New Product :: Incentive Punch Cards - Bubble Design

If you've been around for a little while, you may have seen my Designer Behavior Incentive Punch Cards. Well, This past weekend I got around to making a bunch of other cool sets too!

Visual reinforcement is always best and these punch cards are a fun, easy way to encourage your students to do their best. Some ideas for use include homework completion, attendance, appropriate behavior during the day, reading logs – the possibilities are endless!

I also have the following designs available too, so you can match basically anything in your classroom!:
- Rounded Box Design
- Striped Design
- Chevron Design

Enjoy!

New Product :: Social Skills Rubrics

These rubrics were designed to help counselors, teachers, social workers, or SLPs keep track of a student’s progress on school success, problem-solving, friendship, feelings, communication, and self-esteem goals. Each individual set includes 7 rubrics in both a teacher and student version (for a total of 14 rubrics + 2 blank ones to customize).

Rubrics are presented in PDF and editable Microsoft Powerpoint Format, so the wording can be customized to fit your students’ ability levels and needs. Also, you can use Powerpoint’s printing settings to print multiple rubrics per page. Great for when you have multiple students working on the same goal!

If you'd like to save a little money, you can download the Complete Social Skills Rubric Pack for a discount! It includes 42 rubrics in both a teacher and student version (for a total of 84 rubrics + 2 blank ones to customize). The following skills are included:

Enjoy :)



School Success Skills
- Following Directions
- Work Completion
- Remaining On-Task
- Asking Questions
- Being Prepared
- Attendance
- Following School Rules

Problem-Solving Skills
- Debugging
- Tattling and Reporting
- Compromise
- Point of View
- Fact and Opinion
- Dealing with Disagreements
- Dealing with Gossip



Friendship Skills
- Choosing Friends
- Feeling Left Out
- Being a Good Sport
- Apologizing
- Taking Turns
- Giving a Compliment
- Accepting a Compliment



Feelings Skills
- Feelings Identification
- Reading Body Language
- Responding to Negative Emotions
- Feelings Demonstration
- Expressing Feelings
- Dealing with Anger or Frustration
- Dealing with Anxiety



Communication Skills
- Introducing
- Having a Conversation
- Talking on Topic
- Interrupting
- Conversation Body Language
- Personal Space
- Mental Filtering



Self-Esteem Skills - some skills offered as a freebie
- Positive Self-Talk
- Goal Setting
- Understanding Strengths
- Dealing with Peer Pressure
- Dealing with Mistakes
- Self-Reflection (Complete Pack only - not in freebie)
- Working in a Group (Complete Pack only - not in freebie)

Enjoy!!

Quote :: Being a Rebel

I've written a post before about how to help kids who break the mold - who don't fit in and who fight the way that things are "supposed to be." Call them stubborn, headstrong, spirited, whatever you want. Regardless of the term, these kids have the potential to make working in a school exhausting! Yet these are the very kids who have the potential to take what we know as a human race and stretch the boundaries. These are the visionaries, the trail-blazers, the innovators.

As a kid, my parents would both tell you that I was a troublemaker. They recently gave me some letters I had written to Santa as a child and rather than give the traditional, "For Christmas I want..." list, I instead interrogated him as to how he could possibly make it to all the houses in one night, how millions of toys could fit into one sled, and whether or not Rudolph existed. Why couldn't I just accept that a jolly man in a red suit could deliver presents to all the good boys and girls like every adult had told me?

Yet despite the headaches I undoubtedly caused my parents as a child, many of those same characteristics have helped me to serve my students. Whether it's fighting for or against a special education placement for a student because I truly believed it to be in their best interest, or questioning why we have to treat a student "the same as we've always treated other students like them," working in schools can be messy. And what our kids need isn't a world of "yes ma'am," "go-with-the-flow" people. What they need are advocates, champions, and strong examples of confident adults.

It's a great reminder for us as we think about working with our more challenging students.

"Here's to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes... the ones who see things differently -- they're not fond of rules... You can quote them, disagree with them, glorify or vilify them, but the only thing you can't do is ignore them because they change things... they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do."

- Steve Jobs

Pinterest Find :: Student Self-Reflection Report Card

The other day, I came across this awesome student reflection page by Inspire Me, ASAP! I'm always looking for ways to help students gain awareness over their actions as well as insight into their strengths and weaknesses. I love that this is cute, brief, and provides a visual indicator rather than a number scale. My younger students do so much better with pictures! Want to add it to your toolbox? Click the images below to get them for free!

Enjoy!

Tips & Tricks :: Classroom Transitions

Many kids have a lot of difficulty changing from one activity to another during the school day. Add to that Autism, ADHD, or another disorder and you've got the scene set for distractions, tantrums, and frustration.

I'm not sure what it is about this time of year - maybe it's the fact that it's too cold to go outside (at least here in Illinois!), that the sun isn't out nearly enough, or just that routines are getting boring for some kids now, but I feel like February and March are two of the most difficult months to get through as educators!

To help fight the transition blues, here is a list of some ways to spice up and tighten up classroom transitions to help keep things moving in the right direction!

1.  Establish a consistent schedule or routine for the student to follow.  As unpredictable as the school day can be, consistency can go a long way in reducing anxiety or disorder in transitions, especially for students with disabilities.

2.  Adjust students' schedules to have the fewest amount of transition times possible.  For example, if a student is already out of class to go to P.E. or Music,  it may be a good time to schedule social work or speech-language time in order to reduce the number of transitions in and out of the classroom.  Another option would be to provide push in therapy services to avoid transitioning in and out of the room. On the other hand, if improving transitions is a skill a student is working on, gradually increasing the number of transitions during the day as they can tolerate them may be important.

3. Provide visuals for the students to follow. Not only does this help students with diagnoses such as Autism, but it helps most other students as well! I've written some information about visual transition timers in a previous post about Autism here. You can buy a bunch online or make your own!

4.  Before an activity begins, be sure a student understands what is expect of him or her at transition time. This may take a few times of role playing and practicing the transition. For example, after a student is somewhat familiar with a routine, the conversation might go like this:

Me: "Johnny, I'm going to set my timer for 5 minutes for your break. When it goes off, it will be time to clean up and go back to your classroom.

Johnny: "I know."
Me: "So how much time do you have?"
Johnny: "5 minutes."
Me: "What happens when the timer goes off?"
Johnny: "I go back to class."
Me: "Perfect! Enjoy your break!" [set the timer]

5. Give verbal and/or physical cues before transitioning to an activity. Depending on the age and needs of the student, I like using at least a 5 and 1 minute warning.

6.  Sing songs or chants to signal transitions.  Use the same songs each time so children can anticipate what is to happen next. Here are a few of my favorites:

7.  Keep it simple with directions for the transition.  Concise one or two-step directions are often the most effective.

8.  Positive reinforcement! If a student did a good job transitioning, reward them with praise, a high-five, a smile, etc. Students often learn about appropriate behavior by watching what happens when other students perform well or not.

9.  Scaffold as skills improve. As a student demonstrates increased competence, gradually pull back the support you give. Fade and reduce any verbal or physical prompts to all the student to transition as independently as possible.

10.  If changes need to be made, give feedback quickly and move on. Don't dwell on the negatives or allow them to take over the next 10 minutes! The more you delay the start of the next activity, the more a student learns that if they don't transition well, you'll get wrapped up in the drama and they can avoid transitioning even more!

Fun Freebie :: 45 Classroom-Friendly Fidgets

Recently, I've been on the quest for fidgets that teachers won't throw a fit when I give their students. Come on, we've all been there. :) Well, luckily, I found this awesome freebie on TeachersPayTeachers from Snagglebox that gives great ideas all about different types of fidgets!



Here's another idea for a fidget!

While I was working through school this week, I noticed several of my more energetic students sporting a good 5-10 rubber band bracelets. It's amazing how you can wait 10 years, start making friendship bracelets out of rubber bands, change their name, and all of a sudden, the boys like making them even more than girls! While they were standing in line, my students were spinning them, twisting them, and rolling them in their hands. Natural fidgets! Now of course, teachers have had to set ground rules about them (no making bracelets during class, no sling- shooting rubber bands, etc.), but what do we NOT have to make rules about at school?



What fidgets do you have that work well for your kids??

New(ish) Product :: Brain Breaks

This week was one of those weeks for me! Regardless of how hard I tried to sit and write IEP goals, do my medicaid billing, or lesson plan for next week, I just couldn't! Now granted, this week was our parent-teacher conference week, which meant we were at work until 7 (and I couldn't go home in between school and conferences because I live 45 minutes away), but still. My attention was definitely not what I wanted it to be this week.

Instead, I found myself wanting doing other "less cognitively demanding" things instead: delivering forms for students to have parents sign and return, checking in with a few teachers regarding my student progress, laminating and cutting out some new TpT things, etc. Throughout this week, I couldn't help but think several times how we as adults have a ton of different options for clearing our heads during the day, but many of our students don't have many of those options!



As adults, we can get up and walk to the bathroom if we need a minute or two to give ourselves a break. We can also decide to procrastinate or rearrange the order of our tasks during the day depending what we're in the mood for. We can even listen to music, send a friend a message about dinner plans or, heaven forbid, take a quick look at Facebook). Our students can't! It's no wondering problems with work completion, following directions, or paying attention are the most common things I have teachers asking me for help with!

In college, I took a class that talked a lot about neurological research and how to improve memory. And one of the things my professor mentioned was that people always remember the first and last thing they learn in a given segment of time. So...if you're teaching a class for 35 minutes, chances are they'll remember about the first and last 3 minutes. However, if you teach a class for 10 minutes, break for 2, teach for 10, break for 3, teach for 10, they'll remember the first and last 3 minutes of EACH of the teaching segments.

So when teachers need help with a student who struggles to focus,  one of the first things I do is talk about brain breaks. I've heard all kinds of statistics about how long students of various ages can pay attention, but the bottom line is that it's MUCH MUCH shorter than you'd think. The purpose of brain breaks is to provide some type of physical and/or mental time-out so that students can return refreshed to their tasks a few minutes later. Many are physical in nature (do 10 jumping jacks, crab walk, etc.), but they can be mental as well (say the alphabet backwards as fast as you can, summarize what I just said to your partner, etc.). Ultimately, anything that gives your students a chance to do something DIFFERENT for a few minutes will work. And while It doesn't last more than 2 or 3 minutes, I'm always amazed how much of a difference it makes when I use them in my room!

Recently, I put a brain breaks card pack in my TpT Store, which you can get here. I thought I'd already written a post about it, but I hadn't, so I'm sorry about that! It contains 33 different ideas (in color and in printer-friendly black and white) for helping your kids get out of their seats and move around. They're presented in Powerpoint format so you can print them out many different sizes to fit your needs!

Enjoy!

Review :: Superflex Social Thinking Curriculum

Each year, every teacher at my school receives a $50 purchase order to spend on supplies, curriculum, or materials for our classrooms. It's definitely not much, but I was so happy with my purchase this year that I wanted to share it with you!

Normally, I'll buy colored card stock (for making my numerous visual schedules, break cards, and the like), a few books discussing bullying, divorce, or other issues, or school supplies. This year, however, I decided that I needed some new curriculum! Sure, I have binders upon binders of worksheets and other things, but I'm getting so BORED with them...and so are my kids.

I'd heard really good things about the Superflex Curriculum and read a few good reviews online, so I decided to give it a try. It's a Superhero comic book-based curriculum for students in grades 2-5 to help teach social skills and behavior regulation. If nothing else, I thought that since it featured superheroes and villains in a comic book format, it'd be my best shot to compete with the video games, movies, and TV shows my kids are interested in! And lucky for me, the starter set came in at just under $50! Perfect :)

If you aren't familiar with the curriculum, I invite you to take a look at the Social Thinking Website first! After several weeks of using it, here's what I've found:

Things I Love:
- The comic books are super colorful and grab my students' attention.

- Teacher guide includes prompting questions and really good lesson plans for organizing your instruction
- Each villain (called "Unthinkables") has a cute name that is really easy for my kids to remember and addresses many of the social difficulties my kids have.
- Some of the books come with a CD that has all the printable pages. No more need to squish my teacher guide in to the copier and deal with crooked copies! I can just print one from my computer and make pretty copies!

Things I Wish Were Different:
- I know it's an educational curriculum, but it makes me sad that it has to be priced like one. I have a hard time coughing out $20-$30 for a book! Also, the store sells squishy flexible brain stress balls, but I got them for super cheaper on Office Playground.
- The only "comic books" available at this time are for defeating the first 3 (out of 14) villains (Unthinkables). The teacher guide provides other books that can be used to explain the remaining 11, but my kids keep wanting more of the original comic books, not random other books that I can pull in to describe the Unthinkables! I believe more are coming though.
- My original Superflex book started coming apart at the binding after only 2 weeks of use. I'm the only one who holds the book and the staples holding it together started ripping through the pages. It's already taped up, which makes me sad!

So far, I've used it with students with Autism, ADHD, Bipolar Disorder, and Developmental Delays and it has worked very well for those students. A few of my kids with more severe Cognitive Impairments get distracted by all the action in the comic books (I have to show only 1 page at a time and keep portions of it covered) and have a hard time understanding the concept of "fictional characters," which the teacher's guide warns about.



Even despite a few negatives, I love this curriculum! My planning time has been SO reduced, which is wonderful. I'm still getting used to the layout of all the lessons, but my students have been paying attention, contributing appropriately to conversations about social thinking, and even using Superflex vocabulary outside my office!! "Rock Brain got in my head yesterday when I didn't want to let my sister use the TV." I have to say, THAT is pretty awesome! So if you've got some grant money, unspent purchase orders, or extra TpT earnings laying around, I highly recommend Superflex!

Note: None of the images in this post are mine. They are all from Social Thinking and Office Playground. Also, I was not compensated in any way for this review. It's just something I wanted to share!

Pinterest Find :: Interrupting Chicken Activities

At our school book fair last year, I bought a great book called The Interrupting Chicken. It's become a favorite of several of my students, so I'm always looking for more activities I can use when we read it! So imagine my excitement as I perused the boards at Pinterest and found a free activity pack!

It contains activity pages as well as some colored chicken cards that can be used to remind students not to blurt out during class. I'm thinking something like, put 3 chickens up on the board at the beginning of the day and if there's at least one left at the end of the day, you'll play a class favorite song or let them do a fun activity? Something along those lines!



Happy Saturday!

*Note* Photos in this post are from Happy Teacher Happy Kids. They are not my own!

New Product :: Social Emotional "I Can Cards"

Even though social workers and counselors aren't required by most schools to use common core in their individual and group counseling sessions, there has been a huge push in the educational community for states to adopt Social Emotional Learning standards instead.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL has been shown to promote students' academic success, health, and well-being, while also preventing problems such as alcohol and drug use, violence, truancy, and bullying. It also reduces emotional distress and conduct problems.

So far, Illinois is the only state to officially comprehensive, free-standing standards , but many other states such as Washington, Idaho, Nebraska, Tennessee, Pennsylvania, New York, and Vermont are in the process of creating their own or using variations on the Illinois standards, while all others have some goals or benchmarks integrated into state academic standards. For more information, check out the CASEL website!



This download includes 339 4 x 6 cards from the warm set, cool set, and printer-friendly set depicting “I can” statements for the following Illinois social-emotional learning standards. However, they are presented in Microsoft Word format so the text can be easily changed to fit other states' standards or to adjust the wording for your students.



They are designed to be used to help students know exactly what types of skills and knowledge they are expected to learn, or can be used as a reference for you as you develop social-emotional IEP goals or intervention plans.

There is 1 card listing each goal (3 total per set):



1 card listing each standard (9 total per set):



and several (101 per set) for each performance indicator under each standard (early elementary, late elementary, middle/jr. high, early high school, and late high school). Skills are presented in age-appropriate language depending on the performance indicator level.


Enjoy!

New Product :: Fall Social-Emotional Activity Pack

I'm really excited to announce the arrival of my new Fall Social-Emotional Activity Pack! I already have  Holiday and Spring Social-Emotional Packs in my store, so I knew I wanted to add a Fall pack too. This one was specifically designed with kindergarten through second grade students in mind, but may be appropriate for older students too who are working at a lower level.

It contains several social skills, anger management, and social emotional activities that are sure to get your students excited about the cooler weather! It contains the following:

- 24 Fall-Themed Conversation Cards*
- 24 Friendship Scenario Cards*
- Angry Monster Coping Skills Activity

- “Banish the Boos” Positive Thinking Activity (and answer key)

- “Debug” Problem-Solving Activity

- Halloween Behavior Punch Cards (2, 4, 6, 9, or 16 per page)

- Listening Poster (4 different genders/races used)

- Pumpkin Emotion Cards for matching, role-playing, or other games

- Pumpkin Friendship Glyph*
- Thankfulness Turkey Activity

- Thanksgiving Behavior Punch Cards (2, 4, 6, 9, or 16 per page)
- Trick or Treat Behavior Sort Activity

Enjoy!

Pinterest Find :: Bucket Fillers vs. Bucket Dippers

One of the things my school has done each year is read "Have You Filled A Bucket Today," by Carol McCloud to the younger grades. "Filling a Bucket," not being a "Bucket Dipper," and such are now common language across the grade levels and it has definitely helped kids to be able to separate friendly from unfriendly actions.

Which is why I was really excited to find a Bucket Filler vs. Bucket Dippers headers by 3rd Grade Thoughts and word sort by 1st Grade Fanatics on Pinterest. Often, I have students list examples of "Bucket Fillers" and "Bucket Dippers," but having words to choose from would really help some of the younger students get started.



The best part of both these products? They're FREE!!  So go grab them while you can!

*Note* Photos in this post are from 3rd Grade Thoughts and 1st Grade Fanatics. They are not my own!

Tips & Tricks :: Oppositional Defiant Disorder (ODD)

This summer, I've written a blog series focusing on several different disorders that affect children at school: ADHD, Autism, Bipolar Disorder, Depression, Anxiety Disorder, and ODD. Each entry describes the disorder, gives practical strategies for improving success at school, and also provides a few social-emotional goals and accommodations that might be appropriate for students with special education services!

Last and not least is Oppositional Defiant Disorder (ODD). Some believe that as many as 11% of males and 9% of females will meet the criteria for ODD at some point in their lives. If left untreated, children with ODD may exhibit more severe behavior as they age and may be diagnosed with Conduct Disorder or Antisocial Personality Disorder as adults. Both are characterized by a persistent pattern of behavior that violates the basic rights of others. Symptoms may include vandalism, injuring animals or others, problems with drugs or alcohol, frequent criminal activity, general lack of empathy, and violation of basic societal norms.

Symptoms:

• Refuses to comply with requests or rules of an authority figure


• Does things purposefully to annoy others


• Angry and resentful of others


• Argues often


• Blames others for his or her own mistakes


• Often loses temper


• Spiteful or seeks revenge


• Touchy or easily annoyed


• Frequent temper tantrums or angry outbursts

Generally these behaviors occur across settings and not just with one particular person or authority figure, such as at home AND at school or in the community.

Suggestions:

• Contact the child's doctor if medication is to be given at school to make sure you have up-to-date dosage and administration instructions. However, don't tell a parent "your child needs to be on medication." You can encourage them to talk about concerns they may have with their child's doctor, but put your school in a vulnerable position if you start doling out medical advice!


• Behavioral therapy techniques can often be helpful with treating ODD. Doing a Functional Behavior Assessment and Behavior Intervention Plan can help the team determine why a certain behavior is occurring (what is the student getting from it?) and establish other more appropriate ways to gain that same thing.


• Avoid placing students with ODD or Conduct Disorder in therapy or intervention groups together. If students spend a lot of time around other students who have a disregard for authority and expectations, it "normalizes" the behavior and teaches them that it's acceptable to act in certain ways.


• Teach anger management skills to help students increase their frustration tolerance and learn to handle anger and frustration in safe ways.


• Provide choices as often as possible to the student to give them as much control as possible over their environment and minimize their feeling of having to "fight" for control.


• Involve students in service-learning or volunteer opportunities to help teach empathy skills. Writing apology letters when they wrong someone can also be a good way to help them begin thinking about how their actions affect others.


• Establish routines, which will help students know what to expect and feel as though they have more control over what happens to them during a day.


• Use positive reinforcement strategies such as allowing a student to earn free time, the opportunity to be the class "tech support" during computer time, be the line leader, etc. You can use tangible items, activity reinforcers, or social reinforcers, but use what the student desires - not just what you THINK will work for them! I've written another post about rewards and behavior management too!


• Avoid "nit picking." It creates a further dynamic of "me vs. them" and generally leads to more noncompliance. Discipline privately and help students to feel like you're working WITH them rather than against them.


• Check out my previous post about working with strong-willed students!

Sample Goals

• Sometimes, externalizing (acting out) behaviors like those seen with ODD are an exclusionary factor for qualifying a student for special education services under Emotional Disability (assuming they don't exhibit depression, anxiety, somatization or other internalizing behaviors). In some states where BD/ED is a category, this is not the case, so familiarize yourself with the criteria! The rationale is that it is a way to keep students who may tend to be aggressors (externalizing kids) away from students who tend to be victims (kids with learning or physical disabilities who may also struggle with assertiveness skills).
  However, they may be eligible for special education services under other areas if they have co-existing disorders. See the other posts in this series for goal ideas to use in those situations: ADHD, Autism, Bipolar Disorder, Depression, Anxiety Disorder

Sample Accommodations:

• Give breaks or extended time if you can tell the student is having a particularly difficult day


• Provide choices for demonstrating knowledge (presentation vs. paper vs. diorama, etc.)

If you're looking for activities for your students, check out my Behavior Punch Cards, Dealing with Anger Activity Pack, Escape from Anger Volcano Game, and Student Behavior Package! You can also check out my Pinterest Boards for Behavior and Anger Management for even more ideas!

Thanks to Wikipedia for contributing to this article!