1. Ed-D 420 Inclusion of Exceptional Learners

2. Teaching for Diversity Schools have a unique role in the creation of an inclusive society. 1. Schools are legally responsible to prepare all children and adolescents to take meaningful roles as adults in our society 2. Schools are legislated to prepare all children and adolescents to participate in an inclusive democracy ~ we should be forced to vote. You as teacher are mandated to prepare the youth of this society to accept all individuals as fellow citizens Having an inclusive classroom means creating a learning community in which all students feel accepted and safe. We can debate the merits of this position however the reality of our system is that this is a part of your job and role.

3. Figure 5.2 on page 178 Identify two qualities they would like to develop to enhance your teaching in classroom with high diversity. You should list 2 strategies for each quality. The objective is to understand that developing a sense of equity and equality as a teacher of students of diverse backgrounds in an inclusive classroom requires committed and sustained effort by a teacher. As well, it is a task that can seem overwhelming to many, thus it is important to choose 1 or 2 goals to make the process manageable and will be more likely to lead to success.

4. Climate Community and Classroom Mgt Classroom Management ~ video What did the teacher do when the bell went off? When a student asked the teacher for a purple crayon, instead of providing her with one, what did the teacher do instead? What two actions did the teacher perform to either reinforce or remind particular students to raise their hands? Extension Questions A. Identify two specific examples from the video where the teacher used physical proximity as management tools. B. Describe how those examples served as preventative management tools for this teacher. Indicate what might have occurred if the teacher remained at her desk during this entire time. Support your response with principles of effective management.

5. Rules Procedures and Consequences Rules ~ brief specific positively worded and understood by the students (opposite of the 10 commandments) Be polite respect others (property) listen quietly when others are speaking obey all school rules No consensus on involving students – should make them aware instead of them finding out on their own Procedures ~ efficient ways to move students thru the day and are consistent with the classroom/school rules Transition in and out of the room general procedures washrooms material distribution Consequences ~ be consistent in expectations from day to day and apply these consistently ( there are exceptions and you can discuss with students difference between consistency and equity )

6. Managing Behaviour Increasing Appropriate Behaviour: Decreasing Undesirable Behaviour: Catch Em Being Good ~ we continue to be poor in this area The Good Behaviour Game ~ groups and token economy systems Reward Systems ~ there is much debate in the literature if this is worthwhile as we are trying now to focus on intrinsic motivators Encourage more than praise ~ contingent feedback Low-Key Interventions ~ anticipate or pro-act Time Out ~ immediate, unemotional, brief and time out from preferred activities Giving the Choice to Behave Appropriately ~ natural consequences Holding Pattern ~ maybe? But...

7. Managing Behaviour Enhancing Self-Management Problem-Solving Approaches ~ essentially a post mortem on the behaviour with the idea that they can learn and generalize. Dr. Phils hows that workin for ya? Informal Conferences ~ meet define solution set agree assure you will check in at set time and date. Contracts ~ can start with simple and move towards the behaviour you really want (priming the pump) Self-Monitoring ~ students observe and collect data on their own behaviour Corporal Punishment ~ we do not do this anymore (this is how I learned my Latin verbs)

8. Behaviour Contract Contract between _________________________ and __________________________. (student) (teacher) Date: _________________________________________________________________ (may specify period in which contract applies) ______________________________ agrees to ________________________________ (student) (describe behaviours) and ___________________________ agrees to _______________________________ (teacher) (describe behaviours) Consequences: ___________________________________________________________ ________________________________________________________________________ Rewards: _______________________________________________________________ ________________________________________________________________________ Dates for checking progress: ________________________________________________ Completion date: ________________________________ Signatures: ______________________________ and ____________________________ (student) (teacher)

9. Case Study or Strategies Case Study in small groups ~ share or Strategies in jig saw ~ learn