This format will be presented during my on – site training in school districts starting in August.

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The Rochambeau faculty expressed their satisfaction by stating it was the ‘best’ PD session ever!

I’ll be continuing to train / consult at Rochambeau to address specific teachers’  management issues.

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Just started new graduate course at SCSU on January 14th.

SED 526  is a culmination course for students finishing a master’s degree in ‘seriously emotionally disturbed.’  Course addresses multiple topics critical to understanding issues impacting students with social /emotional / behavioral disorders.  School reform, instructional practices, inclusion, classroom management, and teacher mental health, among others, are discussed via student presentations.

Since I started teaching this course in the 1970s, over a thousand students have attended this class.

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SPEC 534, ‘Positive Behavior Interventions,’  offers graduate educators an overview of preventative management interventions for both individual students and groups.  Course content emphasizes my integrated ’ecological model’ system of interventions regarding environmental programming, instructional procedures, and proactive behavioral practices.

Students complete a behavioral analysis involving baseline data,  reinforcement strategies, and corrective methods within their own classroom. Additionally, students present a scenario of research – based strategies using power point and videotapes to illustrate course recommendations.

I also taught this course during spring of 2012 in Farmington.

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Their proposition that faculty will utilize firearms to thwart school violence is preposterous, since additional guns in school only compound the potential for excessive mayhem and personal harm. Educators lack the fundamental training and skill to employ firearms under duress while managing their emotional reactions to a crisis situation. Operating weapons in a controlled space requires considerable composure and reasoning to prevent injuring innocent others during an intensely stressful event. If a seasoned law enforcement official would struggle to respond effectively in the utter chaos of a shooting incident, it’s extremely improbable that a building administrator or classroom teacher can accurately discharge their weapon in a life-or-death scenario, regardless of their intent or determination. The likelihood of secondary casualties is exponentially greater under these circumstances, particularly with students’ constant movement throughout school corridors moving between classes.

Additionally, the sheer intensity of conducting daily classroom responsibilities interferes with staff readiness to fully implement any counter response to this level of conflict. Absorbed by student demands, academic tasks, and classroom management issues severely limit teachers’ availability to intervene. Combined with the psychological stressors of anticipation and competence to perform, the entire concept of gun-wielding educators must never become acceptable practice.

While the logic of employing trained law enforcement personnel is certainly preferable, preventative identification, counseling, and mental health services for at-risk and emotionally disturbed students is the optimum solution to this vexing problem. Otherwise, continuous episodes of school-related shootings will plague this country for the foreseeable future.

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The complex interaction of  students’ developmental disorders, dysfunctional families with absentee / harried parents, and a society that glorifies violence has directly contributed to a generation of adolescents lacking adequate nurturing and guidance.  Anger, depression, and a feeling of social alienation are typical outcomes associated with this life experience, particularly if responsible adult role models are unavailable. These factors frequently produce a sense of  self – gratification and entitlement without the fundamental social consciousness required to maintain a civilized society.

During the school years, the structure, expectations, and peer engagement shape adolescents’ self – expression and motivation to achieve.  Frustration with authority, academic challenges, and social popularity combine to disrupt the normative passages toward adulthood.  Substance abuse, anti – social conduct, and mental health problems erode learning personal accountability.  While a majority resort to self – destructive habits, others act outwardly toward society to seek  attention and revenge. This unfortunate pattern is prevalent in a disproportionate number of adolescents who lack minimal assistance to rehabilitate their plight.

Without a societal commitment to address this debilitating situation, our nation will continue to suffer the consequences of ignoring this mental health crisis.

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Teaching second semester of  SPEC 544,  ‘Social Skills Training,’ for University of St. Joseph in Farmington during October – December.  A mandatory class for graduate educators seeking a special education master’s degree.

This  course emphasizes techniques to enhance students’ social – emotional – affective development.  Teachers’ personality traits are also examined to strengthen their interpersonal skills with students. Videotapes and power point modules are utilized to present information.

Students  present demonstrations of practical classroom strategies to integrate the affective domain into academic instruction.

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Conducting a classroom management workshop for ‘new’ teachers in New Britain, CT, on 10/15. Teachers  receive my Ecological Model booklets and view power point modules and videotapes illustrating a proactive system of strategies to empower their behavioral skills.  Dozens of staff have attended this annual event during 2000s. 

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Just returned from another visit to ‘School – Of – One’ program sites, an alternative program for Cleveland  high school students exhibiting problematic learning and/or social – behavioral issues.  Collected data on program operations, staff requirements, and future professional development topics. Will conduct training activities on classroom management techniques for challenging learners during 2012 – 013. 

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Welcome to new school year!

Please check my School Reform: An Ecological Model article published in SpecialEducationInstitute.com on August 29th.

This article emphasizes the critical strategies required to address the serious national achievement gap plaguing our public schools.  Recommendations reflect my Ecological Model system of instructional techniques and proactive management practices.

Consider my training materials and workshops to improve your district’s or school’s reform initiatives.

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