spk_0: 0:01
welcome to practical access. I'm Lisa Dieker and I'm Becky Hines. We're here today to talk about something, right?
spk_1: 0:10
You know what? That's the one thing we promises we'll talk about something like that
spk_0: 0:13
I think we kind of got a combo of questions about behavior, tech support, social emotional learning, kids at home. And I'm like, Well, let's just turn this into a conversation. What do you think about that? Where do you want to start? Becky?
spk_1: 0:28
Well, I think there's a couple of ways to look at this. Lisa. One is the need for teachers to have some behavior management ideas for synchronous online learning right now, those teachers who are holding meetings in Google hangouts or other platforms so that they can connect live with their students. But there's still some behavior issues there. But also I think that maybe we can share a few tips for those parents who are now put in the role of being the behavior managers because we don't all have a lot of training in that, and getting kids to be compliant and engaged right now in a really difficult time is tricky. So Lisa do you want to start with a couple of maybe parent tips for those parents who are trying to structure up their their situation right now,
spk_0: 1:15
so I think I'll sound a little bit like a parrot Routine, routine, routine, routine routine. If I could teach you one word, I think as a parent of a young man with Tourette's syndrome at my house, the minute the routine was off, the world was off on. It might sound crazy, but I not only needed a routine for him, but I needed it. A standardized routine for myself. Like the standing joke is, he hadn't let us close out on Sunday when we were going to traditional brick and mortar school. But so did I. Because if it was a meltdown day, we'll think about that in your own home. You know, if you have shared computers, the routine, maybe 8 to 8 30 I get on it as the parent. But at 8 30 I know I gotta sign off because my child needs on it from a 30 tonight to meet their teacher, putting that routine and I always kind of job. But you know what? You ever watch this show. Super Danny. What does she start with? Becky? What is the very first thing she does? That family.
spk_1: 2:03
It always starts with the routine.
spk_0: 2:05
Yeah, so there's that schedule. And so if you don't have a schedule on your wall, you know it doesn't mean you can't leave your schedule. Could things on there like I wrote on my schedule today. If I'm Clark, relax and stop doing stuff. I think that's important, but maybe it should be relaxed and eat more. Chocolate is probably not 13 we're looking for, so I think you need a routine. But that routine should be open to outdoor exercise. We're finding a lot of kids are sitting too long, and I know from my own son there's actually research that shows kids with attention problems need more vitamin D and sunshine. Well, today it's rainy. How did I get that? Well, at least if he's not sitting at a computer, so it's that kind of stuff that you should be thinking about that your kid needed before physical activity. Whatever. Try to put that in place. Innocent. Get up, brush your teeth, put your clothes on. Pretend like there's a routine even if there isn't right Becky,
spk_1: 2:52
Right. I think that's a great suggestion, Lisa and I think the thing I would recommend for the for the at home educators right now routine and our second our word, which is reinforcement. One thing that we know and we do in schools well is we make sure that really reinforced kids all day long. So the teachers who get the best results of the ones who can weave in positive reinforcement and random reinforcement actually works better even than scheduled reinforcements. So saying, Hey, if you finish this, then you can have five cookies isn't actually as effective as spontaneously bringing over the cookie or whatever the reinforces and say, Wow, you're working so hard right now. I thought I'd bring you a cookie. So thinking about that reinforcement and how we deliver it to our kids and how we, you know, get them to keep producing. And I think that that's that's the key right now for those at home parents, Any last at home thoughts. Lisa.
spk_0: 3:55
Yeah. I mean, I think it's another one. We always preach with parents. I mean, with teachers, too. Is that for positive to one negative. I know sometimes I have to write that on my mirror in the morning. Remind yourself this morning to say for positive things because we get lost on the way to brushing our teeth. We both would end up going out the door angry. I remember media days. I'm going to threaten you with your life if you don't get in this car. Well, that was really helpful to either one of us, but it felt good in the moment. I think the same is true for this online environment. If you don't get on that computer well again, think about flipping that script. Well, I can't wait to see what your teacher's gonna have when you go. Like I bet you can't wait to see your friends. So thinking about those positive statements of getting your kid on the computer and then go negative one and four are when you really find you could have in a pot of bad day. Amara was 10 to 1. You do get creative like, Oh, I love that you're breathing oxygen today. I mean, you have to have that really novel positive, But you gotta think of positives before you go too negative, and I think that's harder to do when you're cooped up in. The environments were all in right now,
spk_1: 4:53
definitely. And so I wanted to offer a little example from the online world real quickly, because for those teachers out there who are teaching synchronously and that Israel time again in those online chats and in different platforms that people are coming up with. There's still a need to moderate things like the chat box to keep kids from saying negative things to keep kids from private chatting, other kids and
spk_0: 5:22
zoom bombing. Have you heard of that reason?
spk_1: 5:25
I can definitely heard of the zoom bombing. I'm trying to work out some zoom issues right now because there's a lot of things about Zoom that I really like and I'm trying to keep sane, and it's it's all tricky, but one of the things, like so that I experienced this last week in working in a online synchronous environment with a school in setting up a system that we have going kids can, we're setting. We're setting a lot of things up as webinars instead of, just a straight discussion, sometimes depending on the size of the audience. Just a limit. When kids can or cannot go on camera because when you log into a lot of these meetings, that camera automatically activates was sound. So what? We found 22 quick tips. One is having a moderator in there who can use a camera or mic. living kid while the teachers trying to teach and that might be something that pair of professionals could do, you know, if they're still on the clock, is to be a moderator in that chat. The other thing, that a very specific example. From Friday, this was an open broadcast toe, all students and they had that could choose to watch or not. And it was one of the specials teachers reading a story. And so there was a young man chatting in the chat box. This is boring. I don't like this story. I never like to this story. And he just kept going and going. Well, the teacher keeps reading because that's the model. And our moderator is chatting, saying, you know, if you've if you've already read the story, you might want to go find the book and follow along. That didn't work. He just wants to keep saying negative things until she finally said, This is not required, you can choose to leave And he still said something negative and she she said, Okay, so why don't you join us again for the next segment and should cut his camera and his mic. She could essentially kicked him out of the room until the next segment. And so if you think about that from an educational standpoint, what she was essentially doing is kind of that three steps sequence of number one you give you give the direction or the command number two. You you state what's going to happen if you don't follow the direction of the command in AII the consequence and number three, you apply the consequence. So it was basically, stop saying negative things. Number two. If you choose to keep saying negative things, then you're choosing to leave. And number three was he left. So I think teachers being creative and thinking about how to apply what we already know about behavior but turning it into this digital formats. It's an emerging field, and I'm gonna be curious to see what other teachers are finding and what things they're trying.
spk_0: 8:09
Yeah. I mean, I think you know Tech support. I'm famous. We're doing a lot of house repairs right now. And you know what? I can't tell you how many times I have YouTube that from our washer breaking and we fix part A to part B. I think there's so many tech support things that you can google to get the basics. And I really would encourage our instructional aids not only to do that type of stuff, but for tech support for students may be your one on 184 Maybe what you're doing is you're teaching the student to go and Google that using a voice command, showing them the links and if they could at least click on the league and see how much, yes, they might not be able to do it by themselves. But think about the ways we can turn our kids with disabilities not into so much taker's been givers. It's kind of one of my personal mantra is, is I think our kids need to grow up giving back well, a face figure out how to do it Now can they show a friend can they put the link up in the chat? So keep thinking as instructional. And how do you elevate that student with mile monitor? Severe disabilities with its behavioral were more physical and giving them some rules that are meaningful and helping them help themselves. I think that's really the point of the unlike world. I can't imagine if every time I wanted to zoom, I needed somebody to come in to show me how to do it. That would get really frustrating. If you can show me how to do it for myself. I think it changes the trajectory, anything that goes along with this whole behavior. When I'm frustrated, you heard the word board when I'm not engaged, we say we seem to see behaviors escalate, and that's always the challenge. I think about my environment.
spk_1: 9:35
Least I think that's a good a good way to end this one and set us up for our next segment, which we'll talk about the rules of different, different traditional classroom staff and what that's what that looks like now in this online world.
spk_0: 9:47
All right, well, don't forget to send us your questions on our Twitter feed @accesspractical and we look forward to talk to you in the future
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