more information and to get registered. Spaces fill quickly!!!<br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-76115049793930703822017-09-10T15:16:00.000-07:002017-09-10T15:16:21.512-07:00Classroom ManagementWe have started the beginning of the year in Canada and loving every minute of it! If you are not what is happening. Do you need some ideas on classroom management techniques or strategies to help children reach their potential. The beginning of the year is the best time to set your routines and procedures for the class to run smoothly for the rest of the year. Save Your Sanity can help you with some innovative ideas and strategies to implement in your classrooms for Children with Challenging Behaviour. Our online course "Proactive Strategies" is available at our website and you can have unlimited access to video support, email support and resources. Check us out.<br />
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<a href="http://www.saveyoursanity.ca/courses">www.saveyoursanity.ca/courses</a><br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-69418571508738264012017-09-05T11:52:00.001-07:002017-09-05T11:52:27.657-07:00Back to SchoolThe time has arrived. It is back to school for our Canadian teachers and students. Let's get this year off to an amazing start. I have put together some incredible online seminars that you can access and continue to access through the year. These workshops come with ongoing support, video and online content. Check them out... <a href="https://www.saveyoursanity.ca/courses">CLICK HERE!</a><br />
<br />
Have an awesome year!!!<br />
<br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-80412189879684223502017-08-13T18:44:00.000-07:002017-08-13T18:44:38.944-07:00Flexible ClassroomsSetting up our classroom is so important to help engage our students, decrease impulsive behaviour, encourage growth and ensuring a secure safe environment for everyone. I love seeing all the different ways teachers utilize the space in the classroom to make it the best learning environment for the students. 7 Teachers have been featured in Edutopia's latest article. It is totally worth a peek.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPHLuPU9g-LN2SoMLgGkdyQ_wKcwR9ilC-cAAJygPYJrQvM1EPWRttK-4msqAhYmGhTRn5XFJez6TM_lyYvIKjyn2BIUufc9cBHx_sVe6tZxo9J1wpZ86J_aY-VX0PB1uo1YvZsbUlwfY/s1600/classrrom.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1100" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPHLuPU9g-LN2SoMLgGkdyQ_wKcwR9ilC-cAAJygPYJrQvM1EPWRttK-4msqAhYmGhTRn5XFJez6TM_lyYvIKjyn2BIUufc9cBHx_sVe6tZxo9J1wpZ86J_aY-VX0PB1uo1YvZsbUlwfY/s320/classrrom.jpg" width="320" /></a></div>
<br />
<a href="https://www.edutopia.org/article/7-outstanding-k-8-flexible-classrooms">https://www.edutopia.org/article/7-outstanding-k-8-flexible-classrooms</a><br />
<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-88019949059618920312017-08-03T11:05:00.001-07:002017-08-03T11:05:22.840-07:00Calm Box to Help with StressHaving a calm box in your house or classroom can alleviate some very stressful moments when a child may be experiencing an anxious event or leading up to an an anxious event. Here are some ideas for what you can put in that box again depending on the needs of your child. <br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-66821619387922543652017-07-28T14:10:00.001-07:002017-07-28T14:14:21.010-07:00Stress Reduction Exercises to Do Anywhere<hr />
<img src="https://static.wixstatic.com/media/666596_ac3bf120ef2e4aac89e893738d8fbaff~mv2.jpg" style="float: none;" /><br />
Teachers or caregivers may find themselves under a great deal of stress these days. Don't let stress take you out of the game. You are the only one that can do anything about the level of stress you are under or the reaction to the events in your life. Learning specific techniques will be helpful to help calm you when things get a bit our of hand. You can take control of your own emotions and reactions. <br />
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-US" style="font-size: 16.0pt;"><br /></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="font-size: 14px;"><span lang="EN-US" style="font-size: 16.0pt;">Stress Reduction Exercises To Do Anywhere - Karen Molli</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Self-Talk
Exercise:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Practice positive self-talk to reduce
stress. For example, instead of saying
to yourself: “I’ll never get this
project in on time!” Try saying: “If I
calm down, stay focused and take one step at a time, I’ll make steady progress
and there’s a good chance I’ll meet my deadline.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Think of other good examples of re-framing
a negative to a positive self-talk message when you find yourself being
self-critical, self-defeating or negative.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Negative:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Positive:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Negative:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Positive:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Deep Breathing
Exercise:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably, placing one hand on your abdomen.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Inhale slowly and deeply through your nose, drawing air into
your abdomen. You will notice the
hand on your abdomen rising.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When you’ve inhaled as much as possible, hold your breath for a
few seconds.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Exhale very slowly through your mouth, pursing your lips as if
you were going to whistle or as if you were blowing through a straw.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">As you exhale, try to control how fast you exhale, keep your
airways open as long as possible.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When your lungs feel empty, begin the cycle again.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Repeat the cycle 3-4 times.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Clearing Your
Mind Exercise: (Meditation)<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably in a quiet environment (place phone on do not
disturb or sign on door)<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Put both feet on the floor.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Close your eyes and begin to breathe deeply.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Mentally focus on <u>one </u>(and only one) peaceful word, like
om, calm, one etc. Repeat the word
without a break so that outside thoughts are hard to enter your mind.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">If other thoughts enter your mind, gently push them away and
continue with the repetition. (don’t become discouraged when your mind
wonders, just re focus)<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Try to remain as still as possible during meditation. If you feel the need to itch, try to
ignoring the need and focus on the word.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Continue for a few minutes.
It may be 2-3 minutes at first keep building a couple of minutes at
a time, until you get to 15-20 minutes.<o:p></o:p></span></li>
</ul>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12.0pt;"><br clear="all" style="page-break-before: always;" />
</span>
<br />
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Stretching
Exercises:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Shoulder shrug—Draw a big circle with your shoulders by slowly
rolling your shoulders up toward your ears, back, downward, and
forward. Repeat 5 times then
reverse the direction.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Half circle neck roll—With your back straight and shoulders
relaxed, look down, then roll gently to the left and gently to the
right. Repeat 2-3 times.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Shoulder and arm stretch—Hold your hands together with fingers
interlaced. Stretch them overhead
with palms upward. Hold for 30
seconds, relax and repeat 5 times.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Autogenics
Exercise: (progressive relaxation)<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This is a progressive muscle relaxation
exercise. You begin by concentrating on
a mental suggestion such as, “My left arm feels warm and heavy.” As you concentrate on this “self command,”
try to actually feel your arm getting warmer and heavier. Then repeat the same command, but focus it on
your right arm, then left leg, right leg, and so on. Go over all of your muscle groups for the
best result.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably or lie down in a quiet location.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Close your eyes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Take a few deep, slow breathes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Try to clear your mind.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">You may want to start off with a peaceful suggestion for
yourself, such as, “I feel calm and my mind is at rest.”<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Mentally focus on one muscle group of your body and give your
command. You can begin at the top
of your head and move towards your feet.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">“Try the same command, focusing on another part of your body.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Continue until you feel completely relaxed.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Allow yourself to enjoy this relaxed state for a few minutes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When you are ready—breathe deeply, open your eyes and stretch!<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Another one is:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortable in a chair<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Take a few deep breaths<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">With your arm bent at the elbow, make a hard fist with both
hands and bend wrist so that the muscles of your arms are tense. Hold for 5 seconds, then slowly let the
tension out.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Notice the contrast of when it was tense and now relaxed.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Now tense your calf and thigh muscles (straighten out your leg
hard while pointing your toes downwards.
Hold for 5 seconds then slowly release letting the tension out.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Repeat the steps above for your neck and jaw, forehead and
scalp, abdominal and back muscles.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Self-Talk
Exercise:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Practice positive self-talk to reduce
stress. For example, instead of saying
to yourself: “I’ll never get this
project in on time!” Try saying: “If I
calm down, stay focused and take one step at a time, I’ll make steady progress
and there’s a good chance I’ll meet my deadline.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Think of other good examples of re-framing
a negative to a positive self-talk message when you find yourself being
self-critical, self-defeating or negative.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Negative:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Positive:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Negative:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Positive:
<u> <o:p></o:p></u></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Deep Breathing
Exercise:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably, placing one hand on your abdomen.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Inhale slowly and deeply through your nose, drawing air into
your abdomen. You will notice the
hand on your abdomen rising.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When you’ve inhaled as much as possible, hold your breath for a
few seconds.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Exhale very slowly through your mouth, pursing your lips as if
you were going to whistle or as if you were blowing through a straw.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">As you exhale, try to control how fast you exhale, keep your
airways open as long as possible.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When your lungs feel empty, begin the cycle again.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Repeat the cycle 3-4 times.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-size: 14.0pt;">Clearing Your
Mind Exercise: (Meditation)<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably in a quiet environment (place phone on do not
disturb or sign on door)<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Put both feet on the floor.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Close your eyes and begin to breathe deeply.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Mentally focus on <u>one </u>(and only one) peaceful word, like
om, calm, one etc. Repeat the word
without a break so that outside thoughts are hard to enter your mind.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">If other thoughts enter your mind, gently push them away and
continue with the repetition. (don’t become discouraged when your mind
wonders, just re focus)<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Try to remain as still as possible during meditation. If you feel the need to itch, try to
ignoring the need and focus on the word.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Continue for a few minutes.
It may be 2-3 minutes at first keep building a couple of minutes at
a time, until you get to 15-20 minutes.</span></li>
</ul>
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<b><span lang="EN-US" style="font-size: 14.0pt;">Stretching
Exercises:<o:p></o:p></span></b></div>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Shoulder shrug—Draw a big circle with your shoulders by slowly
rolling your shoulders up toward your ears, back, downward, and
forward. Repeat 5 times then
reverse the direction.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Half circle neck roll—With your back straight and shoulders
relaxed, look down, then roll gently to the left and gently to the
right. Repeat 2-3 times.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Shoulder and arm stretch—Hold your hands together with fingers
interlaced. Stretch them overhead
with palms upward. Hold for 30
seconds, relax and repeat 5 times.<o:p></o:p></span></li>
</ul>
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<b><span lang="EN-US" style="font-size: 14.0pt;">Autogenics
Exercise: (progressive relaxation)<o:p></o:p></span></b></div>
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<span lang="EN-US">This is a progressive muscle relaxation
exercise. You begin by concentrating on
a mental suggestion such as, “My left arm feels warm and heavy.” As you concentrate on this “self command,”
try to actually feel your arm getting warmer and heavier. Then repeat the same command, but focus it on
your right arm, then left leg, right leg, and so on. Go over all of your muscle groups for the
best result.<o:p></o:p></span></div>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortably or lie down in a quiet location.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Close your eyes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Take a few deep, slow breathes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Try to clear your mind.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">You may want to start off with a peaceful suggestion for
yourself, such as, “I feel calm and my mind is at rest.”<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Mentally focus on one muscle group of your body and give your
command. You can begin at the top
of your head and move towards your feet.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">“Try the same command, focusing on another part of your body.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Continue until you feel completely relaxed.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Allow yourself to enjoy this relaxed state for a few minutes.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">When you are ready—breathe deeply, open your eyes and stretch!<o:p></o:p></span></li>
</ul>
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<span lang="EN-US">Another one is:<o:p></o:p></span></div>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span lang="EN-US">Sit comfortable in a chair<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Take a few deep breaths<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">With your arm bent at the elbow, make a hard fist with both
hands and bend wrist so that the muscles of your arms are tense. Hold for 5 seconds, then slowly let the
tension out.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Notice the contrast of when it was tense and now relaxed.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Now tense your calf and thigh muscles (straighten out your leg
hard while pointing your toes downwards.
Hold for 5 seconds then slowly release letting the tension out.<o:p></o:p></span></li>
<li class="MsoNormal"><span lang="EN-US">Repeat the steps above for your neck and jaw, forehead and
scalp, abdominal and back muscles.<o:p></o:p></span></li>
</ul>
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Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-88099310898774713162017-07-27T10:00:00.000-07:002017-07-28T11:55:11.756-07:00Schools in Action: Physical Literacy to Encourage LearningPhysical Education and Movement is truly a passion for me. I think it is imperative that children are involved in daily physical education and movement throughout the school day. It is even more important today when children have become so attached to devices where they can spend hours on it without moving anything but their fingers. This creates a generation of children who have trouble communicating, are obese, lethargic, susceptible to lifestyle disease, and unhealthy. Is this what we want for our children?? <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-ItYzaLctS0HapAVQNCmvQKv87qozsf8kson6s-Wk3sUGM0T3n2dFCOyPMFAmNdv8sIDdlqANPmlP75tzxKgIclqxnS2NIWMKu-je8BWRPSYHDzOMSPFTU1XkhIQKCkQwitwqnErLSG4/s1600/sport+children.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="340" data-original-width="340" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-ItYzaLctS0HapAVQNCmvQKv87qozsf8kson6s-Wk3sUGM0T3n2dFCOyPMFAmNdv8sIDdlqANPmlP75tzxKgIclqxnS2NIWMKu-je8BWRPSYHDzOMSPFTU1XkhIQKCkQwitwqnErLSG4/s320/sport+children.jpg" width="320" /></a></div>
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We need to take action as a society to say that no this is not what we want for our children. We want well rounded children interested in taking care of their own health and who won't rely on taking pills to alleviate a problem that they have created because of the health choices they have made. <br />
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The Government of British Columbia have published a book called "Physical Activity Action Resource".. It is actually very good and contains many great ideas and games. It is a valuable free resource that both parents and teachers can access. <br />
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Schools in Action is a program promoting healthy living and here are some of the ways that children have begun to implement this program:<br />
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1. POWER UP MORNINGS: School wide morning events. Staff and students fill the gym or listen to instructions and music over the intercom for a morning of physical activity derived from the Physical Activity Resource and Action Bin. These activities could include: yoga, head to toe stretch, dance or workout from Fit Kids Workout DVD. These activities can be led by students or staff once or twice a week.<br />
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2. LEADERS ROCK: The leaders in higher grades lead the younger grades through various physical activities that include primary games, outdoor games, and strength and conditioning exercises. (Get Strong DVD). The leaders take responsibility for the scheduling of the activities and learn a variety of leadership skills. <br />
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3. MOVE YOUR BODY ROOM: Teachers converted two rooms into multi-purpose rooms and circuits for kids. The rooms were designed with several stations including juggling, hopscotch, yoga and balance beams. Get Strong 101 DVD as well as Kids into Action DVD helped the teachers with the setup and activities.<br />
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4. BRAIN BUILDER ACTION BREAKS: Teachers integrate action breaks throughout the day to stimulate the brain when transitioning between subjects. Activities include brain energizers, juggling, skipping, Bean Bag Boogie, BrainDance, Tai Chi and stretching. <br />
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Physical activity should not be negotiable in schools. It is a requirement and is just as important as the academic subjects especially for those children experiencing difficulties in the classroom. <br />
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<a href="http://www.actionschoolsbc.ca/">www.actionschoolsbc.ca</a>Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-67303451755312212442017-07-26T15:10:00.001-07:002017-07-26T15:34:02.957-07:00Restorative Justice Practices How are we doing??? Can we as educators say that we are decreasing the inappropriate behaviour in classrooms and schools and increasing academic and social outcomes for our students?<br />
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These can be difficult questions to answer especially when we are so entangled in maybe the chaos that might be occurring within the school or the entire system. Looking at new ways of helping children reach their potential is imperative if we are to move forward with an educational model that is sustainable and exceptional. Behaviour difficulties in the classroom seems to be a prevalent topic within this discussion and probably one of the major factors in the chaos schools are experiencing as well as the classrooms. What kind of approach is your school adopting when it comes to disruptive or inappropriate behaviour?<br />
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Restorative Justice Practices have been implemented in many schools across the country and across the world. Many innovative educators have looked at the number of suspensions and behaviour related referrals and have decided that school is not "jail" and that a punitive approach is just not working anymore. They have decided to use restorative methods to engage children in the effects of their behaviour on others and have input into the consequences and outcomes. <br />
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The issue with punitive methods is that it does not necessarily address the root cause of the behaviour and the intention is to punish the student so they will stop the behaviour. What if they have difficulty processing the outcome because of a neurophysiological disability. In my experience the restorative discussion has way more impact on the student then sending them to detention to "think about" what they have done. The conferencing circle allows all parties to communicate their feelings and attitudes towards the event and what can be done in the future. It helps the person "in trouble" to understand the impact of their behaviour and commit to a plan to repair the damaged relationships. <br />
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Children make mistakes and learn to either continue or discontinue the behaviour depending upon the consequence following the event. If we are to help children unravel the complexities of social relationships we have to teach them how to do that. There are a number of social emotional skills required along this journey to make life a little easier when navigating a challenge. Some children don't always know "what" to do so we as educators and parents need to be there to redirect them so that they feel good about the decisions they ultimately make. <br />
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Schools are meant to provide safe, supportive environments where children can learn and thrive. When the policies implemented do not follow this philosophy, children are confused and eventually inappropriate behaviour increases because they do not feel protected or safe. We need to nurture relationships that enhance a child's love of learning and teach them that school is a safe place to express themselves. <br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-84281657236581271562017-07-17T12:00:00.000-07:002017-07-17T12:00:03.756-07:00Professional Development Online: Proactive Strategies for Children with Challenging Behaviour and Conflict Resolution<span style="background-color: white; color: #1d2129; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;">Professional Development from the comfort of your own home. Put your feet up and enjoy "Save Your Sanity: Proactive Strategies for Children with Challenging Behaviour". NO planning for subs, booking accommodation or spending extra money. Videos to support the content and tons of resources. Have a look!! </span><a href="http://www.saveyoursanity.ca/" rel="nofollow noopener" style="background-color: white; color: #365899; cursor: pointer; font-family: Helvetica, Arial, sans-serif; font-size: 14px; text-decoration-line: none;" target="_blank">www.saveyoursanity.ca</a><br />
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As well a FREE seminar on Strategies for Sensitive Issues and resources!!</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzg-p-TD2gQ0lRnrVzj_EZzeZAO6ri7eQriYMRWwHGagULXARJvUlT7lOsNq1qktC4b66-BLvV6QzSi-mJ-4g' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-57226893585203746012017-07-09T14:00:00.000-07:002017-07-09T14:00:02.251-07:00You Are The Most Powerful Strategy in Your Toolkit<div class="separator" style="clear: both; text-align: left;">
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You are the most powerful strategy in your toolkit to build relationships and rapport with the children/adults you work with. What are the strategies that you can implement to have better more quality relationships with those who may not be willing to engage with you or need sometime to trust you. Have a listen to our podcast at: <a href="http://www.saveyoursanity.online/podcasts">www.saveyoursanity.online/podcasts</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1vGIo6ukZim4WXoLi1EU8sTWvAm_Ojyo2uN2xHk2hf-aZ-LvKtVh6lS4m6WFjgvSmi8U_zDIh8jZfsbunmb-5NLq7ftigQ6OZ0aV7MzdaN1tJodViYkhT_MdR3GzzDVGzdmDY0W5Mpzw/s1600/learning+is+fun.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="340" data-original-width="502" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1vGIo6ukZim4WXoLi1EU8sTWvAm_Ojyo2uN2xHk2hf-aZ-LvKtVh6lS4m6WFjgvSmi8U_zDIh8jZfsbunmb-5NLq7ftigQ6OZ0aV7MzdaN1tJodViYkhT_MdR3GzzDVGzdmDY0W5Mpzw/s320/learning+is+fun.jpg" width="320" /></a></div>
<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-42887153533349365892017-07-07T19:00:00.000-07:002017-07-07T19:00:00.304-07:00Conflict Resolution Skills<div class="separator" style="clear: both; text-align: center;">
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Conflict is inevitable. It surrounds every profession, household and relationship. Since conflict is so prevalent what is the appropriate way to solve those conflicts when they arise, especially in an environment where people are working with children. Have we as teacher, educators, child care workers, after school workers been trained adequately for the conflict that arises in our workplace. What if this conflict happens with peers that we have to engage with everyday. Ester Efemini believes we should be looking to the business world for their solutions to solving conflicts and problems. She states that business manager who have had formal training in conflict resolution decrease the number of misunderstandings between employees within their office. <br />
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Can Educators benefit from formal training when it comes to conflict resolution and communication skills? Definitely it is something that needs to be explored as many teachers leave the profession due to dissatisfaction with administration and leadership as well as management within the classroom.<br />
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I have included the article by Ester Efemini to have a peek at: See what you think!<br />
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Conflict resolution skills: Rethinking teacher training pt1</h1>
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<section class="block block-system clearfix" id="block-system-main" style="box-sizing: border-box; margin-bottom: 20px;"><div about="/articles/features/conflict-resolution-skills-rethinking-teacher-training-pt1" class="node node-article node-sticky node-full clearfix" id="node-5131" style="box-sizing: border-box;" typeof="schema:NewsArticle sioc:Item foaf:Document">
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Written by <span class="author" style="box-sizing: border-box; font-weight: 700;">Esther Efemini</span> on 7 July 2017 in <span class="taxonomy" style="box-sizing: border-box; font-weight: 700;">Features</span></div>
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There's a teacher crisis going on, and we should look to business conflict management, says Esther Efemini.</div>
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All young people are capable. To help them make the most of their talents, it is important to have many means of recognising and celebrating their strengths ( <em style="box-sizing: border-box;">SGI USA 2015 pg )</em></div>
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<strong style="box-sizing: border-box;">Conflict definition</strong></div>
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Conflict is inevitable and part of life. Tschannen-Moran (2001) describes conflict as a form of discord, disagreement occurring between individuals or a group of individuals. Our behaviour, our responses and our communications ascertain whether the conflict remains constructive or destructive.</div>
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<strong style="box-sizing: border-box;">Cost of conflict</strong></div>
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The Centre of Dispute Resolution reports that 1/3 of managers would prefer to do a parachute jump out of a plane than have a difficult conversation. The CIPD report 370m working days are lost each year as a result of conflict (OPP 2008). </div>
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Absenteeism and turnover is also a conflict related cost. Twenty seven percent of employees have observed conflicts lead to personal attacks (Short, 2016). CEDR state that conflict management training prevents £600,000 in legal costs, three years salary and 1000 hours of management time. The CBI estimates that conflict costs UK business £33bn a year (TCM, 2017).</div>
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Of those companies who have had conflict resolution training or had used mediation 41% reported that the training resulted in a better understanding of people</div>
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<strong style="box-sizing: border-box;">Conflict and culture</strong></div>
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85% of employees are dealing with conflict at some level (Liddle, 2016). Management spend 64% of their time managing conflict disputes every month (TCM,2017). Research on Workplace Conflict highlighted 53% of organisations identified themselves has being reactive towards managing conflict. </div>
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David Liddle, a leading expert on resolution skills management, states that conflict avoidance is the most commonly used strategy of conflict management in organisations. These organisations were more likely to experience a reduction in employment engagement. Senior managers report over 1/5 disagreements are a result of a communication breakdown (TCM, 2017).</div>
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By 2020, more than half a million UK workers will be significantly held back by a lack of soft skills, an issue guaranteed to affect all sectors. At the same time, soft skills contribute £88bn to the UK economy, with this contribution forecast to increase to £109bn during the next five years.</div>
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97% of UK employers believe soft skills are important to their current business success, and more than half say communication skills and team work are more important than traditional academic results. However, three- quarters believe there is already a soft skills gap in the UK work force (TCM 2017).</div>
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An OPP, 2008 report examined training by country and found that in the UK found 14% of managers had conflict management as part of their leadership training. Only 12% of managers took conflict management training as a part of a formal course. </div>
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Of those companies who have had conflict resolution training or had used mediation 41% reported that the training resulted in a better understanding of people and 33% stated that they had experienced an improvement in their working relationships.</div>
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<strong style="box-sizing: border-box;">Behaviour management</strong></div>
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The convolution of conflict has resulted in various definitions constructed by people’s perceptions and attitudes. Conflict in schools takes on a different construct and culture of resolving conflict can vary from school to school.</div>
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School conflicts range from lack of resources, unresolved complaints, and head teachers may employ an authoritarian approach (Goksoy and Turkiye 2016). Teachers are constantly under pressure due to demanding workloads and pressurised environments (Espinoza, 2015). Poorly managed conflict can also prevent the school from achieving its objectives (Shahmohammadi, 2014).</div>
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Goksoy and Turkiye's (2016) research on teachers' perceptions of conflicts, reasons behind them; their impact and responses to conflict found that teachers who experience conflicts have negative feelings such as disappointment, stress, uneasiness and may dislike the profession and have low motivation and morale</div>
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In recent years challenging behaviour has escalated in the classroom and has been a cause of concern. A report by Ofsted, 'below the radar: low-level disruption', reported that 38 days of teaching time is lost due to indiscipline (Paton, 2014). Secondary schools are seen to have more problems with poor behaviour, increasing from 21% to 28% since 2012 (Paton, 2014).</div>
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A survey conducted by the Association of Teachers and Lecturers reported that 62% of staff cited that there are now more children with behavioural, emotional and mental health problems.(Townsend, 2013). 42% of teachers stated that they suffered stress and almost a quarter said they had lost confidence at work (Townsend,2013).</div>
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The teaching crisis has deepened with nearly one in ten teachers leaving the teaching profession last year; the highest proportion in the last ten years (Scott, 2016). It is reported that a third of teachers will leave the profession within three years (Scott, 2016).</div>
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A report, 'Why Teach' (2015) conducted by LKMco and Pearson, cites 76% of teachers reporting that increasing workloads are a key reason for leaving the teaching profession with 50% of teachers reporting they worked more than 55 hours per week (Adam, 2017).</div>
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Followed by being unhappy with the quality of leadership and management, 27% of teachers reported that they had left the teaching profession due to disruptive or challenging behaviour (Short,2010).</div>
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<em style="box-sizing: border-box;">Part two will be published next week. <a href="http://www.trainingjournal.com/conflict-resolution-skills-references" style="background: transparent; box-sizing: border-box; color: #d90342; text-decoration-line: none;" target="_blank">You can find references for this feature here</a></em></div>
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<strong style="box-sizing: border-box;">About the author</strong></div>
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Esther graduated from Middlesex University with a degree in psychology and criminology and went on to do a masters. More recently her interests lie in Conflict Management Skills for trainee teachers. Esther is a trained Community Mediator.</div>
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Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-22664695835210962152017-07-07T09:00:00.000-07:002017-07-07T09:01:00.862-07:00Breaking News - Free Workshop in Anti-Bias Education and Strategies for Sensitive IssuesI am so excited to let you know some breaking news. Save Your Sanity - The Learning Network has created a free seminar for you. Anti-Bias Education and Strategies for Sensitive Issues. <br />
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<span style="font-size: x-large;"><a href="http://www.saveyoursanity.online/">www.saveyoursanity.online</a></span></div>
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-2083610299081662952017-07-04T13:00:00.000-07:002017-07-04T13:00:11.380-07:00Proactive Strategies for Children with Challenging BehaviourSave Your Sanity has now gone ONLINE with our Proactive Strategies Seminar: Learning from the comfort of your own home especially during the summer. We are offering a discount for a limited time only. Register at the website and we will forward you the discount.. <a href="http://www.saveyoursanity.online/">www.saveyoursanity.online</a><br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-7130058940018603162017-06-30T15:25:00.001-07:002017-06-30T15:25:59.419-07:00The North American School Year is Coming to an EndWell here we go again. The year is coming to an end in Canada and United States. Summer holidays and some fun holidays to de-stress and unwind. Start to unwind immediately. Don't wait until your a few weeks into your holidays to start to de-stress and take it easy. Let this year go and don't even think about next year YET! You deserve some time to yourself and you need to take it or you will go into the next year still feeling negative about your last year. You can't change anything now so do not dwell on the past. Look forward to your future. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd-udVML9BZxrK_k22qx-RKStV_ymB16NObtzP5gqsDXI2GrAThDGrbN4XqUeEMEviOblhROPwrJKrzIXzp_-IC9uzUnpjlSbXREbZPQf-JJn0-CEC6EO5RgbkJQ19zbHQZ-XrvLOVimY/s1600/keep+calm.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="243" data-original-width="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd-udVML9BZxrK_k22qx-RKStV_ymB16NObtzP5gqsDXI2GrAThDGrbN4XqUeEMEviOblhROPwrJKrzIXzp_-IC9uzUnpjlSbXREbZPQf-JJn0-CEC6EO5RgbkJQ19zbHQZ-XrvLOVimY/s1600/keep+calm.jpg" /></a></div>
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Awesome article by Judy Willis who is a neurologist working with the effects of stress. Have a peek.<br />
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<a href="https://www.theguardian.com/teacher-network/2015/aug/02/how-neuroscience-help-teachers-switch-off-summer">https://www.theguardian.com/teacher-network/2015/aug/02/how-neuroscience-help-teachers-switch-off-summer</a>Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-32657631429664604432017-06-19T12:00:00.000-07:002017-06-19T12:00:29.686-07:00Now This is Hilarious<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbSHOGuamr9YKpY83kRU4FeQ7ibc9rbtcuN4hhMvKE5mUa59BMniy0Sf75z5rjjd-gYALDUZt-K1yfPw4iw6JPa7pRLI_n5l2IMM0C5LOQgaT1SvO9zTrzztZTLq3T5rad6TqKIlFtP2M/s1600/laugh.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="160" data-original-width="121" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbSHOGuamr9YKpY83kRU4FeQ7ibc9rbtcuN4hhMvKE5mUa59BMniy0Sf75z5rjjd-gYALDUZt-K1yfPw4iw6JPa7pRLI_n5l2IMM0C5LOQgaT1SvO9zTrzztZTLq3T5rad6TqKIlFtP2M/s1600/laugh.jpg" /></a></div>
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I came across this hilarious blog that talks about problems only teachers would understand. It is very funny and so true. Have a bit of a laugh on your beautiful Monday morning.<br />
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<span style="color: #444444; font-family: Roboto, Helvetica, Arial, sans-serif; font-size: 13px;"><a href="https://goo.gl/iDCxKD">https://goo.gl/iDCxKD</a></span><br />
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<br />Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0tag:blogger.com,1999:blog-3374585792571010999.post-85630329301371160752017-06-12T13:59:00.000-07:002017-06-12T13:59:15.622-07:00Reasons Why Handheld Devices Should Be Banned or at Least Monitored More Closely<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtMqjvawT5ePXPrazP999FEkOVd3JKLCr2UBvxw105t_jGnGp8uYhFa3zKRAPO6079XTL4z1gLGhM6p5MXb-kDZR5t1DNmkBXGy9g8UAaozjDcCm_KBsZMWEJtBIbH-ErdUQ4yYQVqeBE/s1600/download.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="183" data-original-width="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtMqjvawT5ePXPrazP999FEkOVd3JKLCr2UBvxw105t_jGnGp8uYhFa3zKRAPO6079XTL4z1gLGhM6p5MXb-kDZR5t1DNmkBXGy9g8UAaozjDcCm_KBsZMWEJtBIbH-ErdUQ4yYQVqeBE/s1600/download.jpg" /></span></a></div>
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<span style="font-family: inherit;">From the Blog of Chris Rowan a Pediatric Occupational Therapist:</span><br />
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<span style="font-family: inherit;">Very interesting read... The effect of devices on children's brains are not really well documented at this point but there are some very interesting points being made by several neuroscientists, doctors and educators. Maybe it is time to sit up and listen to what is being said. </span><br />
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The American Academy of Pediatrics and the Canadian Society of Pediatrics <a href="http://pediatrics.aappublications.org/content/132/5/958.full">state</a> infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010). Children and youth use <a href="http://www.kff.org/entmedia/upload/8010.pdf">4-5 times</a> the recommended amount of technology, with serious and often life threatening consequences (Kaiser Foundation 2010, Active Healthy Kids Canada 2012). Handheld devices (cell phones, tablets, electronic games) have dramatically <a href="http://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013">increased the accessibility and usage</a> of technology, especially by very young children (Common Sense Media, 2013). As a pediatric occupational therapist, I’m calling on parents, teachers and governments to ban the use of all handheld devices for children under the age of 12 years. Following are 10 research-based reasons for this ban. Please visit <a href="http://zonein.ca/">zonein.ca</a> to view the<a href="http://www.zonein.ca/"> Zone’in Fact Sheet</a> for referenced research.<br />
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<b><u>Rapid brain growth</u></b><br />
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Between 0 and 2 years, infant’s brains <a href="http://www.youtube.com/watch?v=BoT7qH_uVNo">triple in size</a>, and continue in a state of rapid development to 21 years of age (Christakis 2011). Early brain development is determined by <a href="http://archpedi.jamanetwork.com/article.aspx?articleid=383160">environmental stimuli,</a> or lack thereof. Stimulation to a developing brain caused by overexposure to technologies (cell phones, internet, iPads, TV), has been shown to be <a href="http://www.ncbi.nlm.nih.gov/pubmed/15060216">associated</a> with executive functioning and attention deficit, cognitive delays, impaired learning, increased impulsivity and <a href="http://pediatrics.aappublications.org/content/128/4/772.full">decreased ability to self-regulate</a>, e.g. tantrums (Small 2008, Pagini 2010)<br />
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<u><b>Delayed Development</b></u><br />
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<b><u><br /></u></b>Technology use restricts movement, which can result in <a href="http://earlylearning.ubc.ca/maps/edi/bc/">delayed development</a>. One in three children now enter school developmentally delayed, negatively impacting literacy and academic achievement (HELP EDI Maps 2013). Movement <a href="http://www.youtube.com/watch?v=hBSVZdTQmDs">enhances attention and learning ability</a> (Ratey 2008). Use of technology under the age of 12 years is detrimental to child development and learning (Rowan 2010).<br />
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<u><b>Epidemic Obesity</b></u></div>
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<b><u><br /></u></b>TV and video game use correlates with increased obesity (Tremblay 2005). Children who are allowed a device in their bedrooms have <a href="http://www.ncbi.nlm.nih.gov/pubmed/21534833">30%</a> increased incidence of obesity (Feng 2011). <a href="http://www.apa.org/pi/families/resources/newsletter/2012/07/childhood-obesity.aspx">One in four</a> Canadian, and <a href="http://www.ijbnpa.org/content/pdf/1479-5868-8-98.pdf">one in three</a> U.S. children are obese (Tremblay 2011). 30% of children with obesity will develop diabetes, and obese individuals are at higher risk for early stroke and heart attack, gravely shortening life expectancy (Center for Disease Control and Prevention 2010). Largely due to obesity, 21st century children may be the first generation many of whom will <a href="http://news.bbc.co.uk/2/hi/in_depth/sci_tech/2002/leicester_2002/2246450.stm">not outlive their parents</a> (Professor Andrew Prentice, BBC News 2002).<br />
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<b><u>Sleep Deprivation</u></b></div>
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<b><u><br /></u></b><a href="http://www.newser.com/story/167562/us-kids-seriously-sleep-deprived.html">60% </a>of parents do not supervise their child’s technology usage, and 75% of children are allowed technology in their bedrooms (Kaiser Foundation 2010). 75% of children aged 9 and 10 years are sleep deprived to the extent that their grades are detrimentally impacted (Boston College 2012).<br />
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<u><b>Mental Illness </b></u></div>
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<b><u><br /></u></b>Technology overuse is implicated as a causal factor in rising rates of child depression, anxiety, attachment disorder, attention deficit, autism, bipolar disorder, psychosis and problematic child behavior (<a href="http://www.bristol.ac.uk/sps/news/2010/107.html">Bristol University 2010</a>, <a href="http://www.ncbi.nlm.nih.gov/pubmed/21342010">Mentzoni 2011</a>, <a href="http://online.liebertpub.com/doi/abs/10.1089/cyber.2010.0470">Shin 2011</a>, <a href="http://www.cmch.tv/SearchDetail2.aspx?rtrn=advnce&cid=6367.">Liberatore 2011</a>, Robinson 2008). <a href="http://www.firstcallbc.org/pdfs/Communities/4-alliance.pdf">One in six </a>Canadian children have a diagnosed mental illness, many of whom are on dangerous psychotropic medication (Waddell 2007).<br />
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<u><b>Aggression </b></u></div>
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<b><u><br /></u></b>Violent media content <a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2704015/">can cause</a> child <a href="http://psp.sagepub.com/content/early/2014/01/22/0146167213520459.abstract">aggression</a> (Anderson, 2007). Young children are increasingly exposed to rising incidence of physical and sexual violence in today’s media. “Grand Theft Auto V” portrays explicit sex, murder, rape, torture and mutilation, as do many movies and TV shows. The U.S. has categorized media violence as a Public Health Risk due to causal impact on child aggression (Huesmann 2007). Media <a href="http://www.belfasttelegraph.co.uk/news/local-national/uk/pupils-6-acting-out-rape-scenes-30003114.html">reports</a> increased use of restraints and seclusion rooms with children who exhibit uncontrolled aggression.<br />
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<u><b>Digital dementia</b></u></div>
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<b><u><br /></u></b>High speed media content can contribute to <a href="http://pediatrics.aappublications.org/content/113/4/708.abstract">attention deficit</a>, as well as decreased concentration and memory, due to the brain pruning <a href="http://www.drgarysmall.com/books/ibrain/">neuronal tracks </a>to the frontal cortex (Christakis 2004, Small 2008). Children who can’t pay attention can’t learn.<br />
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<u><b>Addictions</b></u></div>
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<b><u><br /></u></b>As parents attach more and more to technology, they are detaching from their children. In the absence of parental attachment, detached children can attach to devices, which can result in addiction (Rowan 2010). <a href="http://www.drdouglas.org/drdpdfs/Gentile_Pathological_VG_Use_2009e.pdf">One in 11</a> children aged 8-18 years are addicted to technology (Gentile 2009).<br />
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<b><u>Radiation emission</u></b></div>
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<b><u><br /></u></b>In May of 2011, the World Health Organization classified cell phones (and other wireless devices) as a <a href="http://apps.fcc.gov/ecfs/document/view?id=7520941318">category 2B risk</a> (possible carcinogen) due to radiation emission (WHO 2011). James McNamee with Health Canada in October of 2011 issued a cautionary warning stating “Children are more sensitive to a variety of agents than adults as their brains and immune systems are still developing, so you can’t say the risk would be equal for a small adult as for a child.” (Globe and Mail 2011). In December, 2013 Dr. Anthony Miller from the University of Toronto’s School of Public Health recommend that based on new research, radio frequency exposure should be reclassified as a 2A (probable carcinogen), not a 2B (possible carcinogen). American Academy of Pediatrics <a href="http://apps.fcc.gov/ecfs/document/view?id=7520941318">requested review</a> of EMF radiation emissions from technology devices, citing three reasons regarding impact on children (AAP 2013).<br />
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<u><b>Unsustainable</b></u></div>
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<b><u><br /></u></b>The ways in which children are raised and educated with technology are no longer sustainable (Rowan 2010). Children are our future, but there is no future for children who overuse technology. A team-based approach is necessary and urgent in order to reduce the use of technology by children. Please reference below slide shows on <a href="http://www.zonein.ca/">www.zonein.ca</a> under “videos” to share with others who are concerned about technology overuse by children.<br />
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Colleenhttp://www.blogger.com/profile/01525106602795669609noreply@blogger.com0