Theories, Models, and Teacher tools for decision making
- Antecedent, behavior, consequences (ABC) information
- Assorted theorists
- Behavior management definition, decision screen for making decisions to change behavior, implementing change, and fair pair rule
- Behavior forms
- Caring - Child Development Project and more
- Classroom Academic organization model
- Classroom procedures
- Conflict resolution article & resources
- Cooperative learning article & resources
- Culture and Black Americans
- Culture and Native American Daughters
- Ethical Issues necessary to consider when making behavioral change decisions
- Environmental classroom considerations
- Field Trip procedures and planning guide
- Help, forgive and forget, punish, or get even?
- 6 Historical models for the causes of behavior - includes a summary for the theoretical basis of each model, related methods of diagnosis, goals of intervention, intervention strategies, key terms, & notable names associated with each theory.
- Holistic behavior model
Intervention directory with links to hundreds of examples on how to interact with students. They include environmental changes, self-monitoring, social reinforcers, stimulus control, extrinsic reinforcement, to response cost
- Conversations for teachers to assist behavior change in students: Article & resourcess | Hueristic chart
- Conflict resolution, mediation, social problem solving, violence programs: Article & resources
- Cooperative learning article & resources
- Decision Making, Critical Thinking, and Change Processes: Article & resources
- Reinforcement, punishment, and behavior change: Article & resources
- Verbal interactions within conversations directory: Article & resources
- Investigating Historical Theories that Explain Causes of Behavior and the Affects they Have on Intervention Choice
Laws and legal issues
- Notes and discussion related to legal issues
- Nebraska Student Discipline Act: Nebraska Council of School Administrators Revised, 1997
- Regulations and standards for special education: Nebraska Department of Education RULE 51 effective July 15, 2014 (revised)
- School health and safety regulations: Nebraska Department of Education RULE 59 includes rules for dispensing medicine at school
- Leadership model - control from laise-faire to autocratic
- Maladaptive behaviors | intervention chart | self-fulfilling cycle |
- Motivational theory, Self-Efficacy, and Attribute theory
- Maladaptive behaviors: includes interventionchart and self-prophecy cycle
- Reinforcement, punishment, and behavior change
- Glasser notes
- Teacher's actions to facilitate responsible behaviors
- Misbehavior levels and interventions
- Morality and ethics
- Out of school interventions & care results
- Pedagogy (model of teaching and learning)
- Physical health. Resources include activities and support materials.
- Mental & emotional health. Resources include activities and support materials.
- Multi-Disciplinary teams (MDT) procedure and timeline
- Safety and children: What every child should know to feel safe
- Student Assistance Teams (SAT) procedure and timeline
- Social learning theory and social skills - skills, benefits, theory, research, skills by category, & links to related topics
- Groups and group management
- Teaching & learning social skills with procedurs & sample Looks like Sounds like & Feels like charts
- Role Play & Role Reversal: Steps and Suggestions
- Building a school community with Child Development Project CDP
- 15 problem solving & discusisons scenarios for students to discuss & decide appropriate social skill necessary to be successful in each situation.
- Equity Maps - an application to chart student verbal interactions in groups.
Planning & teaching social skills
- Teaching & learning social skills - instructional procedures & more
- Teaching Social skills in cooperative learning
- Social health & relationships instructional unit with activities & support materials
- Social learning theory overview, summary, related research, and social skills
- Classroom as social environment
- Classroom as a social curriculum
- Boy's Town interventions and SODAS
Team Building and social cohesion activities
- Sample team building activities
- Suggestions to process & recognize individuals & groups
- See also cooperative teaching & learning
- Getting to Know You - Ice Breaker
- Information survey - 12 questions
- Information Sheet - travel/sport
- Finish These Sentences - 3
- Student Interview Questions
Getting to know students
Parent and community relations
Student's their thoughts and words
- Speakers classroom suggestions and procedures in class
- System wide Discipline System Procedure
- Syllabus suggestions & checklist for making a syllabus
- Videos, suggestions and procedures for class use
Activities to Practice Teacher Skills and Create documents for classrooms
Preactivities to get to know ...
- Case Studies, Scenarios, Role Plays and Simulations
- Confidence test with suggested procedures to build confidence
- Survey of Attitudes Toward Children (SATC)
- Teacher Variance Inventory (TVI) Calculator - an inventory used to relate consistency of beliefs and behavioral causes to behavioral management interactions and techniques used with students. Closely related to the six historical models for the causes of behavior see above.
Activities to make or build
- Behavior management intervention plan (Six Step)
- Classroom Action plans: philosophy, policies, procedures, and outcomes
- Code of conduct outline of steps
- Code of conduct | short form worksheet |
- Classroom rules
- Educational philosophies - | focus questions | first thoughts | final edit? |
- Emergencies, school intruder
- Physical Restraint Policies & Procedures and Seclusion: A Technical Assistance Document Nebraska Department of Education Version June, 2010
- Social classroom contract & rules
Teacher resources by Labels
- Abuse and neglect - NE statutes and interview suggestions
- Anxiety, resilience, depression, suicide prevention
- Partnership for resilience see resources link
- ADHD and ADD and Bipolar
- Alcohol & drug abuse lesson plans and student activities
- Bully | aggressive behavior consequences | NE Bully laws
- Civil rights: Protect students civil rights: anti-discrimination, sexual harassment, trans student protection, immigrant students, at NEA edjustice
- Conflict resolution
- Culture, Stereotypes, and suggestions for cultural diversity classrooms | Poverty - Ruby Payne
- Cystic Fibrosis model
- Domestic violence Results show exposure to a disruptive peer in classes reduce math and reading test scores in secondary schools and exposure to children linked to domestic violence explains 5 percent of the rich-poor earnings gap and each year of exposure to a disruptive peer reduces the classmates' future earnings by $80,000. Source
- Down's syndrome
- Emergencies, school intruder
- Fetal alcohol Spectrum Disorder articles also [classroom suggestions]
- Fragile X caused by the FMR1 gene on the x chromosome instructs the mRNA (the genetic blueprint for making proteins) how to binding process that creates FMRP (fragile X mental retardation protein) which are used to build proteins, some of which are used to construct nerves. Fragile X affects 1 in 2000 men and 1 in 4000 women. see autism
- Genetic, biophysical, and environmental
- High ability
- In crowd and social cruelty
- Islamophobia Lesson/UNIT: by Fakhra Shah
- Latch Key children, leaving children alone, children supervising children
- LBGT community
- Lice | Managing Head Lice Safely (018) - No Nit Policies | UNL extension - Lancaster County Insects, spiders, lice and more... |
- Long term illness, terminal illness, suicide, and grief
- Maladaptive behaviors with intervention chart, and self-fulfilling prophecy or cycle.
- Mental and emotional health unit for middle level and above students
- Motivational theory
- National Education Association home page with links to resources
- Online education community login for members and non-members to share resources
- PANS (Pediatric Acute-onset Neuropsychiatric Syndrome) is the large class of disorders and PANDAS (Pediatric Autoimmune Neuropsychiatric Disorders Associated) is one specific type association with streptococcal infections. Depending on which brain structure the immune response attacks, a range of psychiatric problems can result: OCD, hyperactivity, inattention, anxiety, restricted eating, hallucinations, or autistic behavior. See Hidden Invaders Infections can trigger immune attacks on kids’ brains, provoking devastating psychiatric disorders. By Pamela Weintraub, Wednesday, March 29, 2017.
- Neuroinflammation and psychiatric illness
- Neuropsychiatric Disorders and infection-induced autoimmune disorders. Can be identified with the Cunningham Panel. The panel measuress: Anti-Dopamine Receptor D1, Anti-Dopamine Receptor D2L, Anti-Lysoganglioside, GM1 Anti-Tubulin, & CaMKII (Calcium-dependent Calmodulin Protein Kinase II).
- Procedures for identification of High ability Learners - NE .pdf
- Psychopath see Child Development Project (CDP) to maintain & develop caring relationships
- Work-inhibited students
- Reinforcement, punishment, and behavior change
- Schizophrenia relation to C4 gene
- Sex and reproduction education
- Student Dress code: Girls Fight Back Against Gender Bias in School Dress Codes by Brenda Álvarez.
- Suicide preveention Web site: National Suicide Prevention Lifeline whose mission is to provide immediate assistance to individuals in suicidal crisis by connecting them to the nearest available suicide prevention and mental health service provider through a toll-free telephone number: 1-800-273-TALK (8255). It is the only national suicide prevention and intervention telephone resource funded by the Federal Government.
- Tolerance - Teaching tolerance .org web site with publications and classroom and teaching resources
- Trauma - Teaching Children from Poverty and Trauma.pdf. A handbook with information about symptons of trauma students and stratagies to build resilience and enhance learning.
Learning to become a better classrooms manager
- Activities & schedule to guide learning classroom management EDU 406
- FAQ's Frequently Asked Questions of teachers about classroom management.
A study finds a connection between high exposure to common pesticides and increased risk for children developing ADHD.
Maryse Bouchard and colleagues used data from the National Health and Nutrition Examination Survey (NHANES) collected from 2000 and 2004. The sample included more than 1,100 children aged between 8 and 15. In this sample 119 were diagnosed with ADHD and their urine samples contained dialkyl phosphates - chemicals which result when organophosphate pesticides used to protect fruits and vegetables are broken down by the body. In the samples with a 10-fold increase in one of those compounds, the number of children with ADHD was more than half. And for the most common breakdown product, dimethyl triophosphate, the odds of ADHD almost doubled in kids with above-average levels compared to those without detectable levels [Reuters].
There are about 40 organophosphate pesticides in use in the United States, the most famous is malathion. In 2008, a government report found detectable concentrations of malathion in 28 percent of frozen blueberry samples, 25 percent of fresh strawberry samples and 19 percent of celery samples [MSNBC].
The weakness of their study is the NHANES data use only one urine sample. Thus, they couldn’t determine the source of contamination, nor could they see how levels of the chemicals in question built up over time. As such - Bouchard and colleagues write, their study shows correlation but not causation.
Bouchard’s analysis is the first to home in on organophosphate pesticides as a potential contributor to ADHD in young children. But the author stresses that her study uncovers only an association, not a direct causal link between pesticide exposure and ADHD. However, organophosphates are known to cause damage to nerve connections in the brain — after all that’s how they kill agricultural pests [TIME].
Still more to know. But another reminder to - wash your fruits and vegetables thoroughly.
Middle & High Schools
The American Academy of Pediatrics & Centers for Disease Control recommend classes should start at 8:30 a.m. of later.
Autistic and normally developed children brains were scanned (MRI) as they were shown photos of facial expressions conveying a range of emotions (fear, happiness, anxiety, sadness, ...) and asked to perform a task.
Interesting patterns were observed in two areas. An area near the front of the brain that includes the mirror-neuron system (cells fire here both when an action is performed and when watching another person perform that action) and the movement center (An area associated with changing facial expressions).
Both groups of children had similar brain activity in the movement centers of the brain. However, the activity in the mirror-neuron centers was different. In fact the more severe a child's social impairment, the weaker the brain activity in the mirror-region.
Autistic children could make their face match the expression on the face in the picture, which supports the similar activity found in the movement center, but the weaker activity in the mirror-neuron area suggests they were not able to "feel what a person feels" when making a related facial expression.
Biophysically, these results can be explained since both the mirror-neuron center and the movement center are connected to the emotional centers of the brain. This connection creates empathy with other people.
Autistic children were able to distinguish facial expressions, copy them, but not feel or associate the particular emotion.
This suggests interventions that help children associate specific facial expression to past feelings they have experienced, which correspond to the expression pictured to facilitate children's emotional and social development.