May 31, 2018May 31, 2018 Tammy Axt Communication with Parents and Guardians, Special Education

Setting up Successful Transition Meetings

I am really excited to be starting a brand-new job in September! I am leaving the world of music behind and entering the amazing world of Special Education. This has been a long time passion of mine and when the wonderful opportunity came up to open a class for students with a Developmental Disability, I jumped at the opportunity.

In preparation for my new role, I have had the pleasure of sitting through transition meetings for all of my new students which have been immensely beneficial. This was my first time sitting in on transition meetings and I am so pumped for the new school year now that I have heard all the amazing things about my wonderful new students.

Listening through the presentations, as the sending schools were sharing information with us, the ultimate goal was to make all our families feel comfortable about this big transition their child was facing. Below are a few ways that we tried very hard to make all our families feel welcome!

All families were invited to the transition and welcomed into the meeting with smiles. Food was ready and water was available in the 30+ degree heat for all families.
At the beginning of every meeting, parents were told explicitly that the goal of the meeting was for them to leave smiling. This reassured them that they were an important part of this process and that their voice was valued. Some parents took this opportunity to share their thoughts about the child’s needs and their anxieties about the transition. It was a great opportunity to begin to build trust between the new school and the parents.
We had a flyer ready for every meeting inviting all of our parents to an “Ice Cream Party” in late August right before school begins. All families and students were really excited about the ice cream party idea and it was such a positive way to end every meeting. Everyone knew that they were invited to see the school, see the classroom and meet their whole teaching team.
One of the most exciting aspects of our transition meetings for students and families was receiving some swag from the new school. A brand new Mustangs t-shirt and water bottle were a big hit with all of the families and made them feel welcome as a member of their new community. There were lots of smiles and excitement at the thought of their child wearing them.

The transition meetings were also an important forum for sharing information. If you are doing the transition meeting for the first time this year or next year, after listening to some very talented teachers present their students, this is what I saw this week that was very helpful.

Bring pictures of the child and important items in the room. One of the teachers gave me a copy of a poem that really helps alleviate anxiety about making mistakes that she uses with one of my students. I will use this familiar item to help my student transition from one school to the next as it will be so familiar to her. Also, the pictures of my students doing his or her favourite things also started to give me an idea of my student’s interests and likes. It was great to put a picture to a name from the beginning. Families smiled when they saw their child doing all these wonderful things and it set a really positive tone for the meeting.
Be specific and detailed about needs in the area of toileting and eating. Some forms do not have a specific section for both of these items so it is important that you are clear and detailed. It is important for the incoming school to fully know the routine so that we can replicate it on the first day of school.
Be detailed about strategies that work to aid in positive behaviour. It might feel a little bit obvious but it is important information to share.
Be sure to bring a copy of the IEP, transition form and behaviour plans. All of this information is highly beneficial in purchasing items needed and preparing a beneficial program for students.

Hope these ideas help you set up amazing transition meetings at your schools!

May 30, 2018May 31, 2018 Will Gourley Advocacy for change, Challenging Topics, General, Special Education

Decline(d)

https://pixabay.com/en/fracture-bone-xray-skeleton-2333164/ by Taokinesis

Have you ever heard of a child breaking a limb only to have medical treatment declined by their parents/guardians because they didn’t want anyone to know the extent of the injuries? Of course not. There’d be a rush to the hospital and a cast applied within hours.

I’ve rarely, if ever, known of anyone to refuse medical care for their child. Religious choices aside, it is impossible to think of a time when medical treatment should ever be withheld or denied. In fact, child services might be called in to ensure an injured child is receiving proper care – if it ever was the case. We have seen this occasionally played out in the court system.

Yet, in our schools a parallel situation is happening year after year. Students are identified with academic or psychological needs which affect their education, emotional well being, and long term mental health only to have offers of support declined, ignored, or attacked.

Optional Support

Is there a stigma in the minds of some about an educational identification that is at the root of learners not getting the support that they need? Does access to Special Education support and resources fall into the optional only category at the peril and loss of our students? I wonder how education at all levels can change the perceptions around identifying students, their needs, and the importance that education plays in supporting them? Have you encountered this? I have.

Many who serve as SERTs/admin have worked alongside school staff to identify students at risk and proposed solid plans of action to help, only to have them abruptly halted/refused without consideration of the detriment it will have on the child. Thus leaving another learner unidentified and under-supported. How can we let students slip through the cracks based on the belief that they should be able to grow out of it or that there identification is perceived as a social shame or dirty secret? Why do people take exception to receiving support for exceptionalities?

A number of recent conversations with colleagues have all seemed to reflect on how some of our students still struggle. A common thread here being a reluctance to formally identify any academic or behavioural issues. To me it feels like put a bandaid on a compound fracture. As long as it’s kept covered up, it doesn’t exist despite the discomfort, quite convinced that it will get better on its own.

After 9 months of growth plans, ISTs, academic testing, IEPs, IPRCS, and countless meetings; many are working feverishly to support at risk learners for a successful start in September. Is there something else we can do? Are there any magic words that can convice a family that we are working hard to help their child succeed? I wonder how we can collectively share, support, and encourage one another in our practice and through professional conversations that will continue fighting for our students. If you have any stories and successful strategies to share please share them in the comments section below. Wishing you all of the best of life’s breaks.

March 13, 2018January 5, 2020 Deb Weston Advocacy for change, Building Inclusion, Diverse Learning Needs, Equity, Special Education

Why It’s Time to End Publicly Funded Catholic Schools

What is the purpose of publicly funded schools?

According to the publication, Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities, the purpose of publicly funded Ontario schools is to “provide universally accessible education for all students, regardless of their ethnic, racial, or cultural backgrounds; social or economic status; gender; individual exceptionality; or religious preference.”

Further to this, Good Governance goes on to state that “English and French public systems are founded on the principle of equality of educational opportunity: every student deserves an opportunity to achieve to his or her fullest potential.”

How many school districts are publicly funded?

The Education Act provides for the establishment of four types of district school board systems in Ontario. Even though all schools districts do not have the “public” label, all four district school board systems are publicly funded.

According to Ontario Government in 2015-2015 (same numbers as 2013-2014) school board data:

48% Public School Boards (for 69 % of Ontario’s population)

31 English Public School Boards
4 French Public School Boards)

52% Catholic School Boards (for 31% of Ontario’s population)

29 English Catholic School Boards
8 French Catholic School Boards

According to the Statistics Canada 2011 Ontario data, Roman Catholics represented 3,948,975 out of 12,651,790 people or 31.2% of Ontario’s population (down from 34.3% Roman Catholic in 2001) with 69% of Ontario’s population identifying as non-Roman Catholic. This is evidence that students who identify as non-Roman Catholics attend publicly funded Catholic schools. According to Kelly Gallagher-Mackay, Toronto Star reporter, 8% of students attending Catholic schools are not Catholic.

Why does Ontario have so many school boards?

In 1867, the British North America Act (BNA) constituted funding for French and English schools as well as Protestant and Roman Catholic schools up to grade 10. In 1867, the majority of Upper Canada’s (now Ontario) population were Anglo-Protestant. The BNA mandated standardization and public funding for education. As Ontario’s populations grew, Protestant schools became more secular. Sometime in the mid 1970’s, as a student, I no longer had to repeat the Lord’s Prayer every morning. In 1989, required recitation of the Lord’s Prayer was held in violation of Canada’s Charter of Rights and Freedoms. Thus Protestant French and English public schools became French and English public schools with no religious affiliation. In 1984, Ontario’s Premier, William Davis, extended full funding for all secondary grades.

What’s the issue with publicly funded Catholic schools?

In 2012, Ontario’s Drummond Commission examined the reform of Ontario’s public services, which included education. The report identified areas of overlap and duplication (which could save taxpayer’s dollars) within Ontario’s four schools systems but did not ever consider the idea of ending public funding of the Catholic school system. According to the Federation of Urban Neighbourhoods (2012), the reduction in multiple boards would reduce duplication, busing, and capital funding saving the Ontario government between $1.2 and $1.6 billion annually. In the 1990s, Quebec and Newfoundland ended funding of denominational, religious-based schools. But funding of Ontario’s Roman Catholic school system has been considered a constitutional obligation and a really big political football. Note that Jewish, Muslim, and non-Catholic Christian schools are currently not publicly funded.

Why public funding of Catholic schools is unfair?

Right to refuse admission – Even though Ontario’s Catholic schools are publically funded, they have the right to refuse admission to non-Catholic students until grade 9. But with declining enrollment, non-Catholic students are being admitted. My own children attended a Catholic elementary school and had several non-Catholic, (Muslim and Hindu) students in their class. As a middle school teacher, pressure was put upon me to give grade 8 students all “Good and Excellent” learning skills on report cards as parents were told that the local Catholic high school would not take students with “Satisfactory and Needs Improvement” learning skills.

Admission of “preferred” students – According to Kelly Gallagher-Mackay (Toronto Star), research from Scott Davies at the Ontario Institute of Studies in Education showed that children attending Catholic schools are more likely to have parents with post-secondary educations. Further, EQAO data shows GTA Catholic school boards have fewer students with special education needs and significantly fewer students whose first language is not English as compared to English public schools. As a Special Education teacher, in a contained class, I have direct knowledge of Catholic students (who regularly attended Catholic church) being denied access to their local Catholic school as the school “could not accommodate the students due to their special education needs”. Based on my own anecdotal observations in three schools in which I taught multiple grades, the number of students with special education needs is increasing, every year, as a percentage of overall classroom composition.

Lack of acceptance of student diversity – Some Catholic schools ban student funding and clubs were they are “directly or indirectly” inconsistent with Catholic teachings. This means no student funding for the United Way which funds Planned Parenthood or students running Gay Straight Alliance clubs that embrace LGBTQ2S student identities. I’ve also been told that teachers who identify as LGBTQ2S are told to keep quiet about their identity.

Right to refuse employment to non-Catholic teachers – Even though Ontario’s Catholic schools are publicly funded, they have a right to refuse employment to non-Catholic teachers. This means that a large majority of non-Catholic teachers are ineligible for permanent teaching positions, advancement, or promotion. This also means that the non-Catholic students attending Catholic publicly funded schools do not have teachers who represent their religion. Further to this, sectarian Catholic education (Catholic religion classes) is not mandatory.

When my children went to the local Catholic public school, as a parent, I had to produce baptismal certificates for both children. But as enrollment decreased, more non-Catholic students were admitted to the school. As a former Catholic, I was denied access to employment with the Catholic boards as I had to produce a letter from a priest, stating that I attended a Catholic church.

The current public funding of schools in Ontario does not honour the purpose to “provide universally accessible education for all students, regardless of their ethnic, racial, or cultural backgrounds; social or economic status; gender; individual exceptionality; or religious preference.”

Maybe we should draw school boundaries based on local neighbourhoods, instead of religion. Ontario could also consider having drawing lines in having a French and English only boards.

With Ontario’s great diversity of students from multiple backgrounds and religions, it’s time to make all of Ontario’s publically funded schools secular.

Collaboratively Yours,

Deb Weston

References

Drummond Commission Report (2012) Downloaded from https://www.fin.gov.on.ca/en/reformcommission/

Federation of Urban Neighbourhoods (2012) Downloaded from https://urbanneighbourhoods.files.wordpress.com/2010/11/ingsfromthemergerofontariopublicandseparateschoolsystems.pdf

Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities © 2014 Ontario School Trustees Downloaded from http://cge.ontarioschooltrustees.org/en/an-overview-of-ontarios-publicly-funded-education-system.html

OneSchoolSystem.org Downloaded from http://www.oneschoolsystem.org/fast-facts.html

Statistics Canada (2011) Downloaded from http://www12.statcan.gc.ca/nhs-enm/2011/dp-pd/dt-td/Rp-eng.cfm?TABID=2&LANG=E&APATH=3&DETAIL=0&DIM=0&FL=A&FREE=0&GC=0&GK=0&GRP=0&PID=105399&PRID=0&PTYPE=105277&S=0&SHOWALL=0&SUB=0&Temporal=2013&THEME=95&VID=0&VNAMEE=&VNAMEF=

Kelly Gallagher-Mackay, Toronto Star, (Tuesday, March 13, 2018) Must end publically funded schooling in Ont. Downloaded from https://www.pressreader.com/canada/toronto-star/20180313/281754154841725

March 12, 2018March 12, 2018 Deb Weston Anti-bullying, Behaviour Management, Building Inclusion, Classroom Management, Mental Health, Mindfulness, Special Education, wellness

Recognizing and Responding to Mental Health Problems Among Students

SupportingMinds

An Educator’s Guide to Promoting Students’ Mental Health and Well-being

Government of Ontario Draft 2013

Note that dealing with mental health problems among students is highly complex and challenging. Often students are not responsive to using mindfulness and self-regulation strategies as their significant mental health needs require the support of professionals such as doctors, psychologists, and therapists. Educators cannot diagnose mental health issues.

As stated below, educators can support their students by observing and documenting possible triggers and behaviours.

How to Use Supporting Minds Document

The Supporting Minds document is presented in two parts.

Part One provides an overview of mental health and addiction problems and guidance about the role of educators in supporting students’ mental health and well-being.

Part Two contains eight sections, each dedicated to a particular mental health problem. Each section is structured to first provide educators the information they need to recognize mental health problems in their students and offer appropriate support (under such headings as “What Is Depression?”, “What Do Symptoms of Depression Look Like?”, and “What Can Educators Do?”). Background information about the particular type of mental health problem is given towards the end of each section. Hyperlinks to resources that provide more detailed information are included throughout.

Please refer to the Supporting Minds document for more in depth information.

Knowing Your Students

A first step in recognizing whether a student has a mental health problem may be simply documenting the behaviour that is causing concern. School boards may have their own forms on which to record this information. Once several observations of the particular behaviour have been gathered, educators can share these with others who can help to develop a plan to manage the behaviour.

Educators should look for three things when considering whether a student is struggling with a mental health and/or addiction problem:

Frequency: How often does the student exhibit the behaviour?
Duration: How long does the behaviour last?
Intensity: To what extent does the behaviour interfere with the student’s social and academic functioning?

Highlighted Mental Health Challenges

1. Anxiety in Students

COMMON SIGNS OF ANXIETY

Although different signs of anxiety occur at different ages, in general, common signs include the following. The student:

has frequent absences from school;
asks to be excused from making presentations in class;
shows a decline in grades;
is unable to work to expectations;
refuses to join or participate in social activities;
avoids school events or parties;
exhibits panicky crying or freezing tantrums and/or clingy behaviour before or after an activity or social situation (e.g., recess, a class activity);
worries constantly before an event or activity, asking questions such as “What if …?” without feeling reassured by the answers;
often spends time alone, or has few friends;
has great difficulty making friends;
has physical complaints (e.g., stomach-aches) that are not clearly attributable to a physical health condition;
worries excessively about things like homework or grades or everyday routines;
has frequent bouts of tears;
is easily frustrated;
is extremely quiet or shy;
fears new situations;
avoids social situations for fear of negative evaluations by others (e.g., fear of being laughed at);
has dysfunctional social behaviours;
is rejected by peers.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

STRATEGIES TO REDUCE STRESS FOR ALL STUDENTS

Create a learning environment where mistakes are viewed as a natural part of the learning process.
Provide predictable schedules and routines in the classroom.
Provide advance warning of changes in routine.
Provide simple relaxation exercises that involve the whole class.
Encourage students to take small steps towards accomplishing a feared task.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 1.1 for Specific strategies for supporting students with anxiety-related symptoms

2. Depression in Students

COMMON SIGNS OF DEPRESSION

Some common signs associated with depression include the following:

ongoing sadness
irritable or cranky mood
annoyance about or overreaction to minor difficulties or disappointments
loss of interest/pleasure in activities that the student normally enjoys
feelings of hopelessness
fatigue/lack of energy
low self-esteem or a negative self-image
feelings of worthlessness or guilt
difficulty thinking, concentrating, making decisions, or remembering
difficulty completing tasks (e.g., homework)
difficulty commencing tasks and staying on task, or refusal to attempt tasks
defiant or disruptive behaviour; getting into arguments
disproportionate worry over little things
feelings of being agitated or angry
restlessness; behaviour that is distracting to other students
negative talk about the future
excessive crying over relatively small things
frequent complaints of aches and pains (e.g., stomach-aches and headaches)
spending time alone/reduced social interaction; withdrawn behaviour and difficulty sustaining friendships
remaining in the back of the classroom and not participating
refusal to do school work, and general non-compliance with rules
negative responses to questions about not working (e.g., “I don’t know”; “It’s not important”; “No one cares, anyway”)
arriving late or skipping school; irregular attendance
declining marks
suicidal thoughts, attempts, or acts
change in appetite
loss of weight or increase in weight
difficulty sleeping (e.g., getting to sleep, staying asleep)

(Based on information from: Calear, 2012; CYMHIN-MAD, 2011; APA, 2000; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples of symptoms or signs but is not exhaustive and should not be used for diagnostic purposes.

STRATEGIES THAT CAN HELP ALL STUDENTS DEVELOP AND MAINTAIN A POSITIVE OUTLOOK

Support class-wide use of coping strategies and problem-solving skills.
Provide all students with information about normal growth and development and ways to cope with stress (e.g., ways to address peer pressure, build friendships, address depressive feelings, maintain good sleep hygiene, build exercise into each day).
Write instructions on the board to provide a visual cue for students who are having trouble focusing on spoken information.
Model and teach optimistic and positive attitudes, language, and actions.
Work with students’ strengths and build on them when they complete activities in class.
Provide students with responsibilities and tasks that they may enjoy (e.g., allow students who enjoy computer use to incorporate a computing component into tasks; allow art-loving students to choose illustrated reading materials).
Provide a space in the classroom for students to go to when they are feeling overwhelmed.
Help students to chunk assignments and prepare for tests well in advance of deadlines.

(Based on information from: Evans et al., 2002; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 2.1 for Specific strategies for supporting students with depression-related symptoms

3. Bipolar Disorder in Students

COMMON SIGNS OF BIPOLAR DISORDER

Some common signs to watch for include the following:

extremely abnormal mood states (generally lasting weeks or more) and involving a depressed or manic mood
depressive symptoms (see the section on depression)
manic symptoms, including:
feeling extraordinarily self-confident, in a manner that is out of character for the student
extreme irritability or changeable, “up and down” (labile) moods that are not typical for the student
grandiose and illogical ideas about personal abilities (e.g., the student believes he/she has supernatural powers)
extremely impaired judgement compared to usual ability
a perception that thoughts are racing
extreme changes in speech, particularly very fast speech or talking as if he/she can’t get the words out fast enough
explosive, lengthy, and often destructive rages that are out of character for the student
new or marked hyperactivity, agitation, and distractibility
“dare-devil”, risk-taking behaviour

(Based on information from: CYMHIN-MAD, 2011) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

In addition, the cognitive functioning of students with diagnosed bipolar disorder may be affected, so that they have difficulty:

paying attention;
remembering and recalling information;
using problem-solving skills;
using critical thinking skills and categorizing and organizing information;
quickly coordinating eye-hand movements;
staying focused on a topic.

See Supporting Minds document Table 2.2 for Specific strategies for supporting students diagnosed with bipolar disorder

4. Students with Attention and Hyperactivity and/or Impulsivity Problems

SUBTYPES OF Attention Deficit Hyperactivity Disorder

The following three subtypes of ADHD have been identified:

(1) predominantly inattentive (without symptoms of hyperactivity/impulsivity)

(2) predominantly hyperactive/impulsive (without symptoms of inattention)

(3) predominantly combined (symptoms of both inattention and hyperactivity/ impulsivity)

(Eiraldi et al., 2012). The combined type (inattention and hyperactivity/impulsivity) is the most common of the three. (Based on information from: APA, 2000)

COMMON SIGNS OF ATTENTION DISORDERS

Some common signs of attention problems and/or hyperactivity/impulsivity include the following:

Attention problems: The student:

is easily distracted;
fails to pay attention to details and makes careless mistakes;
forgets things (e.g., pencils) that are needed to complete a task;
loses things often;
has difficulty organizing tasks;
finds it hard to concentrate;
follows directions incompletely or improperly;
frequently doesn’t finish tasks;
does not listen to what is being said when spoken to;
avoids or shows strong dislike for schoolwork or homework that requires sustained mental effort (dedicated thinking).

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007)

Hyperactivity/Impulsivity: The student:

has difficulty sitting still or remaining in seat;
fidgets;
has difficulty staying in one place;
talks excessively or all the time;
is overly active, which may disturb peers or family members;
has difficulty playing quietly;
is always on the move;
has feelings of restlessness (for adolescents);
is unable to suppress impulses such as making inappropriate comments;
interrupts conversations;
shouts out answers before the end of the question or without being called on;
hits others;
has difficulty waiting for a turn;
is easily frustrated;
displays poor judgement.

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

STRATEGIES THAT PROMOTE A CALM CLASSROOM ATMOSPHERE TO HELP ALL STUDENTS PAY ATTENTION

Provide a structured environment and a consistent daily routine.
Provide advance warning of changes in routines or activities.
Establish a routine and set of rules for moving from one activity to the next.
Establish procedures that allow all students equal opportunities to participate in activities (e.g., establish rules for turn taking; arrange for everyone to get a chance to be first).
Provide easy-to-follow directions and instructions (e.g., explain one step at a time; chunk multi-step directions).
Post rules where everyone can see them.
Reinforce positive behaviour such as raising a hand before speaking, engaging in quiet work.
Provide opportunities to learn by doing to give students an outlet for excess energy.
Limit visual and auditory distractions in the classroom as much as possible while considering the needs of all students.
When talking to students, address them directly and use eye contact. Wait until a student is paying attention before continuing a conversation.
Avoid a focus on competition, as students’ urge to win or be first can increase the likelihood of impulsive behaviour.

(Based on information from: House, 2002; CAMH, 2007)

See Supporting Minds document Table 3.1 for Specific strategies for supporting students with attention and hyperactivity/impulsivity problem

5. Behaviour Disorder in Students

COMMON SIGNS OF BEHAVIOUR DISORDERS

Some common indicators of problem behaviour include the following:

defiance (persistent stubbornness; resistance to following directions; unwillingness to compromise, give in, or negotiate)
persistent testing of limits (by ignoring, arguing, not accepting blame)
persistent hostile mood
lack of empathy, guilt, or remorse, and a tendency to blame others for his/her own mistakes
low self-esteem that may masquerade as “toughness”
acting aggressively
disobedience
oppositional behaviour (e.g., challenging or arguing with authority figures)
bullying, threatening, or intimidating others
initiating fights or displaying physical violence/cruelty
using weapons
stealing
deliberate destruction of property
frequent lying
serious violations of rules (e.g., in early adolescents, staying out late when forbidden to do so)
skipping school often
outbursts of anger, low tolerance for frustration, irritability
recklessness; risk-taking acts

Signs that the problem may be serious include the following:

The student shows problems with behaviour for several months, is repeatedly disobedient, talks back, or is physically aggressive.
The behaviour is out of the ordinary and is a serious violation of the accepted rules in the family and community (e.g., vandalism, theft, violence).
The behaviour goes far beyond childish mischief or adolescent rebelliousness.
The behaviour is not simply a reaction to something stressful that is happening in the student’s life (e.g., widespread crime in the community, poverty).

(Based on information from: APA, 2000; CPRF, 2005; Hincks-Dellcrest-ABCs, n.d.) Note: These lists provide some examples but are not exhaustive and should not be used for diagnostic purposes.

STRATEGIES THAT PROMOTE POSITIVE BEHAVIOUR AMONG ALL STUDENTS

Provide predictable schedules and routines in the classroom.
Focus the students’ attention before starting the lesson.
Use direct instruction to clarify what will be happening.
Model the quiet, respectful behaviour students are expected to demonstrate.
Create an inviting classroom environment that may include a quiet space, with few distractions, to which a student can retreat.
Be aware of the range of needs of the students in the class in order to provide an appropriate level of stimulation.
Communicate expectations clearly and enforce them consistently. Use clear statements when speaking to students: “I expect you to …” or “I want you to…”.
Focus on appropriate behaviour. Use rules that describe the behaviour you want, not the behaviour you are discouraging (e.g., Instead of saying “No fighting”, say “Settle conflicts appropriately”).
At the beginning of the school year, clearly and simply define expectations for honesty, responsibility, and accountability at school. Repeat these expectations often to the entire class, especially when violations occur.
Don’t focus too much attention on children who blame others, since that might inadvertently reinforce the behaviour.
Begin each day with a clean slate.
Facilitate the transition from the playground to the classroom by calmly telling students when there are five minutes left and then one minute left in recess, encouraging them to prepare to come in, and helping them settle in class when recess is over. Schedule a predictable classroom activity that most students will enjoy to follow recess, to help provide a smooth transition.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d; Lee, 2012)

See document Table 4.1 for Specific strategies for supporting students with behavioural problems in classrooms

Please see the Supporting Minds document for further information on

Eating and weight-related problems in students
Substance use problems in students
Gambling in students
Self-harm and suicide in students

Taking care of self as an educator

(Supporting Minds, Appendix C: Mental Health Action Signs)

Your behavioural health is an important part of your physical health. If you are experiencing any of these feelings, let your doctor know.

Feeling very sad or withdrawn for more than 2 weeks
Seriously trying to harm or kill yourself, or making plans to do so
Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing
Involvement in many fights, using a weapon, or wanting to badly hurt others
Severe out-of-control behaviour that can hurt yourself or others
Not eating, throwing up, or using laxatives to make yourself lose weight
Intense worries or fears that get in the way of your daily activities
Extreme difficulty in concentrating or staying still that puts you in physical danger or causes school failure
Repeated use of drugs or alcohol
Severe mood swings that cause problems in relationships
Drastic changes in your behaviour or personality

Source: The Reach Institute, The “Action Signs” Project, p. 6. Retrieved from http://www.thereachinstitute.org/files/documents/action-signs-toolkit-final.pdf

Dealing with students with mental health needs can be very challenging and draining.

Be kind to yourself and practice self care.

Reach out for help and support if you need it.

Collaboratively Yours,

Deb Weston

January 28, 2018October 30, 2018 Deb Weston Differentiated Instruction, Learning About Your Students, Making a Difference Through Education, Special Education, Struggling Readers

The Teacher Who Couldn’t Read

It’s hard to imagine that a school board would every hire a teacher who couldn’t read. Well, if I have been given a reading test past the grade 4 level, I may not have been hired.

I am a teacher with 18 years experience. I am qualified in many areas including Reading, Technology, Math, and Special Education. I have 5 university degrees. But I cannot read well aloud past the grade 4 level, really.

I went through school with an undiagnosed reading disability called Dyslexia. When I read, words and letters move. I have a great difficulty writing and especially when I need to proofread my work. As a student, I was told I was slow … I failed grade one. I was told I made careless mistakes and I was sloppy. Spelling tests were a nightmare for me. Luckily, through lots of hard work and determination and using computers to support me in my work … I am here writing to you today as a teacher.

I’ve written a book about my challenges as a student to help students, teachers, and parents become informed of the challenges faced by struggling readers.

Here’s the link to a PDF download … share it with your students, their parents, and your colleagues.

Remember, everyday students come to school to do their best learning.

Collaboratively Yours,

Deb Weston

Review of The Girl Who Couldn’t Read

The Girl Who Couldn’t Read Friesen Press