What Is It About Me You Don’t Like? Practical Classroom Management Strategies that Help Minimize Challenging Behaviours

Day Two: The Toronto Educators' Conference

Presented by Kathy Morris, M.Ed.

Wednesday, May 1, 2019  |  Toronto, on

Date & Location

Quality indicators for an effective classroom include: teacher behaviour (tone of voice, volume, cadence, verbal and nonverbal communication, para verbals), environment (physical structure, schedules, routines, expectations), instruction (boring vs. stimulating, age appropriate vs. non-age appropriate, hands-on), and student behaviour (function of behaviour attention, power, revenge, avoidance). This workshop is based on current research that supports how the brain responds to these indicators, especially when a student is in crisis, as well as current research on mental health. This is not a “sit and get” workshop. Demonstrations, real life videos, practice, sharing, movement and time for reflection will be provided.

Who Should Attend

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, Police Officers, and Early Childhood Educators.

Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

Agenda

• Targeting Diverse Learners in the Classroom – Who Are They? Why These Strategies are for ALL Students
• Critical Components, Teacher Behaviour, Teaching the Way They Learn
• Classroom Environment
• Positive Behaviour Supports
• Meaningful Instruction and Learning Strategies
• Student Behaviour

Learning Objectives

1. Identify target behaviours that are developmental and will most likely go away vs behaviours that will most likely continue to get worse over time
2. Identify effective communication strategies from ineffective ones in order to minimize undesirable behaviours
3. Demonstrate the ability to design a classroom that promotes goals of intended instruction for different areas of the room
4. Demonstrate the ability to design stimulating lessons that engage diverse learners
5. Adequately demonstrate power struggle avoidance techniques with students exhibiting challenging behaviours
6. Identify the functions of a student’s behaviour by focusing on one’s own reaction to the behaviour
7. Describe how to troubleshoot breakdowns in your own classroom, school or therapy environment
8. Identify 3 visual tools you can use to help minimize disruptive behaviours

Your Presenter

Kathy Morris, M.Ed.

Kathy Morris, M.Ed., has been a speech therapist, teacher for self-contained programs (including students with autism, severe behavioural difficulties, and cerebral palsy), resource teacher and first grade teacher. She was also a diagnostician/supervisor for all grade levels. She was a LIFE Skills/autism/ behaviour/assistive technology consultant at a Texas education service center before leaving to start her own business in 1999. Her business, igivuWings, has reached families and educators throughout the world,. Kathy has had over 42 years of experience working with children and adolescents with severe behavioural difficulties.

Registration & Fees