Solo Presentation Insight Journal

EDUA 5680

August 23nd

Nana Liu

Group 1 Presentation: The rage cycle: Collaborative and Proactive Solutions

What’s the rage cycle and Collaborative and Proactive Solutions?

The presentation began with the pattern of rage cycle which includes unsolved

problems, triggers, escalation, meltdown or explosive behaviour and recovery. Then

they introduced the collaborative and proactive solution model. The CPS model aims

at helping explosive children by addressing causes of their challenging behaviours

and promoting collaboration between children and adults. The model involves three

essential steps: 1. Identify unsolved problems. For example: if a high school student

always disturbs during class. The underlying problem may be that the class is too

difficult for him. They emphasize on problem-solving model instead of behaviour

modification model. 2 understand perspectives 3. Collaboratively generate solutions.

(Freeze, p.184)

The application of CPS model in my life

My kids go to rock climbing during the weekends. When they climb about ten

minutes, they always stop to play I-Wall games. At first, I thought they were lazy.

Sometimes they just climb the easier ones and give up at the difficult ones. I thought

they don’t want to face challenges. After I tried rock climbing once, I totally

understood them. Now I can understand their behaviour from their perspectives. They

paly I-wall games not because of laziness. Rock climbing is energy-consuming, and

they really need to have a rest. If the goal is beyond your ability too much, people will

give up. We should set goals according to our ability. When there are arguments

between my children, the CPS model reminds me to identify the underlying problem

instead of correcting their behaviour. I can find the problem through respectful
interactions and encourage them to express their needs and feelings.

Connection to Manitoba’s Classroom document

Ross Greence’s CPS model plays a significant role in promoting inclusive

education. Inclusive education emphasizes providing all students with fair

opportunities. The core of CPS model is to identify and solve the unmet needs instead

of simply correcting their behaviours. In this way, it helps students learn to express

themselves and regulate their emotions. It helps students to learn how to cooperate

with others and control their emotions. It encourages teachers to have open dialogues

without judgement with students. In this model, teachers do not play the role of

authority to correct the students’ behavior. They are helpers working alongside

students to solve their problems. It helps to build positive student-teacher

relationships.

Group 2 Presentation: Familial & Social Disadvantages That Affect Behavior

The presentation aims to tell people that familial and social disadvantages can have a

huge impact on behavior, academic performance, and overall engagement with student

learning. These disadvantages include poverty, lack of educational resources, violence in the

neighborhood, parents’ divorce, incarcerated parents and so on. These all have effect on

children’s behaviors. For example, children from disadvantaged backgrounds might relate in

groups with peers who exhibit negative behaviors, which can lead to continued behavioral

issues and a lack of focus on academics. They also might feel socially isolated due to

differences in socioeconomic status, which can result in feelings of alienation and further
disengagement from school. Children of alcoholic parents are at a higher risk for a range of

problems, including interpersonal and behavioral issues, psychiatric disturbances, substance

abuse, early onset of alcohol use and persistent alcohol problems into adulthood.

The presentation makes people aware of the different familial and social settings the

students have and provides strategies on how to support these students. For example,

providing encouragement for children to make good decisions and to manage their

beihaviours. Be aware of trauma triggers, such as fathers’ day, mothers’ day, work on family

issues for some students with divorced parents. It encourages communities to give more care

and support to these children.

Connection with Inclusive education

The presentation emphasizes what educators and school staff can do to support

students with disadvantage familial and social settings. Educators can give them love, care,

empathy and support.

Group 3 Presentation: Positive behavior intervention for students with ADHD

What is ADHD and what are the symptoms?

The full name of ADHD is Attention-deficit/hyperactivity disorder. ADHD is a disorder

of performance, not skill. They know what they are supposed to do, they just don’t do it.

ADHD has three presentations: Hyperactive and Impulsive Type ADHD, Inattentive Type

ADHD, and Combined Type ADHD. The group talked about the symptoms of ADHD and

many specific strategies to support students with ADHD. The symptoms include

forgetfulness, carelessness, risky behaviour, difficulties sitting still, trouble getting along and
so on.

The strategies of supporting students with ADHD

The group mentioned many strategies to support students with ADHD. Your knowledge

of ADHD is very important. If teachers have no idea of ADHD, it’s hard to understand and

support the students with ADHD. Teachers’ individual characteristics and teaching style also

matter. The group suggested teachers start with a relationship filled with care, compassion and

understanding, give second chances with good humor, speak softly and politely, don’t

discipline when you are angry, instead set up a time later to speak with students, stay moving

when visiting in the classroom and so on. Teaching students effective self-regulation

strategies is also important. These strategies include self-monitoring, self-management, self-

reinforcement, and self-instruction.

Connection to inclusive educational settings

The presentation aims to get teachers know more about ADHD and provides support to

these students. It helps teachers get better understanding of students with ADHD and respect

the diversity of students. Through daily mindfulness activities like color breathing, mindful

breathing, body scan, daily gratitude, students can improve their social skills and self-esteem.

By listening to their needs, setting practicable goals for students, teachers encourage the

active participation of all students and give everyone equal opportunities of learning.

Group 4 Presentation: Trauma Responsive School

The group began their presentation with what trauma is and understanding trauma. I do

get some idea on trauma, the spectrum of trauma practices and trauma responsive school. A
Trauma-Responsive School is an educational environment designed to recognize, understand,

and respond to the effects of trauma on students. These schools create a supportive and safe

space where students who have experienced trauma can thrive academically, socially, and

emotionally.

The presentation reminds me of one of my friends. When she was about three years old,

her parents divorced. She was sent to live with her grandparents. In junior high school, she

suffered from sexual molestation by her schoolteacher. She was scared and didn’t know what

to do. She couldn’t go to school. She couldn’t tell her grandparents what had happened to her.

She dropped from school. Every day she felt scared and anxious and could not get along with

others. Her grandparents didn’t know what to do to help her. She liked animals such as cats

and rabbits. Her grandparents let her raise cat and rabbits and take care of the animals in the

farm. It took her many years to get better. She could go to the crowd and talk with others

again. However, she never had the chance of education again.

Connection with Inclusive Education

Trauma responsive schools recognize that trauma can significantly impact a student's

ability to learn and engage in school. They implement practices that create safe, supportive

spaces for students to express themselves, receive emotional support, and develop coping

skills. This approach ensures that all students, regardless of their background, abilities, or

experiences, have access to quality education. It emphasizes adapting teaching methods and

environments to meet the diverse needs of students, including those who may have

experienced trauma. In this way, trauma responsive schools fully support and prompt the

concept of inclusive education.

Group 5 Presentation: Trauma-informed schools through a Canadian Indigenous Lens

As a newcomer, I had little idea about what had happened to the Indigenous people on

this land. Through their presentation and search on the Internet, I got much information about

the Indigenous people and felt sorry for the painful past and their experience.

The group illustrated the trauma Indigenous people suffered through three different

artificial figures. Though they are artificial figures, the feelings and the situations are common

and real. Through the examining of Jane’s situation, the group discussed six interconnected

factors, historical connect of trauma, intergenerational trauma, psychological symptoms,

social relationships, academic challenges, identity and self-perception. The residential school

forcibly removed children from their families, prohibiting them from speaking their native

languages or practicing their cultures. Many children in these schools suffered physical,

emotional, and sexual abuse. The trauma from these experiences has had lasting effects,

contributing to intergenerational trauma in Indigenous communities. The trauma experienced

by earlier generations of Indigenous people has been passed down to subsequent generations.

The presentation mentioned a mother who passed the intergenerational trauma to her children.

She had no trust to schools. It affected the school attendance of her children. Lack of

belonging affects the children’s performance at school.

In the end, the presentation mentioned ways for all teachers to use trauma-informed

practices for Indigenous students. Teachers can integrate traditional healing process, such as

storytelling, drumming, nature walks to help Indigenous students connect with their culture

and promote healing. Schools can involve Indigenous Elders and community members in the
classroom to provide cultural support, promoting a connection to community and identity.

Teachers at school can teach student more about the historical and impact of residential

school and racism, which will help all students foster empathy and a deep understanding of

the Indigenous people.

Group 6 Presentation: Low Arousal Approach

It’s the first time I learned about the Low Arousal Approach which includes strategies

that focus on reducing stress, fear and frustration and aims to prevent crises while maintaining

dignity for the individual. While it’s the first time I heard the term, I kind of think I often use

this strategy in my life for I am a person who tries to avoid conflicts. When my children lose

their tempers or are in anger, it’s not a good time to give him a discipline. I will tell them first

you need to take a deep breath and calm down, then we can talk about the problem later.

While that’s not always the situation. Sometimes, I lose my temper too.

The low arousal approach is associated with teachers’ characteristic. As teachers, we

should be good emotion-controllers. Facing with students’ challenging behaviour, we need to

keep calm instead of being anger or depression. Our stable mood helps to prevent

exacerbating students' anxiety or loss of behavioral control.

Inclusive education aims to provide equitable educational opportunities for all students

including those with challenging behavior, emotion or learning problems. The Low Arousal

Approach helps teachers and students maintain calm interactions and reduce conflicts. The

Low Arousal Approach emphasizes that teachers should interact with students with respect,

understanding, and empathy, avoiding threats. It’s helpful in building positive students-
teacher relationship. It supports academic inclusion by creating a calm, caring and purposeful

learning environment, where student programs are flexible and educators practice a non-

judgmental and empathetic approach. The Low Arousal Approach supports social inclusion

by carefully examining students needs and designing programs that promote purposeful

learning experiences and positive peer interactions.

Group 8 Presentation: Instructional approaches that support engagement (project-

based learning, inquiry-based learning in STEM or STEAM activities.) / Understanding

and addressing the relationships between academic deficits and misbehavior.

Through a detailed class activity, the group presented us with three different approaches

in STEM. They are project-based learning, inquiry-based learning and Universal design for

learning.

They also emphasize the classroom management strategies at different steps during the

activity. They emphasize the important role of class rules. Co-creating rules and regulations

help students understand behavioral expectations in the classroom. This is especially

important in the context of an inquiry-based activity where collaborative learning is the end

goal. This is in accordance with Lee Canter and Marlene Canter’s main ideas. The Canter

approach emphasizes the importance of clearly communicating behavioral expectations to

students. Teachers should establish specific rules and guidelines that outline how students are

expected to behave (Freeze, p. 81). Clear rules work like the traffic lights and give students

directions to what to do.

 The group also talked about Synergetic Discipline, which is an approach to classroom

management that focuses on creating a collaborative and respectful environment where

students and teachers work together to maintain discipline. This method emphasizes

understanding the underlying causes of behavior and addressing them through positive

interactions rather than relying on punitive measures. The philosophy of synergetic discipline

is always to be helpful, never be hurtful.

The presentation contains suggestions on dealing with misbehaviour. They gave suggestions

like focusing on relationship building with students on a foundation of trust and respect.

Never discourage students. Sometimes they may not give right answers, however, the teachers

can encourage them by saying “That sounds interesting”. The discouragement may make

them avoid trying in class. The presentation encourages teachers to reinforce positive

behavior through constructive feedback and active teacher-student interaction, while reducing

attention to negative behavior. These are all helpful suggestions on promoting responsible

behaviours.

Reference

Freeze, R. (2023). The positive behaviour handbook. ChatGBT.