Inservice workshops


Dr. Perras leads inservice workshops for education professionals to teach them to use his Ecological Model of classroom management.  These workshops are designed for teachers to not only learn the theory of this model, but also how to immediately apply it to real world school situations.  Power point modules and videotapes utilized to illustrate recommendations.





Contact Don to learn more about the workshops he leads, and how he can help you or your organization become better versed in the skills of modern classroom management.

Sample workshop agenda: Introduction to the Ecological Model

This workshop presents a basic exposure to model orientation and design, and lasts between 75 to 120 minutes.  Here’s an outline of what Dr. Perras typically covers in this introductory session.  Additional workshops expand on these fundamental procedures.

Students’ developmental characteristics

  • linking nature / nurture factors to school
  • relating social – cultural indicators to school performance

Coping with today’s students: educators’ classroom management training and preparation

  • learning an alternative system of instructional practices and proactive management techniques

Stage 1: Environmental design and organizational procedures

Don Perras Inservice Training Stage 1

  • arranging a structured, predictable and appealing classroom
  • preparing lesson materials / supplies
  • selecting seating options

Stage 2: Lesson initiative

Don Perras Inservice Training Stage 2

  • transitioning students’ preparation for changing periods using 3 – 5 minute “do now” activities
  • increasing students’ participation using name cards
  • focusing students’ attention using visual aids, props, illustrations and demonstrations

Stage 3: Instruction
Don Perras Inservice Training Stage 3

  • comprehending innovative principles of teaching
    • multi-modality, active engagement
    • visually stimulating writing formats
    • entertaining instructional style
  • timing lesson components to improve on-task focus
  • summarizing lesson content using closure techniques

Stage 4: Classroom management

DSC00552             *  teaching appropriate personal / social behavior

  • class rules and reinforcement strategies
  • model peers’ prosocial behavior
  • behavioral contracts and group reward interventions


New 2016 – 17  SRBI Training:

These workshops emphasize an overview of factors related to the national  ‘instructional’  initiative.

*  etiology of chronic achievement gap problem

*  student diversity a major contributor to traditional instruction                                     

*  inclusion of ‘at – risk’  learners in regular classes        impacting conventional teaching





Introduction to basic SRBI rationale / design.



> creating innovative teaching practices / technology resources

>  content scope – sequence requires multiple learning formats

>  interactive instruction primary teaching     arrangement to promote social cooperation 


Fundamentals of SRBI  interventions.

^  the three (3) tiers of instructional presentations  TeacherEd_08_02

^  all topics mandate multi – modality dimensions

^  tiers 2 & 3 reflect inclusion programming




New  SEED teacher evaluation template:  

Category #1, ‘Classroom Environment, Student Engagement, and Commitment to Learning:

1a:  A positive learning environment motivates student learning

*  a decorative settings promotes positive engagement


*  productivity directly linked to defined expectations









   1b:  Establishing appropriate behavior standards

>  class rules clarify targeted behaviors

>  social behaviors always reinforced







1c:  Managing routines and transitions outlined

* an outlined schedule facilitates instructional time

*  visual transition displays increase attentiveness







New 2016 – 017:  ‘Teacher Mental Health’ presentations 

These workshops examine stressors associated with managing student behavior, a serious issue impacting public schools everywhere.  Based on my observations of dozens of educators annually, this training offers preventative strategies to address the psychological / emotional conflict of coping with misbehavior. Specific remedies are presented to enhance self – reflection that lessens burnout and potential resignations. Administrators learn techniques to nurture staff competence and productivity. 

Phase 1:     a /  Overview of professional factors contributing to teachers’ stress

                  –  changing student demographics, social – cultural norms

                   –  increasing academic expectations, testing mandates

                   –  students’ developmental readiness, special education requirements

                   –  inadequate certification preparation, limited personalized assistance

                    b/  Definition of stress, influence on mental health functioning

                    –     ‘eustress’ ( positive)  vs. ‘distress’ ( negative )

Phase II:    c / Definition of mental health

                    –    teacher ‘wellness,’  self – efficacy

                    –    self – efficacy and job satisfaction

                    d/  Teachers’ psychological needs / ‘referent power’

                    –     stress relationships

                    –     three management ‘styles’:  autocratic, permissive, democratic



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