Addressing Undesired Student Behavior During Virtual Instruction
Description
This how-to guide walks educators through four essential strategies for preventing and addressing undesired behavior, keys to success that can be especially challenging in online learning environments. Tim Knoster and Danielle Empson give teachers clear, research-based guidance on preventing undesired student behaviors before they start. Teachers will also learn how to efficiently redirect undesired student behavior-both nuisance-level and more consequential behavior-in a trauma-informed manner.
GET THE COMPLETE SERIES: The four Teacher Survival Guides on Engagement of Students in Virtual Instruction are filled with the ready-to-use guidance K-12 teachers need to boost engagement, student wellbeing, and positive behavior in virtual settings. Packed with bite-sized nuggets of insight-including keys to engagement, teaching tips, proven strategies, and FAQs-these laminated, six-panel guides will help any teacher take immediate action to support their studentsaEUR (TM) academic, social-emotional, and behavioral success. Learn more about the other quick-guides in the series:
Enhancing Student Engagement by Virtually Establishing, Teaching, and Reinforcing Desired Behavior
Engaging Students in Virtual Instruction Through Opportunities to Respond
Building Relationships With Students and Caregivers to Enhance Learning Through Virtual Instruction
More details
Persons
Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. The McDowell Institute emphasizes the translation of research on multi-tiered systems of support--most specifically, positive behavior intervention and support--into practice in schools. Dr. Knoster has also served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003. Dr. Knoster (or Tim, as he prefers) has been involved with preservice and in-service teacher training for more than 30 years. He has worn many hats throughout his career, including the role of an instructor of undergraduate and graduate courses, a classroom teacher in the public schools, Director of Student Support Services and Special Education, and Principal Investigator as well as Program Evaluator on federal projects focused on classroom and student-centered behavior intervention and support. Specifically relevant to this book, Dr. Knoster has extensive experience in providing professional development for classroom teachers and has been the recipient of numerous awards for his endeavors in this regard. He has extensively published and provided training for educators and staff from various child-serving systems in the application of positive behavior support in schools and community-based settings. Dr. Knoster has an uncanny ability to help teachers interpret the research literature on behavioral matters in a way that enables them to translate that same research into practical strategies and approaches in their classrooms.