Standard #5: Learning Environments and Social Interactions

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and Blood Borne Pathogens Safety Tips. Standard #5: Learning Environments and Social Interactions. Your local district’s policies regarding Paraeducator job descriptions, duties, and responsibilities provide the final word!. Agenda. Introduction - PowerPoint PPT Presentation

Text of Standard #5: Learning Environments and Social Interactions

  • Standard #5: Learning Environments and Social InteractionsandBlood Borne Pathogens Safety Tips

  • Your local districts policies regarding Paraeducator job descriptions, duties, and responsibilities provide the final word!

  • AgendaIntroductionDos and Donts of behavior managementBehavior basicsSocial skill developmentUsing universal precautions

  • Standard #5 - Knowledge AreasK1 - Demands of various learning environments.

    K2 - Rules and procedural safeguards regarding the management of behaviors of individuals with exceptional learning needs.

  • Standard #5 - Skill AreasS1 - Establish and maintain rapport with learners.

    S2 - Use universal precautions and assist in maintaining a safe, healthy learning environment.

    S3 - Use strategies for behavior management as directed.

    S4 - Use strategies as directed, in a variety of settings, to assist in the development of social skills.

  • Learner OutcomesParticipants will:Discuss Dos and Donts of behavior managementDescribe strategies for managing behavior and teaching social skills to studentsDiscuss demands of various learning environmentsList ways to build and maintain rapport with studentsDescribe the protocol for using universal precautions

  • Behavior Management TipsDoConsult partner teacher about behavior strategies or behavior plans Speak respectfully Maintain confidentialityModel behaviors you want to see Let students know when they are behaving correctly

  • Behavior Management TipsDontTalk about students with othersNagEmbarrass studentsEngage in a power struggleTake it personallyAssume the student knows the correct way to behave

  • Been There, Done That, Now What?

  • *

    B BEHAVIOR

    Form The way a behavior looks, what we observe, a precise, specific description of the behavior.FunctionThe purpose that the behavior servesTo get somethingTo avoid or delay

    an observable and measurable act of an individual

  • If a child doesnt know how to read, we teach.If a child doesnt know how to swim, we teach.If a child doesnt know how to multiply, we teach.If a child doesnt know how to drive, we teach.If a child doesnt know how to behave, we ? Why cant we finish the last sentence as automatically as we do the others?(Herner, 1998)

  • Consider thisUntil we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner

  • Are the behaviors you listed related to lack of social skills?

  • Social Skills - What to Teach!Problem solvingConversational skillsIdentification of feelingsManagement of feelingsAnger controlDealing with stressOrganizational skills

  • Social Skills, like academic skills, are learned!Social Skills, like academic skills, must be taught!

  • Social Skills -How to Teach! Use direct instructionUse rehearsal Use visuals for structureUse comics

  • Problem Solving TechniqueMy problem is_________________________________.

    I can solve it by: (help student to list ways)____________________________________________________________________________________________________________________________________________________________________________________________________

    Choose one way.

    Do it.

    How did this work?

    Social Skills -How to Teach!

  • Rehearsal TechniqueSocial Skills -How to Teach!

  • Visual SupportsSocial Skills -How to Teach!

  • Social Skills -How to Teach!

  • Social Skills -How to Teach!

  • Social Skills -How to Teach!

  • Social Skills -How to Teach!

  • Comic Strip ConversationsA conversation between 2 or more peopleusing simple drawingsIllustrates ongoing communicationProvides support to students who struggle to comprehend the quick exchange of informationTurns abstract conversation into concrete representationIdentifies what people say and doEmphasize what people may be thinking

    Carol GraySocial Skills -How to Teach!

  • Comic Strip ConversationSocial Skills -How to Teach!

  • XX?X!!HAHA HA!!!

  • Carol Gray, Comic Book Conversations

  • Building and Maintaining Rapport with Students

    Treat students with respectLook for opportunities to praise studentsTurn a negative into a positiveMake their day

  • Building and Maintaining Rapport with StudentsRespond to negative student behaviors in a professional mannerDont take it personallyView as a teaching opportunity

  • Been There, Done That, Now What?

  • And Now for Something Completely Different Universal Precautions

  • Blood Borne PathogensBlood Borne = found in blood

    Pathogen = disease-producing microorganism.

  • Blood Borne PathogensExcerpts from presentation byJacki ODonnell, RN

  • Standard (Universal) Precautions CDC recommendation: Blood and/or body fluid precautions should be observed for all students

    Individualized guidelines set up for specific settings.HospitalDentistDay Care/School

  • Blood Borne Diseases HIV

    Hepatitis B

    Hepatitis C

  • Blood Borne PathogensContaminated surfaces are a major cause of the spread of hepatitis. HBV can survive on environmental surfaces, dried and at room temperature for at least one week.

  • To Avoid Exposure To Someones Blood You Should Wear

    latex or hypoallergenic gloves

  • Glove RemovalGrip one glove near the cuff and peel it down until it comes off inside out. Cup it in the palm of your ungloved hand.Place 2 fingers of your bare hand inside the cuff of the remaining glove.Peel that glove down so that it also comes off inside out and over the first one.Properly dispose of the gloves.Wash your hands with soap and water.

  • How Would You Clean Up Broken Glass?

    Broom and dustpan

  • If You Think You Have Had an Exposure You Should

    Tell an administrator and school nurse

  • When to Wash ? When in doubt.WASH!

  • HAND WASHING 101 Use warm running water, soap and friction Rub for at least 20 seconds Between fingers Underneath fingernails Rinse Dry hands with paper towel Turn off water with paper towel Dispose of towel in wastebasket

  • That was Universal Precautions in a

  • Learner OutcomesParticipants will:Discuss Dos and Donts of behavior managementDescribe strategies for managing behavior and teaching social skills to studentsDiscuss demands of various learning environmentsList ways to build and maintain rapport with studentsDescribe the protocol for using universal precautions

    *This session will be cover Standard # 5 Learning Environments and Social Interactions

    *This is a disclaimer that refers participants to their local district policies for the final word on paraeducator duties and responsibilities since there is a wide variance between districts across the Commonwealth.

    *Here is the agenda for this session.This training is a bit of a combo platter of topics that may appear unrelated.These are the topic areas that are listed under Standard #5 s knowledge and skill areas. So that is why we will be addressing them in this manner today.

    *Here is the list of skill and knowledge areas listed under standard #5. Touching lightly on each of the items. Each one of these could be a full training and more. If you want additional information on any of these topics, please talk with your supervisor about getting additional training.

    ** Here are the learner outcomes of what wed like you to be able to do following this presentation

    *To begin todays session, lets discuss some general dos and donts to keep in mind when working with students to manage and support them in their learning situation.Before implementing any behavior strategy consult you partner teacher. Follow outlined district policies regarding behavior management physical restraint, etc.

    Remember, behavior is learned.Here are some things you dont want to do when dealing with behavior. Trainer can mention these and elaborate on these as appropriate to allotted time for the presentation.Talk about students with othersNagEmbarrass studentsEngage in a power struggleTake it personallyAssume the student knows the correct way to behave

    What happens in your classroom is not to be discussed when you leave the class. You have an ethical obligation to maintain student confidentiality at all times. Do not talk about students with others- other kids or adults, in the yard, the staff room or the supermarket.Speak respectfully to teachers and students at all times even when you need to correct a student for a behavioral error it is never appropriate to embarrass or humiliate students or colleagues for that matter. Avoid engaging in a power struggle.

    *This will be handout #1 and an activityHave participants take out Handout #1. Ask them to list (individually) some behaviors they deal with in their work settings. In the middle column, list strategies they have tried to address each behavior. We will address this handout as we go through this presentation. Have participants keep this handy. As we go through the presentation, you can consider adding strategies learned in this session to the last column of the handout. Time will be given to do this before starting the last section of the agenda.**Behavior is what the student does what you can see and actually count. It is not what we think the student may be feeling or thinking. When we talk about student behaviors we should be using action words as opposed to words that label. For example, hit, curse, sleep, complete an assignment, are all action words and we can count instances of these behaviors wh