FORMS AND TRAININGS
CCS Training Descriptions
“Taking the Bull Out of the Bully”:
Research shows that more students report feeling unsafe in school today than ever before. In a recent local survey, 83% of students surveyed in both school districts in Bradley county reported that bullying is a problem in their schools. A primary reason for this is the problem of bullying that is occurring more and more in the schools. This problematic behavior is interfering in the learning process of students. This session will focus on: Why students engage in bully behavior; Who is likely to become a bully; Identifying the different types of bully behavior; and What you can do to help both the bully and the victim.
Aggression and Violence Prevention:
Anger is a powerful emotion that can have violent and destructive consequences. Children deal with anger in a number of manifestations, including noncompliance, temper outbursts, and verbal or physical aggression. Teachers and administrators are challenged each day to maintain control both inside and outside the classroom, resulting many times in frustration. This session will explore some of the causes and effects of anger as well as skills for effective conflict resolution. There will also be presented new and creative ways for teachers to deal with anger both inside and outside the classroom by anticipating situations in which a student is less likely to explode.
“Mental Health Mumbo Jumbo”:
Mental Health diagnoses are becoming more prevalent in the schools today. Teachers are often asking “what does this mean to me in the classroom?” The issues these students are dealing with do interfere with the learning process if not managed effectively. Many times mental health professionals are prescribing medications without having a clear understanding of the child’s behavior at school. This informative session will provide needed knowledge of the most common mental health diagnoses seen in school today, and offer ways to help these students succeed in your classroom.
“To Report or Not to Report?” Recognizing the Seen and Unseen Signs of Abuse:
Not a day goes by in the State of Tennessee where no incidents of child abuse or neglect are reported. Chances are you encounter students in your classroom every day who have been the victims of abuse. Furthermore, statistics show these students who are placed in foster care for abuse or neglect situations have lower graduation rates and thus lower wage-earning jobs, higher incidences of poverty and teen pregnancy. It is also more likely that these youth lack access to a caring adult whose guidance could make a difference and possibly help turn that child’s life around. As an educator: Do you know what to look for? Are you obligated to report any suspicion? Who should you report it to? What kinds of information should you have on hand when making the report? How long before someone comes to investigate? Can you make an anonymous report? Will you have to testify in court? This interactive session will help answer some of these questions.
“Calming the Tornado” Crisis Intervention Strategies:
Joey is a troubled ten-year-old whose grades have been declining the past few months. He has had more trouble with being tardy and missing school and he has begun to be more defiant. His teacher learns that his father has just committed suicide and his mother no longer wants custody of him which means he will have to move away. On one morning, Joey comes to class looking very angry. He appears to be on the verge of tears at any moment and when his teacher confronts him about his grades he explodes. He screams and curses at the teacher and threatens to hurt anyone who comes near him. The students in the room are scared and wait for the teacher to act. What would you do?
Teachers never know what they might meet on any given day when they arrive at work. So many of the children they serve suffer from family situations for which they have no coping skills. This may lead to a crisis for them as well as for the teacher, students, and school as a whole. In this session we will discuss the cycle of a crisis to better understand how a crisis starts and restarts. We will also discuss the escalation phase which leads to an outburst of emotion and violence in some children and how you can stop it before it happens. You will be trained in techniques of crisis communication that will serve in any crisis situation to keep you and the student calm and aware. Finally, you will learn about the most important part of a crisis: the recovery. Here you will learn the vital importance of debriefing the student and processing the situation. When you are done, you will be ready for whatever your school may bring.
“HELP!” Behavior Management Strategies:
Think about the one child you see on a daily basis, the one that causes the most problems in class, that requires most of your attention. Think about the negative behavior: the inattention, the talking during class, the teasing, the defiance, the fighting. Think about all the hours of work you have done with this child, the techniques that you have used to motivate, train, and teach him or her to stop the negative behavior. Which technique works 100% of the time?
If you have no answer, you are not alone. Most of us try twenty things to curb negative behavior and realize that we need twenty more! Do not fret, we can HELP! This session will give you techniques to use in any situation and any classroom. Think of it as your personal tool box, with many tools within your reach to use with every student. For any age we will provide you with a plethora of resources and strategies that can work with your most defiant, oppositional, inattentive, and active student. Even with more severe behaviors such as vandalism, stealing, and violence this can give you the confidence you need to work with every student. If you have questions, we have answers and hopefully the HELP! that you need.
“Catching the Attention of the Inattentive”:
Teachers’ can expect that at least one student in every classroom has ADHD; you may think even more. ADHD students are often demanding, talkative, and highly visible in the class as their lack of attention distracts other students from the learning process. However, inattentiveness is not just a problem of ADHD students. These characteristics are frequently seen in other students as well. This informative session will provide practical knowledge on how to work with all students who exhibit attention decencies.
“Motivating the Unmotivated”:
You probably have some students who are excited about school. They come on time, they complete their homework, and they even help you out in class. You should be proud you have the opportunity to impact their lives. But you probably also have some students with so much potential, so much creativity, so much intelligence yet they do not seem to use any of it. Their grades are poor or failing, they neglect homework, and you just can’t seem to keep them motivated.
This session will provide you with many new tools and techniques in helping to motivate your students. You will learn the use of rewards and setting up a classroom atmosphere where educational success is the goal. You will learn to speak to your students in ways that motivate change and you will see massive improvements with the students you teach. The unmotivated will soon become motivated.
“I Can’t Work With Them!” Communication Strategies:
The role of the educator often becomes the role of defendant when having to discuss a student’s behavior with that student’s parent. No one likes to be on the defensive all the time. Parents are naturally defensive of their child. Parents do not always understand the complexities of how the school system works. Teachers just want to “teach” without having to deal with behavioral issues of problematic behavior. This session will help identify techniques that will encourage more positive parental participation in the school, increase communication between school personnel and the parent, and put the focus back where it should be: on the education attainment of the child. If we each respect the others’ insight through collaborative efforts, we can work together to accomplish this goal.
Positive Communication Techniques:
Communication techniques are utilized every day. Whatever the medium - face to face, written correspondence, conference calls, etc. – we engage in communication. When you communicate you reveal the type of person you are and the people form an impression of you based on the way you communicate. How well teachers communicate with their students and colleagues influences the overall school and community environment. How do your students and colleagues view you? Are you approachable? How is the school perceived by parents and community leaders? Are you sending the message you want to send? How are you modeling communication for your students? This session will address these questions in a fun and interactive way.
Preparing Youth for the Workforce:
Using Character Ed Principals to Prevent Dropout
Graduating from high school is a critical step toward ensuring a successful transition into adulthood. More advanced skills and technical knowledge is already being required. On average, a high school graduate earns up to 30% higher wage than a person without a high school diploma. Yet, statistics are still staggering overall for the percentage of teens who graduate. What factors lead to the completion of secondary education? What are our youth’s ideas about jobs and careers and how does completing high school impact these ideas? And how can Character Ed help? In this session, we will explore similarities in character education, high school completion and workforce development.
Forms
Juvenile Court Training Program 2007