Module 3 - Social Skills

Sometimes, I have bad days. I'm moody, temperamental, and don't want to talk to anyone. But, I get up and go to work because I have 130 kids who are depending on me. On those days, my best may not be as good as I want it to be, but I try to find something positive that I can grab and use to try to pull me out of my funk. And, if all else fails, I fall back on my manners and my social skills training to help me be polite and get through the day. Knowing that I have bad days helps to keep things in perspective when working with kids, because sometimes, they have bad days. But, because they are kids they may not have as much practice with their social skills as I do. But, what about the times when a kid isn't having a bad day, they are just making bad choices in the classroom? One thing I've had luck with is using specific positive praise. I have found that using this with my students, letting them know I see them making a good choice, does a lot for their behavior. Because of this I want to be more intentional with my specific positive praise. Because even when I'm having a bad day, being told something nice, given a compliment, or having my effort acknowledged goes a long way to improving my day. And if it can do that for me, I know it can work to help my students, bad day or not.

Module 2 - THAT Student

We have ALL experienced that kid. You know the one, the one who gets on your nerves from the very beginning. The one who you are convinced is making it their mission in life to make your life hard. Sometimes, you get lucky and only have one of those for your whole career. Sometimes, you are cursed blessed with one every year. I would bet that sometimes that kid really is trying to make your life hard for no reason other than that it amuses him/her. But, more than likely, that student ISN'T doing it on purpose. Instead, there is some underlying reason for their behavior. That reason could be school related, could be friend related, could be something that is happening at home, or it could be something that you, the teacher, are doing during the course of your instruction. The only way to find the truth is to actually look for the truth. Start questioning your interactions with the students, not that you don't do that already (insomnia much?). Truly, start with yourself and work out from there. Get to the root of the problem. You may just find that that kid is having a hard time and the manifestations of that hard time are what gets on your nerves. And who knows, that kid, may just help you become a better teacher because he/she has taught you how to self reflect, and how to find the root of the problem. Because, while it may be you, it might not be you either. And if you can figure out the why behind the behavior, you can start replacing the behavior with something that will benefit the student, and hopefully not get on your nerves!

Module 1 - RTI

Okay. So, I know that I am NOT the only one who gets a little overwhelmed at the thought of the RTI process. It's so much more paperwork! *crying* But, boy was I wrong. At, least I was wrong about it from the teachers end! First, we already collect so much data and that exact. same. data. can be used for this! Also, as a teacher all I have to do is fill out the very specific paperwork the RTI team send me. In my case, the paperwork comes from one of the amazing guidance counselors at my school. Yes, the fat stack of papers is a little daunting, and yes it takes some time to fill out. But, seriously? That's all I have to do! Fill out some paperwork. Easy-peasy. I already collect data. I can make a recommendation. I fill out the paperwork. Maybe attend a meeting. Maybe. I'm not a permanent member of the RTI team. I don't have to administer and evaluate all of the different tests the students take as part of the process. My part of this process is easy! That doesn't mean I won't complain about it, because paperwork. But at least I have a little bit of perspective now, when I do complain!