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Help son expelled from kindergarten
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<blockquote data-quote="DammitJanet" data-source="post: 569703" data-attributes="member: 1514"><p><span style="color: #000000">*************************</span></p><p><span style="color: #000000">Managing ODD in the classroom (AKA as roping the wind )</span></p><p><span style="color: #000000">************************</span></p><p></p><p><span style="color: #000000">There are many things that a teacher can do to avoid/diffuse meltdowns and ODD'ness in the classroom.</span></p><p></p><p><span style="color: #000000">I will begin to list just some of the basics here and I suggest that you make a copy for your childs teacher and send it to them.</span></p><p></p><p><span style="color: #000000">Often times this will be met with resistance especially with non-sped teachers because they say "its not my job".</span></p><p></p><p><span style="color: #000000">Allow me to assure you that Congress "invited them to the party" with the reauthorization of IDEA 97 in that they said... MORE children must be mainstreamed.</span></p><p></p><p><span style="color: #000000">This is an excellent format for any 504 plan you write, and must be adhered to for students who are behavior disordered.</span></p><p></p><p><span style="color: #000000">* I write a 504 plan to compliment </span>IEP<span style="color: #000000">'S.. so this is an example of what that looks like.</span></p><p></p><p><span style="color: #000000">504 Accomadations for J--- ( an actual plan )</span></p><p><span style="color: #000000">-------------------</span></p><p><span style="color: #000000">1) Parent will meet with all </span>difficult child<span style="color: #000000">'s teachers to present Parent Report and explain ODD, and its impact on their child.</span></p><p></p><p><span style="color: #000000">* this should be done at beggining of year and should take at least 1 hour, all teachers must be in attendance, and should come prepared with materials to take notes, and ideas or input on what has worked/failed for them with </span>difficult child<span style="color: #000000">.</span></p><p></p><p><span style="color: #000000">2) Teacher will assess </span>difficult child<span style="color: #000000">'s mood and behavior as he enters classroom to determine "state" and observe any signs of agitation.</span></p><p></p><p><span style="color: #000000">* The most important thing is to not be asleep at the wheel... often times teachers fail to even notice warning signs of impending meltdown, as they just get on with starting class, and overlook clues. </span></p><p></p><p><span style="color: #000000">Remember </span>difficult child<span style="color: #000000"> has just passed class and was in contact with many triggers such as peers or perhaps are reminded that they dont have assignment done, and can be very anxious about class starting. </span></p><p></p><p><span style="color: #000000">A quick assessment of body language can cue a sharp teacher to act quickly to divert trouble. Given the fact that safety is a huge concern to all.. this should not be limited to just </span>difficult child<span style="color: #000000">.. but all students. </span></p><p><span style="color: #000000">( wonder if anyone did this at Columbine? )</span></p><p></p><p><span style="color: #000000">3. Inservice training will be provided to staff ( </span>difficult child<span style="color: #000000">'s teachers ) on non-confrontational techniques to utilize, and staff will be tested and acheive a 95% score or above on the test to determine competancy.</span></p><p></p><p><span style="color: #000000">* this is actual language in a 504 that I recently wrote, and the teachers... 7 of them all passed. </span></p><p></p><p><span style="color: #000000">4. A communication plan will be developed for staff, parent and </span>difficult child<span style="color: #000000">. Good communication skills will be "modeled" for </span>difficult child<span style="color: #000000"> by staff & parents.</span></p><p></p><p><span style="color: #000000">* this means no pissin matches in front of </span>difficult child<span style="color: #000000"> ever! If parent or staff dont like plans or ideas.. they dont "feed' dsipleasure to </span>difficult child<span style="color: #000000">.</span></p><p></p><p><span style="color: #000000">5.Parents and staff will model and promote appropriate self advocacy skills for </span>difficult child<span style="color: #000000">, and encourage expression of feelings with out fear of retalliation.</span></p><p></p><p><span style="color: #000000">* this means that if </span>difficult child<span style="color: #000000"> has a complaint that he will be taught how to "FIX it once Fix it WRITE" and that the complaint will be heard and responded to appropriatley.</span></p><p></p><p><span style="color: #000000">If he feels a teacher or staff person is picking on him/her than he will be allowed to express that in a safe and reatalliation free environment. * staff & parent will model "mature" behavior, and readily admit shortcomings without excuses... or alibis*</span></p><p></p><p><span style="color: #000000">If the complaint is about treatment at school </span>difficult child<span style="color: #000000"> will be assisted in writing state complaint.</span></p><p></p><p><span style="color: #000000">* staff and parents will not defend, just accept and allow expression.</span></p><p></p><p><span style="color: #000000">***************</span></p><p></p><p><span style="color: #000000">This is an actual 504 plan in place this year, and I am Happy to report that neither the student, staff or parents have had ANY problems thus far.</span></p><p></p><p><span style="color: #000000">This is a big deal in this case where I was getting 4-5 calls per week on him last year.</span></p><p></p><p><span style="color: #000000">*******************************</span></p><p></p><p><span style="color: #000000">Understanding ODD and its origins is important but caution should be excersised when educators look for reasons WHY a child has ODD.. Blame plays no role in this query whatsoever.</span></p><p></p><p><span style="color: #000000">Far too often educators, simply diagnose ODD causation as BAD PARENTING. This is a myth and falacy in 99% of all cases.</span></p><p></p><p><span style="color: #000000">It serves no purpose to even consider it and quite frankly works against any hope of success with student in the classroom.</span></p><p></p><p><span style="color: #000000">An alignment with parents is critical to anything you may do, and failure to acheive this partnership will sabotage any ideas you may have.</span></p><p></p><p><span style="color: #000000">* Its important to understand that parents are extremely sensitive about being blamed for their childs poor behavior... a reveiw of the parent report should demonstrate all that the parent has done to seek help and assistance for & with their child.</span></p><p></p><p><span style="color: #000000">Furthermore... they have been at this longer than you, and may have their creative energies completly exhausted.</span></p><p></p><p><span style="color: #000000">The basics in ODD classroom management are:</span></p><p></p><p><span style="color: #000000">1.Escape</span></p><p></p><p><span style="color: #000000">2.Affecting attitude</span></p><p></p><p><span style="color: #000000">Escape means to "get away" or "get out of"...</span></p><p><span style="color: #000000">and when your in a classroom full of children this may seem pretty tricky.</span></p><p></p><p><span style="color: #000000">What it means in term of an ODD student is to "get away" from triggers that bring on the ODD. </span></p><p></p><p><span style="color: #000000">And "get out of" old beleifs and habits that do so.</span></p><p></p><p><span style="color: #000000">Ways to move towards ODD confrontations:</span></p><p></p><p><span style="color: #000000">* responding quickly</span></p><p><span style="color: #000000">* trying to "convince"</span></p><p><span style="color: #000000">* threatning</span></p><p><span style="color: #000000">* raising the stakes</span></p><p><span style="color: #000000">* create an audiance</span></p><p><span style="color: #000000">* keep it going for long time</span></p><p><span style="color: #000000">* using sarcasm, anger etc.</span></p><p><span style="color: #000000">* bribes</span></p><p><span style="color: #000000">* "cutting" the </span>difficult child<span style="color: #000000"> with words</span></p><p></p><p><span style="color: #000000">Ways to move away from ODD confrontations:</span></p><p></p><p><span style="color: #000000">* simple, direct choices</span></p><p><span style="color: #000000">* follow the pre-determined plan</span></p><p><span style="color: #000000">* listening</span></p><p><span style="color: #000000">* breif and direct responses</span></p><p><span style="color: #000000">* private at all costs</span></p><p><span style="color: #000000">* walking away</span></p><p></p><p><span style="color: #000000">Now evaluate your self and track your progress... do a report card for your self!</span></p><p></p><p><span style="color: #000000">Did you buy into the struggle or did you just "window shop"?</span></p><p></p><p><span style="color: #000000">When you are done with your evaluation.. share it with some one else... another teacher perhaps or administartion who is struggluing with these issues them selves.</span></p><p></p><p><span style="color: #000000">Orrrrrrrrr..... be really pro-active and give the parent a call and tell them of your shortcomings and success in a situation and you may find that not only have they tried that but that when they did it.. "it turned out like this".. this is called "sharing"... unique concept that somehow teachers and parents have lost the ability to do.</span></p><p></p><p><span style="color: #000000">Affecting attitude:</span></p><p></p><p><span style="color: #000000">This is where it gets real tricky.. most </span>difficult child<span style="color: #000000">'s are pretty savvy when it comes to attempts at positive reinforcement.. and you must understand the they need to "save face" with their quality of ODD'ness and will reject positive strokes cause they think they are being "played".</span></p><p></p><p><span style="color: #000000">So this will make them "on guard" even more.. if they think you are trying to "control" them by "strokes"!</span></p><p></p><p><span style="color: #000000">Thus ... they get even more determined to "outsmart" you and sabotage your game before the first quarter!!!</span></p><p></p><p><span style="color: #000000">So without the fanfare that works very well for other students you must give them the positive stuff also.</span></p><p></p><p><span style="color: #000000">Just gotta "sneak" it past them is all!</span></p><p></p><p><span style="color: #000000">1. Whisper it as you pass them ... "hey nice work there" or "love the dreadlocks"... be breif and sincere.. plan your shot early and be determined to fire it as soon as you can.</span></p><p></p><p><span style="color: #000000">2. Notes... wow this can do alot.. a simple note left somewhere for </span>difficult child<span style="color: #000000"> to discover and the fun for you is in finding cool hiding spots for it. * imagine </span>difficult child<span style="color: #000000"> finding a note from you inside his 9 page outline for his science project...* </span></p><p></p><p><span style="color: #000000">Most people have done secret pals.. and the fun was in leaving the surprise </span>with-o<span style="color: #000000"> being discovered. Same concept.</span></p><p></p><p><span style="color: #000000">Flash cards... I love this variation!!!</span></p><p></p><p><span style="color: #000000">Emotion flash cards.. kept in a pocket or on a clip board... small and discreet are the keys to this.</span></p><p></p><p><span style="color: #000000">Make a "level of emotion flash cards... 1-5 works great...</span></p><p></p><p><span style="color: #000000">Start with</span></p><p></p><p><span style="color: #000000">Thrilled... and use it very very sparingly.</span></p><p>difficult child<span style="color: #000000"> should not see this except when its really something very big.</span></p><p></p><p><span style="color: #000000">Happy... this should express your contentment with </span>difficult child<span style="color: #000000"> simply doing whats expected and with some effort.</span></p><p></p><p><span style="color: #000000">Encouragement.. this should be cmon.. you can do this I know you can.. and should be used often.</span></p><p></p><p><span style="color: #000000">Concern.. this should be flashed when </span>difficult child<span style="color: #000000"> is beggining to show signs and to "open the door" for </span>difficult child<span style="color: #000000"> to talk to you if needed.</span></p><p></p><p><span style="color: #000000">Disapointment... use this when </span>difficult child<span style="color: #000000"> makes an inappropriate comment during class discussion.. a "cue card" that your unhappy with something they are doing.</span></p><p></p><p><span style="color: #000000">Now the way to use them... these should be small... palm size if neccesary... and should be very casually flashed to students when appropriate.</span></p><p></p><p><span style="color: #000000">Color coding works very well... and if </span>difficult child<span style="color: #000000"> is placed properly in your class ( near where you give lessons ) and way from distractors.. only they will see it.</span></p><p></p><p><span style="color: #000000">* plan in advance to explain these flash cards to </span>difficult child<span style="color: #000000">.. this will be a part of your written plan to avoid confrontations.</span></p><p></p><p><span style="color: #000000">This works very well for student who are ADD, </span>ADHD<span style="color: #000000">, and have processing deficits or reading difficulty.</span></p><p></p><p><span style="color: #000000">Flash cards dont have to used you can develop a secret system with </span>difficult child<span style="color: #000000"> and parents in advance if you like.</span></p><p></p><p><span style="color: #000000">* small plastic figurines on your desk work</span></p><p><span style="color: #000000">* color mood charts... with slide to indicate color ( very discreet )</span></p><p><span style="color: #000000">* hand signals</span></p><p><span style="color: #000000">* audible signals like morse code</span></p><p><span style="color: #000000">* anything thats just b/t you and </span>difficult child</p><p></p><p><span style="color: #000000">2 Rules for success:</span></p><p></p><p><span style="color: #000000">1. When </span>difficult child<span style="color: #000000"> is nuetral or positive you should be positive and engaging, offering encouraging feedback and instruction.</span></p><p></p><p><span style="color: #000000">2. When </span>difficult child<span style="color: #000000"> is negative, you should be nuetral ( emotionless ) and business like.. and follow through on pre-determined plans and consequences.</span></p><p></p><p><span style="color: #000000">It takes a great deal of tolerance to not "buy" into confrontations... but the cost of buying can bankrupt any plan or class. </span></p><p></p><p></p><p><span style="color: #000000">Recognize the Stages of anger:</span></p><p><span style="color: #000000">* irritation</span></p><p><span style="color: #000000">* agitation</span></p><p><span style="color: #000000">* loss of control</span></p><p><span style="color: #000000">* resolution</span></p><p></p><p><span style="color: #000000">Do's and Dont's with ANGRY </span>difficult child<span style="color: #000000">:</span></p><p></p><p><span style="color: #000000">DO:</span></p><p><span style="color: #000000">* use students name</span></p><p><span style="color: #000000">* remove the audiance</span></p><p><span style="color: #000000">* use humor to de-escalte</span></p><p><span style="color: #000000">* double your distance </span></p><p><span style="color: #000000">* attempt to distract</span></p><p><span style="color: #000000">* minimize discussion ( not a time to "process"... just allow cool down )</span></p><p></p><p><span style="color: #000000">DONT:</span></p><p><span style="color: #000000">* touch the </span>difficult child</p><p><span style="color: #000000">* raise your voice</span></p><p><span style="color: #000000">* threaten consequences</span></p><p><span style="color: #000000">* point your finger</span></p><p><span style="color: #000000">* crowd the student</span></p><p><span style="color: #000000">* feed the rage fuel</span></p><p></p><p><span style="color: #000000">Watch your own body language!!!</span></p><p></p><p><span style="color: #000000">* are you giving personal space?</span></p><p><span style="color: #000000">* hows your posture.. firm and rigid or relaxed?</span></p><p><span style="color: #000000">* eye contact... are you avoiding or engaging and asking to help?</span></p><p></p><p><span style="color: #000000">Take inventory of your thoughts:</span></p><p></p><p><span style="color: #000000">* are you concentrating or annoyed?</span></p><p></p><p><span style="color: #000000">* are you reacting to your plans for the day and left over resenentment about previous failed plans?</span></p><p></p><p><span style="color: #000000">Speech:</span></p><p></p><p><span style="color: #000000">* calm voice</span></p><p></p><p><span style="color: #000000">* slow cadence repeating calmly directions and support.</span></p><p></p><p><span style="color: #000000">* communicate your confidence in </span>difficult child<span style="color: #000000"> to bring it back</span></p><p></p><p><span style="color: #000000"></span></p><p><span style="color: #000000"></span></p><p><span style="color: #000000">Read more: <a href="http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FaillVaA" target="_blank">http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FaillVaA</a></span></p></blockquote><p></p>
[QUOTE="DammitJanet, post: 569703, member: 1514"] [COLOR=#000000]*************************[/COLOR] [COLOR=#000000]Managing ODD in the classroom (AKA as roping the wind )[/COLOR] [COLOR=#000000]************************[/COLOR] [COLOR=#000000]There are many things that a teacher can do to avoid/diffuse meltdowns and ODD'ness in the classroom.[/COLOR] [COLOR=#000000]I will begin to list just some of the basics here and I suggest that you make a copy for your childs teacher and send it to them.[/COLOR] [COLOR=#000000]Often times this will be met with resistance especially with non-sped teachers because they say "its not my job".[/COLOR] [COLOR=#000000]Allow me to assure you that Congress "invited them to the party" with the reauthorization of IDEA 97 in that they said... MORE children must be mainstreamed.[/COLOR] [COLOR=#000000]This is an excellent format for any 504 plan you write, and must be adhered to for students who are behavior disordered.[/COLOR] [COLOR=#000000]* I write a 504 plan to compliment [/COLOR]IEP[COLOR=#000000]'S.. so this is an example of what that looks like.[/COLOR] [COLOR=#000000]504 Accomadations for J--- ( an actual plan )[/COLOR] [COLOR=#000000]-------------------[/COLOR] [COLOR=#000000]1) Parent will meet with all [/COLOR]difficult child[COLOR=#000000]'s teachers to present Parent Report and explain ODD, and its impact on their child.[/COLOR] [COLOR=#000000]* this should be done at beggining of year and should take at least 1 hour, all teachers must be in attendance, and should come prepared with materials to take notes, and ideas or input on what has worked/failed for them with [/COLOR]difficult child[COLOR=#000000].[/COLOR] [COLOR=#000000]2) Teacher will assess [/COLOR]difficult child[COLOR=#000000]'s mood and behavior as he enters classroom to determine "state" and observe any signs of agitation.[/COLOR] [COLOR=#000000]* The most important thing is to not be asleep at the wheel... often times teachers fail to even notice warning signs of impending meltdown, as they just get on with starting class, and overlook clues. [/COLOR] [COLOR=#000000]Remember [/COLOR]difficult child[COLOR=#000000] has just passed class and was in contact with many triggers such as peers or perhaps are reminded that they dont have assignment done, and can be very anxious about class starting. [/COLOR] [COLOR=#000000]A quick assessment of body language can cue a sharp teacher to act quickly to divert trouble. Given the fact that safety is a huge concern to all.. this should not be limited to just [/COLOR]difficult child[COLOR=#000000].. but all students. [/COLOR] [COLOR=#000000]( wonder if anyone did this at Columbine? )[/COLOR] [COLOR=#000000]3. Inservice training will be provided to staff ( [/COLOR]difficult child[COLOR=#000000]'s teachers ) on non-confrontational techniques to utilize, and staff will be tested and acheive a 95% score or above on the test to determine competancy.[/COLOR] [COLOR=#000000]* this is actual language in a 504 that I recently wrote, and the teachers... 7 of them all passed. [/COLOR] [COLOR=#000000]4. A communication plan will be developed for staff, parent and [/COLOR]difficult child[COLOR=#000000]. Good communication skills will be "modeled" for [/COLOR]difficult child[COLOR=#000000] by staff & parents.[/COLOR] [COLOR=#000000]* this means no pissin matches in front of [/COLOR]difficult child[COLOR=#000000] ever! If parent or staff dont like plans or ideas.. they dont "feed' dsipleasure to [/COLOR]difficult child[COLOR=#000000].[/COLOR] [COLOR=#000000]5.Parents and staff will model and promote appropriate self advocacy skills for [/COLOR]difficult child[COLOR=#000000], and encourage expression of feelings with out fear of retalliation.[/COLOR] [COLOR=#000000]* this means that if [/COLOR]difficult child[COLOR=#000000] has a complaint that he will be taught how to "FIX it once Fix it WRITE" and that the complaint will be heard and responded to appropriatley.[/COLOR] [COLOR=#000000]If he feels a teacher or staff person is picking on him/her than he will be allowed to express that in a safe and reatalliation free environment. * staff & parent will model "mature" behavior, and readily admit shortcomings without excuses... or alibis*[/COLOR] [COLOR=#000000]If the complaint is about treatment at school [/COLOR]difficult child[COLOR=#000000] will be assisted in writing state complaint.[/COLOR] [COLOR=#000000]* staff and parents will not defend, just accept and allow expression.[/COLOR] [COLOR=#000000]***************[/COLOR] [COLOR=#000000]This is an actual 504 plan in place this year, and I am Happy to report that neither the student, staff or parents have had ANY problems thus far.[/COLOR] [COLOR=#000000]This is a big deal in this case where I was getting 4-5 calls per week on him last year.[/COLOR] [COLOR=#000000]*******************************[/COLOR] [COLOR=#000000]Understanding ODD and its origins is important but caution should be excersised when educators look for reasons WHY a child has ODD.. Blame plays no role in this query whatsoever.[/COLOR] [COLOR=#000000]Far too often educators, simply diagnose ODD causation as BAD PARENTING. This is a myth and falacy in 99% of all cases.[/COLOR] [COLOR=#000000]It serves no purpose to even consider it and quite frankly works against any hope of success with student in the classroom.[/COLOR] [COLOR=#000000]An alignment with parents is critical to anything you may do, and failure to acheive this partnership will sabotage any ideas you may have.[/COLOR] [COLOR=#000000]* Its important to understand that parents are extremely sensitive about being blamed for their childs poor behavior... a reveiw of the parent report should demonstrate all that the parent has done to seek help and assistance for & with their child.[/COLOR] [COLOR=#000000]Furthermore... they have been at this longer than you, and may have their creative energies completly exhausted.[/COLOR] [COLOR=#000000]The basics in ODD classroom management are:[/COLOR] [COLOR=#000000]1.Escape[/COLOR] [COLOR=#000000]2.Affecting attitude[/COLOR] [COLOR=#000000]Escape means to "get away" or "get out of"...[/COLOR] [COLOR=#000000]and when your in a classroom full of children this may seem pretty tricky.[/COLOR] [COLOR=#000000]What it means in term of an ODD student is to "get away" from triggers that bring on the ODD. [/COLOR] [COLOR=#000000]And "get out of" old beleifs and habits that do so.[/COLOR] [COLOR=#000000]Ways to move towards ODD confrontations:[/COLOR] [COLOR=#000000]* responding quickly[/COLOR] [COLOR=#000000]* trying to "convince"[/COLOR] [COLOR=#000000]* threatning[/COLOR] [COLOR=#000000]* raising the stakes[/COLOR] [COLOR=#000000]* create an audiance[/COLOR] [COLOR=#000000]* keep it going for long time[/COLOR] [COLOR=#000000]* using sarcasm, anger etc.[/COLOR] [COLOR=#000000]* bribes[/COLOR] [COLOR=#000000]* "cutting" the [/COLOR]difficult child[COLOR=#000000] with words[/COLOR] [COLOR=#000000]Ways to move away from ODD confrontations:[/COLOR] [COLOR=#000000]* simple, direct choices[/COLOR] [COLOR=#000000]* follow the pre-determined plan[/COLOR] [COLOR=#000000]* listening[/COLOR] [COLOR=#000000]* breif and direct responses[/COLOR] [COLOR=#000000]* private at all costs[/COLOR] [COLOR=#000000]* walking away[/COLOR] [COLOR=#000000]Now evaluate your self and track your progress... do a report card for your self![/COLOR] [COLOR=#000000]Did you buy into the struggle or did you just "window shop"?[/COLOR] [COLOR=#000000]When you are done with your evaluation.. share it with some one else... another teacher perhaps or administartion who is struggluing with these issues them selves.[/COLOR] [COLOR=#000000]Orrrrrrrrr..... be really pro-active and give the parent a call and tell them of your shortcomings and success in a situation and you may find that not only have they tried that but that when they did it.. "it turned out like this".. this is called "sharing"... unique concept that somehow teachers and parents have lost the ability to do.[/COLOR] [COLOR=#000000]Affecting attitude:[/COLOR] [COLOR=#000000]This is where it gets real tricky.. most [/COLOR]difficult child[COLOR=#000000]'s are pretty savvy when it comes to attempts at positive reinforcement.. and you must understand the they need to "save face" with their quality of ODD'ness and will reject positive strokes cause they think they are being "played".[/COLOR] [COLOR=#000000]So this will make them "on guard" even more.. if they think you are trying to "control" them by "strokes"![/COLOR] [COLOR=#000000]Thus ... they get even more determined to "outsmart" you and sabotage your game before the first quarter!!![/COLOR] [COLOR=#000000]So without the fanfare that works very well for other students you must give them the positive stuff also.[/COLOR] [COLOR=#000000]Just gotta "sneak" it past them is all![/COLOR] [COLOR=#000000]1. Whisper it as you pass them ... "hey nice work there" or "love the dreadlocks"... be breif and sincere.. plan your shot early and be determined to fire it as soon as you can.[/COLOR] [COLOR=#000000]2. Notes... wow this can do alot.. a simple note left somewhere for [/COLOR]difficult child[COLOR=#000000] to discover and the fun for you is in finding cool hiding spots for it. * imagine [/COLOR]difficult child[COLOR=#000000] finding a note from you inside his 9 page outline for his science project...* [/COLOR] [COLOR=#000000]Most people have done secret pals.. and the fun was in leaving the surprise [/COLOR]with-o[COLOR=#000000] being discovered. Same concept.[/COLOR] [COLOR=#000000]Flash cards... I love this variation!!![/COLOR] [COLOR=#000000]Emotion flash cards.. kept in a pocket or on a clip board... small and discreet are the keys to this.[/COLOR] [COLOR=#000000]Make a "level of emotion flash cards... 1-5 works great...[/COLOR] [COLOR=#000000]Start with[/COLOR] [COLOR=#000000]Thrilled... and use it very very sparingly.[/COLOR] difficult child[COLOR=#000000] should not see this except when its really something very big.[/COLOR] [COLOR=#000000]Happy... this should express your contentment with [/COLOR]difficult child[COLOR=#000000] simply doing whats expected and with some effort.[/COLOR] [COLOR=#000000]Encouragement.. this should be cmon.. you can do this I know you can.. and should be used often.[/COLOR] [COLOR=#000000]Concern.. this should be flashed when [/COLOR]difficult child[COLOR=#000000] is beggining to show signs and to "open the door" for [/COLOR]difficult child[COLOR=#000000] to talk to you if needed.[/COLOR] [COLOR=#000000]Disapointment... use this when [/COLOR]difficult child[COLOR=#000000] makes an inappropriate comment during class discussion.. a "cue card" that your unhappy with something they are doing.[/COLOR] [COLOR=#000000]Now the way to use them... these should be small... palm size if neccesary... and should be very casually flashed to students when appropriate.[/COLOR] [COLOR=#000000]Color coding works very well... and if [/COLOR]difficult child[COLOR=#000000] is placed properly in your class ( near where you give lessons ) and way from distractors.. only they will see it.[/COLOR] [COLOR=#000000]* plan in advance to explain these flash cards to [/COLOR]difficult child[COLOR=#000000].. this will be a part of your written plan to avoid confrontations.[/COLOR] [COLOR=#000000]This works very well for student who are ADD, [/COLOR]ADHD[COLOR=#000000], and have processing deficits or reading difficulty.[/COLOR] [COLOR=#000000]Flash cards dont have to used you can develop a secret system with [/COLOR]difficult child[COLOR=#000000] and parents in advance if you like.[/COLOR] [COLOR=#000000]* small plastic figurines on your desk work[/COLOR] [COLOR=#000000]* color mood charts... with slide to indicate color ( very discreet )[/COLOR] [COLOR=#000000]* hand signals[/COLOR] [COLOR=#000000]* audible signals like morse code[/COLOR] [COLOR=#000000]* anything thats just b/t you and [/COLOR]difficult child [COLOR=#000000]2 Rules for success:[/COLOR] [COLOR=#000000]1. When [/COLOR]difficult child[COLOR=#000000] is nuetral or positive you should be positive and engaging, offering encouraging feedback and instruction.[/COLOR] [COLOR=#000000]2. When [/COLOR]difficult child[COLOR=#000000] is negative, you should be nuetral ( emotionless ) and business like.. and follow through on pre-determined plans and consequences.[/COLOR] [COLOR=#000000]It takes a great deal of tolerance to not "buy" into confrontations... but the cost of buying can bankrupt any plan or class. [/COLOR] [COLOR=#000000]Recognize the Stages of anger:[/COLOR] [COLOR=#000000]* irritation[/COLOR] [COLOR=#000000]* agitation[/COLOR] [COLOR=#000000]* loss of control[/COLOR] [COLOR=#000000]* resolution[/COLOR] [COLOR=#000000]Do's and Dont's with ANGRY [/COLOR]difficult child[COLOR=#000000]:[/COLOR] [COLOR=#000000]DO:[/COLOR] [COLOR=#000000]* use students name[/COLOR] [COLOR=#000000]* remove the audiance[/COLOR] [COLOR=#000000]* use humor to de-escalte[/COLOR] [COLOR=#000000]* double your distance [/COLOR] [COLOR=#000000]* attempt to distract[/COLOR] [COLOR=#000000]* minimize discussion ( not a time to "process"... just allow cool down )[/COLOR] [COLOR=#000000]DONT:[/COLOR] [COLOR=#000000]* touch the [/COLOR]difficult child [COLOR=#000000]* raise your voice[/COLOR] [COLOR=#000000]* threaten consequences[/COLOR] [COLOR=#000000]* point your finger[/COLOR] [COLOR=#000000]* crowd the student[/COLOR] [COLOR=#000000]* feed the rage fuel[/COLOR] [COLOR=#000000]Watch your own body language!!![/COLOR] [COLOR=#000000]* are you giving personal space?[/COLOR] [COLOR=#000000]* hows your posture.. firm and rigid or relaxed?[/COLOR] [COLOR=#000000]* eye contact... are you avoiding or engaging and asking to help?[/COLOR] [COLOR=#000000]Take inventory of your thoughts:[/COLOR] [COLOR=#000000]* are you concentrating or annoyed?[/COLOR] [COLOR=#000000]* are you reacting to your plans for the day and left over resenentment about previous failed plans?[/COLOR] [COLOR=#000000]Speech:[/COLOR] [COLOR=#000000]* calm voice[/COLOR] [COLOR=#000000]* slow cadence repeating calmly directions and support.[/COLOR] [COLOR=#000000]* communicate your confidence in [/COLOR]difficult child[COLOR=#000000] to bring it back[/COLOR] [COLOR=#000000] Read more: [URL]http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FaillVaA[/URL][/COLOR] [/QUOTE]
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