Keeping the Peace in Middle School • Adapted from Promoting Children’s

Success; Module 1- http://csefel.vanderbilt.edu

• Boys Town Strategies • Kelso’s Strategies • Practical Ideas That Really Work for

Students with ADHD : Grade 5 Through Grade 12

“It’s a date” • Move until the music stops

• Meet 1 partner • Put their name in

the 12:00 date slot

• Move until the music stops

• Meet 3 partners • Put their names in

the 4:00 date slot

Activity

Agenda

Examining attitudes Behavior has a message- but we often

ignore it Building relationships Fun Tricks of the Trade – Short Term Fix Interventions - Long Term Change

Poll Everywhere

What pushes your buttons? How does it make you feel? What consequences do you use? How does it change your relationship with

that student?

Managing Personal Stress: Thought Control

Managing Personal Stress: Thought Control

Calming Thoughts “ This student is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.” “ I can handle this. I am in control. They have just learned some power ful ways to get control. I will teach them more appropr iate ways to behave.”

Upsetting Thoughts “ That student is a monster. This is getting r idiculous. He’ ll never change.” “ I ’m sick of putting out fires!”

Managing Personal Stress: Thought Control

Managing Personal Stress: Thought Control

Calming Thoughts “ I feel undervalued r ight now – I need to seek suppor t from my peers and supervisor.” “ Having her in my class is going to be a wonder ful Professional Development exper ience.”

Upsetting Thought “I wonder if the corner grocery is hiring?” “ She ruins everything! This is going to be the worst year of my career.”

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave,

we……..... …….teach? ……punish?

Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2)

Some Basic Assumptions

Challenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention.

Students often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.

Some Basic Assumptions

Behavior that persists over time is usually working for the student.

We need to focus on teaching student what to do in place of the challenging behavior.

Promote Student’s Success

Create an environment where EVERY student feels good about coming to school.

Design an environment that promotes student engagement.

Focus on teaching students what To Do! Teach expectations and routines. Teach skills that students can use in place of

challenging behaviors.

Building Relationships

Helps each student feel accepted in the group

Encourages feelings of empathy and mutual respect among students and adults

Provides a supportive environment in which students can learn and practice appropriate and acceptable behaviors as individuals and as a group

Building Relationships with Students

Why is it important?

Students with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships.

Adults’ time and attention are very important to student, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior.

TED Talks- Rita Pierson Every kid needs a champion

Video

Date Time!!! Go meet your 12:00 Date!

Activity

Fast Fingers Brain Break 1) Students stand in pairs. (Your 12:00 date) 2) Everyone puts their hands behind back. 3) Teacher says ‘1,2,3,go!’ and students must

bring one of their hands forward in front of themselves with a random number of fingers showing.

4) The two students must then count the sum of their partner’s fingers and their own fingers and shout out the total.

5) Winner gets one point. Students keep track of points.

Activity

Fast Fingers Modifications Students bring forth two hands and add the

total fingers on all four hands. Students bring forth one hand each and

multiple the two numbers Each finger is worth 10 and students add or

multiple fingers One student is positive the other negative.

Students bring forth one hand and they must add the positive number to the negative number.

Have groups of three or four students do the above.

Activity

Let’s Fix it, NOW, please

Tricks of the Trade from : Practical Ideas That Really

Work for Students with ADHD : Grade 5 Through

Grade 12 Second Edition- Kathleen McConnell & Gail R. Ryser

Positive Reinforcement Be specific about the behavior Pick one behavior at a time Raise your hand before talking

Use descriptive praise statements Thanks for waiting so patiently

Avoid “good job” by itself. Be more descriptive

Have a selection of reinforcers Menu* Coupon jar* Cube* Bragging Buddies*

Quick Fixes

*handout

Get ‘em organized 1. Mnemonics for habits or procedures

a. Big Purple People Eater i. Bring Paper and Pen Everyday

b. Chomp Red Strawberries ii. Check, Record, Store

2. Have “De-Clutter” Day Weekly a. Go through b. Throw away c. Hole punch d. File To Dos & Take Homes

3. Homework Buddies- Change frequently if needed

Quick Fixes

Teacher Talk Time 1. TWO Rules:

a. No talking unless called on by name b. Stay seated

2. SET A TIMER :10-20 minutes a. Promise to STOP at end of timer NMW

(no matter what) You can continue later

3. Place Yes/No tickets in jar during lecture as students meet expectations or not

a. No voice reprimands, just tickets 4. Praise class for “YES”s and draw a ticket from the

jar (after class, later in day, end of week) a. Yes = Class reward b. No = OOPS (Other Opportunity Practice Success)

Better luck next time!!!

Quick Fixes

*handout

Nonverbal Signal System Large Signal Cards

1. Color Coded 2. Attached to Desk with tape or velcro

a. I’m working hard b. I need help c. Restroom Break

Small Signal Cards 1. Color Coded 2. Attached to ring or bracelet

a. ? b. SOS c. I need help

Quick Fixes

*handout

Stay or Go? Free hall pass Pass out passes at beginning of week,

month, grading period, semester, etc. 1. Suggested 2 per student, but modify for

students who need more frequent breaks 2. Write names in INK

Students turn in pass when need to leave class

Unredeemed passes earn points or other rewards

Quick Fixes

*handout

Date Time!!! Go meet your 4:00 Date!

Activity

Timed Round Robin 1. Decide who is A, B, C, D 2. Who starts? The person who…. (fill in the blank)

3. Take a turn identifying and explaining one strategy to decrease challenging behaviors

4. Each person has 15 seconds to speak 5. You MAY assist your team member 6. You MAY NOT repeat a strategy

Activity

Interventions- Let’s teach ‘em to swim

Cute tricks, gimmicks, and novelties are the quick fixes much like a life jacket. I can’t allow my child who can’t swim get in the water without it. BUT I still have to teach him how to swim so we no longer need the jacket. It just takes a lot of gradual practice and maybe different methods or different teachers.

Social Skills- Boys Town Getting Someone’s Attention 1. Wait until the other person is finished

speaking. 2. Look at the person. 3. Say “Excuse me”. 4. Wait until the person looks at or speaks to

you. 5. Proceed with what you want to say.

Interventions

*handout

Social Skills- Boys Town Asking for Help 1. Look at the person. 2. Ask the person if he or she has time to

help you now or later). 3. Clearly describe the problem or what

kind of help you need. 4. Thank the person for helping.

Interventions

*handout

Social Skills- Boys Town Dealing with Frustration 1. Identify frustrated feelings when they

arise. 2. Breath deeply and relax. 3. Discuss frustrations with a caring adult or

friend. 4. Figure out what causes your frustration. 5. Find things to do that bring feelings of

success and well-being.

Interventions

*handout

Problem Solving Boys Town Model

1. Stop, take a deep breath and count to five.

2. Decide what the problem is and how you feel.

3. Think about your choices and their consequences.

4. Decide on your best choice. 5. Do it.

Interventions

*handout

Problem Solving Wheel Verbal choices:

Make a Deal Tell them to stop Apologize Talk it out Nonverbal choices: Wait and cool off Walk away Go to another

game Ignore it

*handout

Interventions

Problem Solving Wheel Go to another

game Talk it out Share and take

turns Ignore it Walk away Tell them to stop Apologize Make a deal Wait and

cool off

*handout

Interventions

Anger Management Interventions

*handout

Anger Management Boys Town Model 1. If a person is talking to you continue to listen and

acknowledge them 2. Monitor your body’s feelings and how quickly

you are breathing 3. Breathe slowly and deeply 4. Give yourself directions to breathe and relax 5. Calmly ask the other person for a few minutes by

your self 6. While you are alone continue to monitor your

feelings and instruct yourself to relax

Interventions

*handout

Anger Management Interventions

*handout

Key Points of Instruction 1. Teach the skill 2. Model the skill

a. Directly b. Indirectly c. Videos d. Puppets e. Peers

3. Role Play (practice) 4. Problem Solve 5. Reward

Interventions

Prevent Escalation 1. Build a relationship 2. Identify triggers 3. Identify where they feel their anger or frustration

in their body* 4. Identify a relaxation technique the student

would like to implement 5. Identify a way for the student to communicate

that they need to be excused to the safe place or quiet space

• Practice the escape or chill out process 6. Practice the relaxation technique

• During calm moments throughout day • Before crisis • Privately

Interventions

*handout

Turn to your neighbor Explain the 3 strategies will you test drive in the fall and why.

Activity

DJ Batiste & Conscious Discipline

Video

Lisette Spraggins, Behavior Consultant

325-675-8676 lspraggins@esc14.net http://behaveyour4u.blog spot.com/ http://www.esc14.net/ default.aspx?name= ctl_beh_home