30 Minutes to Fewer Student Interruptions - as soon as tomorrow!
Part of the LearningRevolution.com 'Survive and Thrive!' Series
OVERVIEW:
It's happened to all of us. We finally get in the swing of a lesson and a student has a behavior that just can't be ignored. Maybe they are making loud noises. Maybe they are attempting to leave the group/room. Maybe they are silently crying. You know they need help regulating their emotional state. But, how are you supposed to support that student and still teach the rest of the group? The answer is empowering students with self-regulation strategies they can use independently. Kara will be sharing 5 strategies for you to use with your students, all of which can be implemented quickly and easily. By giving students permission to self-regulate, you will create an environment for teaching with less student interruptions! And when you are empowered with these 5 strategies, you will be able to begin to empower your students immediately! These strategies are also a great way to start things off fresh after winter break!
DATE: Tuesday, February 15th, 2022 at 7:00 PM UA-Eastern Time (click HERE to see in your own time zone)
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KARA GUIFF (@KaraGuiff)
Teacher, Lead Trainer, White's Jr/Sr. High, Guiff Goodies for Education
http://guiffgoodiesforeducation.com/
Kara is an innovative special education teacher with 30 years of experience in K-12 education, as well as the lead trainer/speaker for Guiff Goodies For Education. She has been a resource teacher, interventionist, and co-teacher in general education classrooms and is currently an alternative education instructor at White’s Jr/Sr High in a blended learning environment. She is passionate about utilizing available tools and methods to help teachers save time without sacrificing effectiveness. Kara loves keeping up with and learning new tech and teaching methods and is excited to share things with other educators. You are invited to join her Facebook Group: Thriving In SpEd and can find out more about her at guiffgoodiesforeducation.com.
