All Things CLASS

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

#TeachingWithCLASSPodcast 

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Where will we be able to find this podcast!!??

------------------------------
Sarah Valim
------------------------------

​You can find this podcast on:
Liz's early learning spot.
"Attuned communication instead of classroom Management"
(it is referenced on LauraFishTherapy website).

------------------------------
Beth Burke
Education Specialist
Hillsboro
------------------------------

Original Message:
Sent: 05-02-2018 11:21
From: Sarah Valim
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Where will we be able to find this podcast!!??

------------------------------
Sarah Valim
------------------------------

https://www.lizs-early-learning-spot.com/attuned-communication-classroom-management-19/

------------------------------
Karen Jackel
------------------------------

Original Message:
Sent: 05-16-2018 13:26
From: Beth Burke
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

​You can find this podcast on:
Liz's early learning spot.
"Attuned communication instead of classroom Management"
(it is referenced on LauraFishTherapy website).

------------------------------
Beth Burke
Education Specialist
Hillsboro
------------------------------


Original Message:
Sent: 05-02-2018 11:21
From: Sarah Valim
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Where will we be able to find this podcast!!??

------------------------------
Sarah Valim

------Original Message------

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

​Dr. Laura Fish, "Attuned Communication instead of Behavior Management" is
a motivational podcast around the theme of behavior management.  Inspirational!
:)

------------------------------
Beth Burke
Education Specialist/Coach
Hillsboro, Oregon
------------------------------

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build. 

Another area that staff have shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------

@Susan Anderson What types of classroom management systems do your new teachers have in place?  And what are they currently using for behavior management?  This is a really big topic and I'd be happy to help with some ideas.  How is the Emotional Support in the classrooms?  What kind of behaviors? and how many in your teaching teams?

------------------------------
Kristin Hovey
------------------------------

Original Message:
Sent: 05-02-2018 14:34
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build.

Another area that staff have shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------

Our program has guideline for starting the year which teach the children how to use the materials in the classroom, sharing, taking turns, etc. This lasts for 6 weeks and if behaviors in the classroom escalate teachers can talk to their supervisors and go back to this phase at any time during the year. Some teachers follow this with fidelity; others not so much. In addition to all teachers receive training on CLASS when hired and on the Pyramid Model. Our program does 3 days of in-service prior to the start of school with training in these areas. We also have IEP assistants and a Disabilities Coordinator who work with that population. 

Overall our Emotional Support score is 5.8 and we have 2 teaching teams in a classroom. One of our is challenges is teachers don't always implement the Pyramid Model to fidelity. Another area is having a class of 17 children with 4 on IEP's, 2 who have behavior issues but aren't on IEP's and 5 children in the class that are 3 years old. Like many we are seeing more challenging behaviors and the teachers are looking for resources. 

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------

Original Message:
Sent: 05-02-2018 14:43
From: Kristin Hovey
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Susan Anderson What types of classroom management systems do your new teachers have in place?  And what are they currently using for behavior management?  This is a really big topic and I'd be happy to help with some ideas.  How is the Emotional Support in the classrooms?  What kind of behaviors? and how many in your teaching teams?

------------------------------
Kristin Hovey
------------------------------


Original Message:
Sent: 05-02-2018 14:34
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build.

Another area that staff shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA

Just a few links for information. Behavior management systems are taught the first 6 weeks of school and continued throughout the school year. There is continued visiting of the strategies ongoing in the classroom. CSEFEL -link http://csefel.vanderbilt.edu/ 

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. There are many resources for teachers and administrators. 

Technical Assistance http://challengingbehavior.cbcs.usf.edu/ - Compliments the CSEFEL site. 

Visual schedule implemented for the classroom: 

CPIN - Social - Emotional Development Foundations with resources - https://cpin.us/content/social-emotional-development-foundations

Conscious Discipline - "I Love You Rituals" "Creating a School Family" are book resources that have great ideas for connecting with children. https://consciousdiscipline.com/


------------------------------
Kathy Cockrum
------------------------------

Original Message:
Sent: 05-02-2018 14:43
From: Kristin Hovey
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Susan Anderson What types of classroom management systems do your new teachers have in place?  And what are they currently using for behavior management?  This is a really big topic and I'd be happy to help with some ideas.  How is the Emotional Support in the classrooms?  What kind of behaviors? and how many in your teaching teams?

------------------------------
Kristin Hovey
------------------------------


Original Message:
Sent: 05-02-2018 14:34
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build.

Another area that staff have shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA

Behaviorial management a topic that I need more help with .thanks a lot

------------------------------
Tawnie Dandeneau
------------------------------

Original Message:
Sent: 05-04-2018 11:18
From: Kathy Cockrum
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Just a few links for information. Behavior management systems are taught the first 6 weeks of school and continued throughout the school year. There is continued visiting of the strategies ongoing in the classroom. CSEFEL -link http://csefel.vanderbilt.edu/

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. There are many resources for teachers and administrators.

Technical Assistance http://challengingbehavior.cbcs.usf.edu/ - Compliments the CSEFEL site.

Visual schedule implemented for the classroom:

CPIN - Social - Emotional Development Foundations with resources - https://cpin.us/content/social-emotional-development-foundations

Conscious Discipline - "I Love You Rituals" "Creating a School Family" are book resources that have great ideas for connecting with children. https://consciousdiscipline.com/


------------------------------
Kathy Cockrum
------------------------------


Original Message:
Sent: 05-02-2018 14:43
From: Kristin Hovey
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Susan Anderson What types of classroom management systems do your new teachers have in place?  And what are they currently using for behavior management?  This is a really big topic and I'd be happy to help with some ideas.  How is the Emotional Support in the classrooms?  What kind of behaviors? and how many in your teaching teams?

------------------------------
Kristin Hovey


Original Message:
Sent: 05-02-2018 14:34
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build.

Another area that staff have shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA

Research Conscious Discipline this may be a tool your may would like to learn to utilize.

------------------------------
Sharon Lipe
------------------------------

Original Message:
Sent: 05-02-2018 14:34
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

For new teaching staff just starting in a classroom, where can they find resources and ideas to help them. One of the things I'm hearing and seeing is that our new hires aren't equipped to handle the challenging behaviors and don't have the skills or "toolbox" of quick ideas to help them. They get overwhelmed and frustrated and the children know it which causes the behaviors to build.

Another area that staff have shared concerns about is how to manage challenging behaviors in the classroom while still trying to teach the rest of the children. Any suggestions or strategies to help teachers with this issue would be greatly appreciated!

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------

------Original Message------

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Wow! These are all such great ideas. This may become more than one episode. I'll continue gathering questions, stories, and ideas, so keep them coming! 

For those of you wondering how to access it, we'll make sure it's available in as many formats as possible to make it easier to access and listen to.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message:
Sent: 05-02-2018 14:40
From: Judy Owen
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Liz Savage,

I would love to hear your expert's thoughts on students with behavior plans (especially those on autism spectrum) and how to code outbursts/hitting the teacher under Behavior Management!

Thanks!

 

Judy Owen

FPG Child Development Institute, UNC-Chapel Hill

Phone:  919-843-7355

Email:  judy.owen@unc.edu 

 

 

 

Original Message------

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

​Our program really struggles with behaviors. Many of them are severe. It has been very challenging for us to get a handle on managing effectively. Our admin feel that it negatively effects so many aspects of our program from our CLASS scores to our staff turnover rate to enrollment/drops. There are many varied (often conflicting) opinions in our organization as to why this is as well as what should be done about it. We do utilize Conscious Discipline, though not to fidelity and have considered implementing a different program. I'd like to see a systemic, integrated approach to better meet the needs of the children and the staff. We would love some resources to help us.

------------------------------
Candice Shields
------------------------------

Original Message:
Sent: 05-03-2018 17:01
From: Liz Savage
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Wow! These are all such great ideas. This may become more than one episode. I'll continue gathering questions, stories, and ideas, so keep them coming!

For those of you wondering how to access it, we'll make sure it's available in as many formats as possible to make it easier to access and listen to.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------


Original Message:
Sent: 05-02-2018 14:40
From: Judy Owen
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Liz Savage,

I would love to hear your expert's thoughts on students with behavior plans (especially those on autism spectrum) and how to code outbursts/hitting the teacher under Behavior Management!

Thanks!

 

Judy Owen

FPG Child Development Institute, UNC-Chapel Hill

Phone:  919-843-7355

Email:  judy.owen@unc.edu 

 

 

 

Original Message------

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

------Original Message------

​Our program really struggles with behaviors. Many of them are severe. It has been very challenging for us to get a handle on managing effectively. Our admin feel that it negatively effects so many aspects of our program from our CLASS scores to our staff turnover rate to enrollment/drops. There are many varied (often conflicting) opinions in our organization as to why this is as well as what should be done about it. We do utilize Conscious Discipline, though not to fidelity and have considered implementing a different program. I'd like to see a systemic, integrated approach to better meet the needs of the children and the staff. We would love some resources to help us.

------------------------------
Candice Shields
------------------------------

​We are using CD but unfortunately, we are NOT using it to fidelity. We have struggled with staff buy in and the level of implementation varies from classroom to classroom within our program. There IS a tool to help you assess implementation, it is in the Free Resources section of the CD website.You do need to sign up for a free account to access the resources but this section is full of great material so it is worth it!
https://consciousdiscipline.s3.amazonaws.com/Free-Resources/Progress-Assessment-Rubrics/Rubric_Conscious-Discipline-School-Family-Components.pdf

Consciousdiscipline		remove preview
View this on Consciousdiscipline >

------------------------------
Candice Shields
------------------------------

Original Message:
Sent: 05-07-2018 09:51
From: Chrissy Lindsley
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Spot on observation. There is no one reason why the behaviors are happening but it is contributing to teacher burn out , retention and absenteeism. You mention using conscious discipline to fidelity- is ther a fidelity tool?

 

Dr, Chrissy Lindsley PhD
Program Coach
Clay County Child Care Inc.
Education is the passport to the future, for tomorrow belongs to those who prepare for it today. Malcolm X

 

---

This email has been checked for viruses by Avast antivirus software. www.avast.com

Original Message------

​Our program really struggles with behaviors. Many of them are severe. It has been very challenging for us to get a handle on managing effectively. Our admin feel that it negatively effects so many aspects of our program from our CLASS scores to our staff turnover rate to enrollment/drops. There are many varied (often conflicting) opinions in our organization as to why this is as well as what should be done about it. We do utilize Conscious Discipline, though not to fidelity and have considered implementing a different program. I'd like to see a systemic, integrated approach to better meet the needs of the children and the staff. We would love some resources to help us.

------------------------------
Candice Shields
------------------------------

------Original Message------

​We are using CD but unfortunately, we are NOT using it to fidelity. We have struggled with staff buy in and the level of implementation varies from classroom to classroom within our program. There IS a tool to help you assess implementation, it is in the Free Resources section of the CD website.You do need to sign up for a free account to access the resources but this section is full of great material so it is worth it!
https://consciousdiscipline.s3.amazonaws.com/Free-Resources/Progress-Assessment-Rubrics/Rubric_Conscious-Discipline-School-Family-Components.pdf

Consciousdiscipline		remove preview
View this on Consciousdiscipline >

------------------------------
Candice Shields
------------------------------

------Original Message------

​We are using CD but unfortunately, we are NOT using it to fidelity. We have struggled with staff buy in and the level of implementation varies from classroom to classroom within our program. There IS a tool to help you assess implementation, it is in the Free Resources section of the CD website.You do need to sign up for a free account to access the resources but this section is full of great material so it is worth it!
https://consciousdiscipline.s3.amazonaws.com/Free-Resources/Progress-Assessment-Rubrics/Rubric_Conscious-Discipline-School-Family-Components.pdf

Consciousdiscipline		remove preview
View this on Consciousdiscipline >

------------------------------
Candice Shields
------------------------------

All,

Within the implementation of Behavior Management strategies; the first step to implement is to build relationships with all of the children. (CLASS Emotional Support.)  Children with challenging behavior will come through our doors every year. Through implementation of Conscious a teacher can build "I Love You Rituals" into the day, everyday. "Creating a school Family" helps the children learn that we care about each other. Within the relationships of shared activities, helping peers assist each other, knowing the children so that you can see the "look" on their face and know  how to comfort or help the child. Smiling, being silly, having fun, being enthusiastic, giving verbal affection, eye contact, and using a warm calm voice. Building relationships is number one in the classroom, children cannot learn without that relationship. (Yes there are a few behavior markers missing.) When that relationship is built as a teacher implementation of specific strategies to help in the classroom is easier. To add to the other links here is a link for inclusion also.

http://headstartinclusion.org/teachers

Have a great Monday!

Kathy

------------------------------
Kathy Cockrum
------------------------------

Original Message:
Sent: 05-04-2018 15:10
From: Candice Shields
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

​Our program really struggles with behaviors. Many of them are severe. It has been very challenging for us to get a handle on managing effectively. Our admin feel that it negatively effects so many aspects of our program from our CLASS scores to our staff turnover rate to enrollment/drops. There are many varied (often conflicting) opinions in our organization as to why this is as well as what should be done about it. We do utilize Conscious Discipline, though not to fidelity and have considered implementing a different program. I'd like to see a systemic, integrated approach to better meet the needs of the children and the staff. We would love some resources to help us.

------------------------------
Candice Shields
------------------------------


Original Message:
Sent: 05-03-2018 17:01
From: Liz Savage
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Wow! These are all such great ideas. This may become more than one episode. I'll continue gathering questions, stories, and ideas, so keep them coming!

For those of you wondering how to access it, we'll make sure it's available in as many formats as possible to make it easier to access and listen to.

------------------------------
Liz Savage
Community Manager
Teachstone


Original Message:
Sent: 05-02-2018 14:40
From: Judy Owen
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Liz Savage,

I would love to hear your expert's thoughts on students with behavior plans (especially those on autism spectrum) and how to code outbursts/hitting the teacher under Behavior Management!

Thanks!

 

Judy Owen

FPG Child Development Institute, UNC-Chapel Hill

Phone:  919-843-7355

Email:  judy.owen@unc.edu 

 

 

 

Original Message------

@Vicki Kintner-Duffy and I have a shared love of podcasts. And she had an awesome idea- bring our love of CLASS and podcasts together to make a CLASSy podcast. Picture Dear Abby, but for us!  Each podcast will focus on a specific aspect of using CLASS and bring in Teachstone experts to get you the best answers to your quandaries. So here's where you come in- we need your ideas! The first podcast, airing in June, will be focused on behavior management. If you have a question, story, concern, or celebration around behavior management, we want to hear it! No question or story too small! Post it as a reply here or reply to me privately.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Anything 'visual' on effective support strategies for children struggling with self-regulation is a MOST WELCOME RESOURCE to the education community.  Thank you.
We have just returned to HighScope this past year (after 20+ years) and purchased many of the videos to support training to fidelity. While they are all good tools--- the Conflict Resolution set is excellent. Real classrooms, real children in meltdowns and real teachers practicing effective support strategies. ( I don't expect to hear any of the "That's not a real classroom!" comments at pre-service.
We have also embraced the Trust-based Relational Intervention (TRBI) practices that seem to be spreading across the nation. We now have 2 trained Practitioners- our Mental Health Consultant and myself. It is not a curriculum- rather a philosophical approach with practical application in creating (and re-creating for many children) safe, trusting relationships where children from hard places who have learned how to react out of trauma can thrive. It is  based on brain development research and comes out of the Karen Purvis Institute of Child Development at Texas Christian University. We are seeing exciting and promising results. f

------------------------------
Yvette Wyatt
Education/Disability Coordinator
North Idaho College Head Start
Coeur d'Alene Idaho
yvette.wyatt@nic.edu
------------------------------

Your comments are promising. I'm going to look into that and see if there is something for our program to work with. We use the Pyramid Model and will be utilizing Conscious Discipline too in the near future. We are also going to offer ACT parenting workshops in the fall. The behaviors continue and we continue to have rooms that are out of control. Thank you for sharing something that works and might be a step in the right direction.

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------

Original Message:
Sent: 05-09-2018 11:31
From: Yvette Wyatt
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Anything 'visual' on effective support strategies for children struggling with self-regulation is a MOST WELCOME RESOURCE to the education community.  Thank you.
We have just returned to HighScope this past year (after 20+ years) and purchased many of the videos to support training to fidelity. While they are all good tools--- the Conflict Resolution set is excellent. Real classrooms, real children in meltdowns and real teachers practicing effective support strategies. ( I don't expect to hear any of the "That's not a real classroom!" comments at pre-service.
We have also embraced the Trust-based Relational Intervention (TRBI) practices that seem to be spreading across the nation. We now have 2 trained Practitioners- our Mental Health Consultant and myself. It is not a curriculum- rather a philosophical approach with practical application in creating (and re-creating for many children) safe, trusting relationships where children from hard places who have learned how to react out of trauma can thrive. It is  based on brain development research and comes out of the Karen Purvis Institute of Child Development at Texas Christian University. We are seeing exciting and promising results. f

------------------------------
Yvette Wyatt
Education/Disability Coordinator
North Idaho College Head Start
Coeur d'Alene Idaho
yvette.wyatt@nic.edu
------------------------------

As a former teacher of young kids with special needs, I'm really enjoying this discussion. As people have noted, there are so many factors that we need to consider. One thing that I didn't see in this thread is a discussion about why children are acting out in the first place. Children don't generally act out to pull our chain (although it may feel like that at times), but rather, they are trying to communicate something to us. This is particularly true for children with disabilities or limited communication skills. A child who hits someone may be telling them they they are frustrated, a child who cries may be telling us that they don't feel well. Or they may be telling us that they don't want to do what we've asked them to do -- or maybe they don't know how to do it and need help. And unfortunately, the same behavior can serve different communicative functions. So we cannot assume that every child who hits is frustrated. On the podcast, I'll talk about some relatively simple ways that teachers can determine why children act up, thus allowing teachers to better target their responses. It's not a cure all, but it is am important piece of the puzzle.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------

Original Message:
Sent: 05-14-2018 14:14
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Your comments are promising. I'm going to look into that and see if there is something for our program to work with. We use the Pyramid Model and will be utilizing Conscious Discipline too in the near future. We are also going to offer ACT parenting workshops in the fall. The behaviors continue and we continue to have rooms that are out of control. Thank you for sharing something that works and might be a step in the right direction.

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA
------------------------------


Original Message:
Sent: 05-09-2018 11:31
From: Yvette Wyatt
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Anything 'visual' on effective support strategies for children struggling with self-regulation is a MOST WELCOME RESOURCE to the education community.  Thank you.
We have just returned to HighScope this past year (after 20+ years) and purchased many of the videos to support training to fidelity. While they are all good tools--- the Conflict Resolution set is excellent. Real classrooms, real children in meltdowns and real teachers practicing effective support strategies. ( I don't expect to hear any of the "That's not a real classroom!" comments at pre-service.
We have also embraced the Trust-based Relational Intervention (TRBI) practices that seem to be spreading across the nation. We now have 2 trained Practitioners- our Mental Health Consultant and myself. It is not a curriculum- rather a philosophical approach with practical application in creating (and re-creating for many children) safe, trusting relationships where children from hard places who have learned how to react out of trauma can thrive. It is  based on brain development research and comes out of the Karen Purvis Institute of Child Development at Texas Christian University. We are seeing exciting and promising results. f

------------------------------
Yvette Wyatt
Education/Disability Coordinator
North Idaho College Head Start
Coeur d'Alene Idaho
yvette.wyatt@nic.edu

Thank you for the reminder to look at "What is the behavior" trying to tell us? Having that shift in thinking is helpful!


------------------------------
Kathy Cockrum
------------------------------

Original Message:
Sent: 05-15-2018 10:59
From: Sarah Hadden
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

As a former teacher of young kids with special needs, I'm really enjoying this discussion. As people have noted, there are so many factors that we need to consider. One thing that I didn't see in this thread is a discussion about why children are acting out in the first place. Children don't generally act out to pull our chain (although it may feel like that at times), but rather, they are trying to communicate something to us. This is particularly true for children with disabilities or limited communication skills. A child who hits someone may be telling them they they are frustrated, a child who cries may be telling us that they don't feel well. Or they may be telling us that they don't want to do what we've asked them to do -- or maybe they don't know how to do it and need help. And unfortunately, the same behavior can serve different communicative functions. So we cannot assume that every child who hits is frustrated. On the podcast, I'll talk about some relatively simple ways that teachers can determine why children act up, thus allowing teachers to better target their responses. It's not a cure all, but it is am important piece of the puzzle.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------


Original Message:
Sent: 05-14-2018 14:14
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Your comments are promising. I'm going to look into that and see if there is something for our program to work with. We use the Pyramid Model and will be utilizing Conscious Discipline too in the near future. We are also going to offer ACT parenting workshops in the fall. The behaviors continue and we continue to have rooms that are out of control. Thank you for sharing something that works and might be a step in the right direction.

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA


Original Message:
Sent: 05-09-2018 11:31
From: Yvette Wyatt
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Anything 'visual' on effective support strategies for children struggling with self-regulation is a MOST WELCOME RESOURCE to the education community.  Thank you.
We have just returned to HighScope this past year (after 20+ years) and purchased many of the videos to support training to fidelity. While they are all good tools--- the Conflict Resolution set is excellent. Real classrooms, real children in meltdowns and real teachers practicing effective support strategies. ( I don't expect to hear any of the "That's not a real classroom!" comments at pre-service.
We have also embraced the Trust-based Relational Intervention (TRBI) practices that seem to be spreading across the nation. We now have 2 trained Practitioners- our Mental Health Consultant and myself. It is not a curriculum- rather a philosophical approach with practical application in creating (and re-creating for many children) safe, trusting relationships where children from hard places who have learned how to react out of trauma can thrive. It is  based on brain development research and comes out of the Karen Purvis Institute of Child Development at Texas Christian University. We are seeing exciting and promising results. f

------------------------------
Yvette Wyatt
Education/Disability Coordinator
North Idaho College Head Start
Coeur d'Alene Idaho
yvette.wyatt@nic.edu

------Original Message------

As a former teacher of young kids with special needs, I'm really enjoying this discussion. As people have noted, there are so many factors that we need to consider. One thing that I didn't see in this thread is a discussion about why children are acting out in the first place. Children don't generally act out to pull our chain (although it may feel like that at times), but rather, they are trying to communicate something to us. This is particularly true for children with disabilities or limited communication skills. A child who hits someone may be telling them they they are frustrated, a child who cries may be telling us that they don't feel well. Or they may be telling us that they don't want to do what we've asked them to do -- or maybe they don't know how to do it and need help. And unfortunately, the same behavior can serve different communicative functions. So we cannot assume that every child who hits is frustrated. On the podcast, I'll talk about some relatively simple ways that teachers can determine why children act up, thus allowing teachers to better target their responses. It's not a cure all, but it is am important piece of the puzzle.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------

Hello everybody, this is my first entry in a thread.  I just wanted to say that we should also take into consideration the effect that family life has on the children's behavior in the classroom.  They might be struggling with getting their basic needs met or experiencing some heavy duty family stresses.

Jula

------------------------------
Jula Herzog
QRIS Mentor Coach
Preschool is a Journey not a race.
Redding CA
------------------------------

Original Message:
Sent: 05-15-2018 10:59
From: Sarah Hadden
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

As a former teacher of young kids with special needs, I'm really enjoying this discussion. As people have noted, there are so many factors that we need to consider. One thing that I didn't see in this thread is a discussion about why children are acting out in the first place. Children don't generally act out to pull our chain (although it may feel like that at times), but rather, they are trying to communicate something to us. This is particularly true for children with disabilities or limited communication skills. A child who hits someone may be telling them they they are frustrated, a child who cries may be telling us that they don't feel well. Or they may be telling us that they don't want to do what we've asked them to do -- or maybe they don't know how to do it and need help. And unfortunately, the same behavior can serve different communicative functions. So we cannot assume that every child who hits is frustrated. On the podcast, I'll talk about some relatively simple ways that teachers can determine why children act up, thus allowing teachers to better target their responses. It's not a cure all, but it is am important piece of the puzzle.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------


Original Message:
Sent: 05-14-2018 14:14
From: Susan Anderson
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Your comments are promising. I'm going to look into that and see if there is something for our program to work with. We use the Pyramid Model and will be utilizing Conscious Discipline too in the near future. We are also going to offer ACT parenting workshops in the fall. The behaviors continue and we continue to have rooms that are out of control. Thank you for sharing something that works and might be a step in the right direction.

------------------------------
Susan Anderson
Coach Coordinator
GECAC Head Start
Erie PA


Original Message:
Sent: 05-09-2018 11:31
From: Yvette Wyatt
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Anything 'visual' on effective support strategies for children struggling with self-regulation is a MOST WELCOME RESOURCE to the education community.  Thank you.
We have just returned to HighScope this past year (after 20+ years) and purchased many of the videos to support training to fidelity. While they are all good tools--- the Conflict Resolution set is excellent. Real classrooms, real children in meltdowns and real teachers practicing effective support strategies. ( I don't expect to hear any of the "That's not a real classroom!" comments at pre-service.
We have also embraced the Trust-based Relational Intervention (TRBI) practices that seem to be spreading across the nation. We now have 2 trained Practitioners- our Mental Health Consultant and myself. It is not a curriculum- rather a philosophical approach with practical application in creating (and re-creating for many children) safe, trusting relationships where children from hard places who have learned how to react out of trauma can thrive. It is  based on brain development research and comes out of the Karen Purvis Institute of Child Development at Texas Christian University. We are seeing exciting and promising results. f

------------------------------
Yvette Wyatt
Education/Disability Coordinator
North Idaho College Head Start
Coeur d'Alene Idaho
yvette.wyatt@nic.edu

​We work with private providers who often are not implementing DAP which causes the challenging behaviors.  We provide conscious discipline and positive behavior support training within the community but not all attend nor are they required to attend.  Any suggestions?

------------------------------
Sandy Show
Tampa
------------------------------

​Sounds like we are all dealing with similar issues. As a Head Start program we are finding our classroom age average decline with the advent of TK. This means retraining or at least reminding teaching staff about 2-3 year old development (even though our entry age remains 3 yr.s old). The next step is accepting that we are not just teachers of academics (even through DAP means) but social emotional models as well. This is the part that we are struggling with as children come to us from increasingly stressful environments. Seeing beyond the behavior is another key to all of this and one I have been engaging teachers more and more about.
I look forward to this series and a continued discussion about the challenges we all face.

------------------------------
John Varga
Los Angeles
------------------------------

Original Message:
Sent: 06-04-2018 12:20
From: Sandy Show
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

​We work with private providers who often are not implementing DAP which causes the challenging behaviors.  We provide conscious discipline and positive behavior support training within the community but not all attend nor are they required to attend.  Any suggestions?

------------------------------
Sandy Show
Tampa
------------------------------

Hello! This is my first time participating in a discussion thread. The Behavior Management topic really drew me in. We are opening a new school this July and will practice the Conscious Discipline approach. I'm looking forward to embedding a CD book study into our professional development offerings to assist staff in understanding the philosophy behind the structures & strategies. To be continued...

------------------------------
Kelly Sowle
Mentoring Supervisor
Educare Los Angeles at Long Beach
Long Beach, CA
------------------------------

Original Message:
Sent: 06-04-2018 17:11
From: John Varga
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

​Sounds like we are all dealing with similar issues. As a Head Start program we are finding our classroom age average decline with the advent of TK. This means retraining or at least reminding teaching staff about 2-3 year old development (even though our entry age remains 3 yr.s old). The next step is accepting that we are not just teachers of academics (even through DAP means) but social emotional models as well. This is the part that we are struggling with as children come to us from increasingly stressful environments. Seeing beyond the behavior is another key to all of this and one I have been engaging teachers more and more about.
I look forward to this series and a continued discussion about the challenges we all face.

------------------------------
John Varga
Los Angeles
------------------------------


Original Message:
Sent: 06-04-2018 12:20
From: Sandy Show
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

​We work with private providers who often are not implementing DAP which causes the challenging behaviors.  We provide conscious discipline and positive behavior support training within the community but not all attend nor are they required to attend.  Any suggestions?

------------------------------
Sandy Show
Tampa

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area. 
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way. 
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles
------------------------------

@Jackie Pyles, thanks for the feedback! We were going for concise! And you bring up some great questions for future episodes. 

If you haven't listened yet, you can find the first episode  https://anchor.fm/teaching-with-class
I'd love additional feedback or suggestions for future topics you'd like us to cover.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles
------------------------------

@Jackie Pyles you have asked a really important questions and one for which there are no easy answers. When I see teachers who are frustrated and burned out, I ask them to tell me what it was that led them to decide to work with children. Most often, they will say that they like kids and/or they want to make a positive difference. I'll then ask them to describe times when they enjoy their work. If I've conducted an observation, I'll point out some times when they appeared to be having fun with the kids. Then I'll ask them to talk about what made  those moments  enjoyable. And it usually comes down to their relationships with the kids. 

I know this is a bit circuitous, but helping teachers see that just as they are more likely to enjoy spending time with friends (as opposed to people they barely know) that their time with kids will be more positive and fun if take the time to get to know them. We can't necessarily change what happens at an administrative level, but we can help teachers think about how to make the most of their time with children.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------

Original Message:
Sent: 06-08-2018 12:28
From: Liz Savage
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Jackie Pyles, thanks for the feedback! We were going for concise! And you bring up some great questions for future episodes.

If you haven't listened yet, you can find the first episode  https://anchor.fm/teaching-with-class
I'd love additional feedback or suggestions for future topics you'd like us to cover.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------


Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles

Good Morning-
For some reason I am unable to find the link from the Behavior podcast. I would like to share with my teachers if possible. Anybody know where I can find on the Teachstone site?? Thanks in advance!

------------------------------
Melanie Ware
Chicago
------------------------------

Original Message:
Sent: 06-15-2018 14:05
From: Sarah Hadden
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Jackie Pyles you have asked a really important questions and one for which there are no easy answers. When I see teachers who are frustrated and burned out, I ask them to tell me what it was that led them to decide to work with children. Most often, they will say that they like kids and/or they want to make a positive difference. I'll then ask them to describe times when they enjoy their work. If I've conducted an observation, I'll point out some times when they appeared to be having fun with the kids. Then I'll ask them to talk about what made  those moments  enjoyable. And it usually comes down to their relationships with the kids.

I know this is a bit circuitous, but helping teachers see that just as they are more likely to enjoy spending time with friends (as opposed to people they barely know) that their time with kids will be more positive and fun if take the time to get to know them. We can't necessarily change what happens at an administrative level, but we can help teachers think about how to make the most of their time with children.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203
------------------------------


Original Message:
Sent: 06-08-2018 12:28
From: Liz Savage
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Jackie Pyles, thanks for the feedback! We were going for concise! And you bring up some great questions for future episodes.

If you haven't listened yet, you can find the first episode  https://anchor.fm/teaching-with-class
I'd love additional feedback or suggestions for future topics you'd like us to cover.

------------------------------
Liz Savage
Community Manager
Teachstone


Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles

Hi @Melanie Ware. Glad to hear you're interested! For now, the podcast can be found here: https://anchor.fm/teaching-with-class

or by downloading the Anchor App. I'd love any feedback from you or your teachers. 

Anchor FM Inc.		remove
Teaching with CLASS Welcome to Teaching with CLASS®, a podcast for all your CLASS questions, concerns, and stories. View this on Anchor FM Inc. >

.

------------------------------
Liz Savage
Community Manager
Teachstone
------------------------------

Original Message:
Sent: 06-18-2018 11:17
From: Melanie Ware
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Good Morning-
For some reason I am unable to find the link from the Behavior podcast. I would like to share with my teachers if possible. Anybody know where I can find on the Teachstone site?? Thanks in advance!

------------------------------
Melanie Ware
Chicago
------------------------------


Original Message:
Sent: 06-15-2018 14:05
From: Sarah Hadden
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Jackie Pyles you have asked a really important questions and one for which there are no easy answers. When I see teachers who are frustrated and burned out, I ask them to tell me what it was that led them to decide to work with children. Most often, they will say that they like kids and/or they want to make a positive difference. I'll then ask them to describe times when they enjoy their work. If I've conducted an observation, I'll point out some times when they appeared to be having fun with the kids. Then I'll ask them to talk about what made  those moments  enjoyable. And it usually comes down to their relationships with the kids.

I know this is a bit circuitous, but helping teachers see that just as they are more likely to enjoy spending time with friends (as opposed to people they barely know) that their time with kids will be more positive and fun if take the time to get to know them. We can't necessarily change what happens at an administrative level, but we can help teachers think about how to make the most of their time with children.

------------------------------
[Sarah] [Hadden] [Designation]
Senior Advisor, Research and Professional Services]
[Teachstone]
434-466-8203


Original Message:
Sent: 06-08-2018 12:28
From: Liz Savage
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

@Jackie Pyles, thanks for the feedback! We were going for concise! And you bring up some great questions for future episodes.

If you haven't listened yet, you can find the first episode  https://anchor.fm/teaching-with-class
I'd love additional feedback or suggestions for future topics you'd like us to cover.

------------------------------
Liz Savage
Community Manager
Teachstone


Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles

Hello all 

This is my area of expertise. My research was around CLASS and aggressive behaviors and I provide consultation and coaching. I would agree to tap into what brought teachers to teach to begin with ---also use CLASS on them. Whatever you want the teachers to do with children do with them. We have "shout out" boards, we have "stress relievers" we listen to teachers, support collaboration and provide resources to prevent burn out. Please email me or ask questions if you need specifics. Lastly- the pyramid model is used to support teachers with FREE resources! The website is CSEFEL: Center on the Social and Emotional Foundations for Early Learning

Vanderbilt		remove preview
CSEFEL: Center on the Social and Emotional Foundations for Early Learning The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors. View this on Vanderbilt >

------------------------------
Angela Searcy, Ed.D.
College professor/Coach
Frankfort, Illinois 60423
708-845-2343
------------------------------

Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles
------------------------------

Hi Angela!

Had the opportunity yesterday to listen to a recording of your EdWeb.net classroom management webinar.

Your enthusiasm was boundless.

Thanks.

------------------------------
Susan Hinman Waldman
Practice Based Coach
Communities United Inc.
Lexington, MA
------------------------------

Original Message:
Sent: 06-18-2018 10:27
From: Angela Searcy
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

Hello all

This is my area of expertise. My research was around CLASS and aggressive behaviors and I provide consultation and coaching. I would agree to tap into what brought teachers to teach to begin with ---also use CLASS on them. Whatever you want the teachers to do with children do with them. We have "shout out" boards, we have "stress relievers" we listen to teachers, support collaboration and provide resources to prevent burn out. Please email me or ask questions if you need specifics. Lastly- the pyramid model is used to support teachers with FREE resources! The website is CSEFEL: Center on the Social and Emotional Foundations for Early Learning

Vanderbilt		remove preview
CSEFEL: Center on the Social and Emotional Foundations for Early Learning The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors. View this on Vanderbilt >

------------------------------
Angela Searcy, Ed.D.
College professor/Coach
Frankfort, Illinois 60423
708-845-2343
------------------------------


Original Message:
Sent: 06-05-2018 12:38
From: Jackie Pyles
Subject: Behavior Management- First in a podcast series - Teaching with CLASS S1E1 Managing Challenging Behaviors

I just listened to the first Podcast. Concise and to the point good information. Thank you! As with Kate Cline, I too have worked as a Family Child Care Provider, Preschool/Elementary Teacher (long term sub), CDA Specialist, and now Coach and ECE Instructor. Behavior Management is by far the most requested area of support needs!  I am so glad Teachstone will have a podcast focused on this area.
The turnover is indeed one of bigger problems I come across.  I make it a point to build relationships with the teachers and look for those signs of being on their way out and discuss with them the challenges they are having.  Two things stand out; I don't get paid enough for the job I am required to do and/or no support or say over what happens in my classroom.  There have been multiple times that the Directors I work with rearrange a classroom without even talking to the teacher about it.  They also order supplies for the classrooms the same way.
My question is how do you get teachers to buy into making an effort to build relationships with children, and look for resources to help them with behavior challenges when they are so overwhelmed and already looking for another job?  The fact that it is a job and not a career for many of them makes it that much harder to support them.

------------------------------
Jackie Pyles

Behavior expectations are procedures and rules that are taught to students to encourage positive behaviors and prevent problem behaviors. This addresses how students treat each other and the teachers, and how they operate in the classroom. It is also addresses how students behave outside the classroom, such as in the cafeteria, playground, library, hallways, restrooms, bus, and anywhere.

Behaviora expectations should be constitent from classroom to classroom and teacher to teacher just like academic standards. 

Define your behavior of expectations, communicate behavior expectations to the students put it in writing then read the expectations aloud to the students. Explain what each expectation means, and why these are necessary and beneficial to everyone. Show students what is meant doing the expectations by modeling and practicing it. Track the students behavior daily, and apply rewards and consequences consistently and equitably. Review and reinforce these expectations throughout the year.

------------------------------
Kimberlyn White
------------------------------