Seattle Course #3-Achieve Success with Defiant, Emotional, & Disengaged Students

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Wednesday- March 7, 2018      8:00am-4:00pm

Course #3 -Achieve Success with Defiant, Emotional, & Disengaged Students

by MaryAnn Brittingham, MS, Family and Child Counseling- Pine Bush, NY

About the Speaker
MaryAnn Brittingham, MS, holds a Master’s degree in Family and Child Counseling from Long Island University and a Bachelor’s degree in Elementary and Special Education from D’Youville College. She has over 30 years of experience as a special education teacher, and child/family counselor with experience work- ing in psychiatric settings to create therapeutic options for students who require higher levels of emotional and academic support. MaryAnn is a certified trainer at Life Space Crisis Intervention, which uses interactive therapeutic strategies to transform crisis situations into learning opportunities and she teaches graduate level courses in special education and educational psychology at two colleges in New York. Her passion is to helpeducators gain insights into student behaviors in order to create a safe learning environment where students can discover their talents. MaryAnn is the author of several books including: Transformative Teaching: Changing Today’s Classroom Cul- turally, Academically and Emotionally; Respectful Discipline; Dealing with Difficult Parents; and Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Student. MaryAnn’s courses focus on practical solutions for helping students be successful in both the general education and the special education classroom. Her approach to behavioral inter- vention empowers students and provides realistic solutions for working with challenging behaviors. Disclosures: Financial- MaryAnn receives teaching and speaking fees from her company, Brittingham Personal Development Seminars. There are no nonfinancial relationships to disclose.

Target Audience (who should attend):  General Education Teachers, Special Education Teachers, Resource Room Teachers, Title 1 Teachers, Reading Specialists, School Psychologists, School Counselors, Behavior Specialists, Principals/Administrators, Case Managers, Social Workers, Speech-Language Pathologists, Occupational Therapists, ELL Teachers, and Instructional Assistants and Paraprofessionals

Target Age Range: Kindergarten through 21 years

Course Description:  

Society has changed and so have the youth we work with in schools. As educators, the obstacles we face become greater as students’ behaviors are more demanding than ever. We are all too familiar with the disruptive student whose disrespectful behaviors and negative attitude challenges our patience and best teaching practices; the unmotivated student who performs below his capabilities and doesn’t even seem to try; the student who lacks social skills and has impulsive behaviors that irritate his/her peers; and the student who has trouble sitting still and focusing on the lesson. There is not any one approach that will work for all students all the time. Therefore, the goal of this course is to provide educators with a toolkit that will equip them to handle a variety of students with different behaviors. Strategies presented will enable educators to take a prevention-based approach to student management. We will also look at effective approaches educators can employ when prevention is not enough and disruptive behaviors continue to occur. This course is filled with realistic strategies and ready-to-use tools for managing all classroom behavior. Educators will leave this workshop with new tools, sharpened old tools, and renewed enthusiasm for teaching.

 

 What You Will Learn
Course Objectives– Participants will be able to:

• Adequately discuss how and why stress plays a part in our behavior
• Identify the components of a win/win classroom Describe the four goals of misbehavior
• Identify your response style
• Adequately demonstrate skills to avoid turning conversations into arguments
• List 4 techniques to address attention seekers and power students
• Adequately discuss the difference between interventions and consequences