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JuWon, kindergarten-- Upset/crying. (Typical behaviours (Displays…

- - - - At the beginning of the year and then again once a month to keep the strategies fresh in kids minds
      - When students bicker, argue, and fight a lot
      - When you lose time due to student conflicts and disagreements
      - When students have trouble compromising, taking turns, sharing, etc
  - - - Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills
      - When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them
      - Model proper conflict resolution skills for your kids with any opportunity you get, and point out to the students afterward how you used the skills
      - For tier one, teach the whole class the skills. Change accordingly when moving from tier to tier
        
        see special note*
      - https://classroom.kidshealth.org/prekto2/personal/growing/conflict_resolution.pdf
        
        This is a 'What might happen next?' activity. The students can
        1) identify various conflicts in everyday life
        2) Explain how different reactions can make things better or worse
        3) Describe the decision-making process for resolving conflicts
        For example, "I bump into you by accident. What might happen next?"
        The kids can go through the scenarios and imagine different resolutions.
        This is an art project, so students can draw their own 'middles and ends' to the situation.
      - Do a think sheet
        
        In Ju Won's case, this would have to be visual, since he's not reading yet. The basic questions it would ask are:
        1) What did you do?
        2) Why was that a bad thing to do?
        3) Who did you hurt or make feel upset?
        4) What were you trying to accomplish? (I feel like this one will be difficult to communicate)
        5) What will you do differently next time?
        
        https://www.pinterest.co.kr/pin/482096335101974824/
        
        These are visual anger management cards, which would be similar to a visual think sheet. This would be particularly useful for Ju Won, who is an ELL student.
  - - - Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc
      - Enables and empowers students to be more independent and highly functioning
      - Reduces teacher’s time “putting out fires”
      - Increases instructional time
      - Promotes maturity
      - Improves self confidence
      - Reduces tattling, bickering, and disruptions
- - - - Students can get overwhelmed easily
      - he wants to be successful, but hasn't developed the skills yet, so he gets angry/frustrated
      - Everyone needs a break every once in a while
      - Provides students a way to manage their own feelings and emotions
      - Increases instructional time when students can calm themselves and utilize coping skills, like relaxation
      - Improves student focus and attention
      - Helps refocus and refresh students
      - Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin levels, as well as decreased cortisol or “stress hormone” levels. THESE ARE LIFE LONG SKILLS THAT WOULD BENEFIT JUST ABOUT ANYBODY
  - - - Take time to speak with the individual student alone or teach the entire class the relaxation techniques they will use in class
      - Assure student that everyone gets stressed/frustrated/worried/ overwhelmed
      - Teach the student to know when they are stressed, frustrated, worried, overwhelmed, etc (some common answers are: clench fists, breathe heavily, cry, sweat)
      - Teach student when they feel stressed, frustrated, upset, etc, to ask to go relax
      - Practice the first time with the student or class
      - Establish where, when, and how students will initiate and carry out a break to relax
    - - Deep Breathing
        
        Count to 10
        
        Write in a journal
        
        Draw
        
        Color
        
        Scribble
        
        Read
        
        Visualization
        
        Listen to music or nature sounds
        
        Take a break
  - - - When you see a student becoming frustrated (banging things, groaning, crying, refusing to do work)
      - When a student is involved in a mild confrontation with another student
      - When student has a lot of work to do
      - When a student appears, tense, uptight, anxious
      - When a student is having a “bad day”
      - When a student appears uncomfortable
      - When a student has become unfocused and off task
- - - - Improves kids self-confidence and self-esteem
      - Increases instruction time
      - Improves students’ independence
      - Helps students to be more assertive
      - Decreases the time it takes to deal with students’ crises, issues, meltdowns, etc
      - Provides students a good life long skills
      - Helps to empower students
      - Improves behaviors
      - Improves student problem solving
      - Helps student empowerment
  - - - Depending on the situation, need, and child, there are numerous ways to teach kids coping skills
        
        http://www.parentingbookmark.com/pages/articleMB01.htm
        
        2) model calmness
        
        The best way to teach kids how to deal with anger constructively is by showing them through your example! After all, you don’t learn how to calm down by reading about it in a book, but by seeing someone do it. So use those frustrating experiences as "on-the-spot lessons" to your students of ways to calm down. Don't lose your cool in class!
        
        1) Exit and calm down
        
        It’s best to make a rule in your class from the start: "In this classroom, we solve problems when we’re calm and in control." And then consistently reinforce the rule.
        Here’s an example of how you might use it. The next time your child is angry and wants a quick solution, you might say, "I need a time out. Let’s talk about this later" and then exit calmly and don’t answer back.
        
        4) develop a feeling vocabulary
        
        Many kids display anger because they simply don’t know how to express their frustrations any other way. Kicking, screaming, swearing, hitting or throwing things may be the only way they know how to show their feelings. Asking this kid to "tell me how you feel" is unrealistic, because he may not have learned the words to tell you how he is feeling! To help him express his anger, create a feeling word poster together saying: "Let’s think of all the words we could use that tell others we’re really angry" then list his ideas. Here’s a few: angry, mad, frustrated, furious, irritated, ticked off, irate, and incensed. Write them on a chart, hang it up, and practice using them often. When your child is angry, use the words so he can apply them to real life: "Looks like you’re really angry. Want to talk about it?" or "You seem really irritated. Do you need to walk it off?" Then keep adding new emotion words to the list whenever new ones come up in those great "teachable moments" opportunities throughout the day.
        
        5) create a calm down poster
        
        . Here are a few 'replacer' ideas a group of fourth graders thought of:
        walk away,
        think of a peaceful place,
        run a lap,
        listen to music,
        hit a pillow,
        shoot baskets,
        draw pictures,
        talk to someone, or
        sing a song.
        Once the child chooses his "calm down" technique, encourage him to use the same strategy each time he starts to get angry.
        
        You can come up with some strategies together as a class. That would help the kids relate; if they came up with the ideas themselves
        
        3) develop awareness of early warning signs
        
        Explain to your child that we all have little signs that warn us when we’re getting angry. We should listen to them because they can help us stay out of trouble. Next, help your child recognize what specific warning signs she may have that tells her she’s starting to get upset such as, "I talk louder, my cheeks get flushed, I clench my fists, my heart pounds, my mouth gets dry and I breathe faster." Once she’s aware of them, start pointing them out to her whenever she first starts to get frustrated. "Looks like you’re starting to get out of control." or "Your hands are in a fist now. Do you feel yourself starting to get angry?" The more we help kids recognize those early angry warning signs when their anger is first triggered, the better they will be able to calm themselves down. It’s also the time when anger management strategies are most effective. Anger escalates very quickly, and waiting until a child is already in "melt down" to try to get her back into control is usually too late.
        
        6) teach anger control strategies
        
        A very effective strategy for helping kids to calm down is called "3 + 10." You might want to print the formula on large pieces of paper and hang them all around your house. Then tell the child how to use the formula: "As soon as you feel your body sending you a warning sign that says you’re losing control, do two things. First, take 3 deep slow breaths from your tummy." (Model this with your child. Show her how to take a deep breath then tell her to pretend she’s riding an escalator. Start at the bottom step and as you take the breath, ride up the escalator slowly. Hold it! Now ride slowly down the escalator releasing your breath steadily at the same time). "That’s 3. Now count slowly to ten inside your head. That’s 10. Put them all together, it’s 3 + 10 and it helps you calm down."
      - Always try to use active listening skills
      - Use a calm tone
      - Be firm when necessary and set boundaries
  - - - All students should be taught coping skills and they should regularly be modeled for all students
      - When a student frequently has melt downs, falls apart, cries, experiences anxiety, has issues with friends
      - When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc
      - When students have trouble appropriately expressing emotions, like sadness, disappointment, frustration, happiness, excitement, etc
      - When you are having to frequently stop to console, encourage, or settle kids down
  - - - same
- - - - Provides students with more one on one help, support, and intervention
      - Holds students accountable
      - Provides structure, routine, consistency, and organization
      - Promotes self responsibility
      - Improves students’ grades and accountability
      - Improves student buy-in
      - Increases student motivation and effort
      - Improves school/home communication
  - - - Utilize a daily behavior form, chart, or report card
      - Decide on the main problem behaviors and put these on the chart
      - Explain the procedure with the student
      - Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
      - Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
      - Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
      - Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
    - - example of how to analyze a student's behaviour with the student
        
        Videotape a situation in which the problematic behavior manifests. The child may see it differently with this more "objective" view.
        
        Watch the videotape along with the child. Involve the child in identifying problematic behaviors
        
        Discuss alternatives to the behaviors that have been identified.
        
        Discuss rewards: what should be the outcomes for positive efforts.
        
        Discuss consequences: what should be the outcomes for lack of positive efforts.
        
        IDENTIFY THE PROBLEM>DISCUSS ALTERNATIVES>DISCUSS REWARDS> DISCUSS CONSEQUENCES.
  - - - When students exhibit persistent behavior problems
      - When students are very unorganized
      - When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
      - When students exhibit persistent emotional difficulties, like frustration, anxiety, tantrums, etc.
      - When students are defiant and oppositional
- - - - When students exhibit chronic behavioral problems
      - When a student refuses to do work or follow behavior guidelines
      - With oppositional and defiant students
      - When students are impulsive
      - When students consistently fail to meet behavioral and academic expectations
      - When students frequently break the school and classroom rules
      - When students have difficulty getting along with others or interact inappropriately with others
  - - - oken economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number
      - Praise for performing expected behaviors
      - Earning privileges for meeting expectations
      - Earning free time for meeting expectations
      - Positive notes sent home for demonstrating good behavior and meeting expectations
      - Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
  - - - Provides students with positive feedback
      - Students respond to positive reinforcement best
      - Helps reinforce positive behaviors and expectations
      - Provides incentive
      - Increases motivation, buy-in, and effort
      - Produces a challenge with a pay-off
      - Creates incentive
      - Improves behavior and academics
      - Increases on task and attending behaviors
      - Produces immediate and quick results
      - Provides a visual concrete reason for students to work toward behavioral and academic goals