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BEAM Managing Behavior Training
This is BEAM training module #3. The estimated time for this page is 25 minutes; the estimated time for all of the online trainings is two hours.
If you haven't done them already, please complete the earlier training modules first:
1 - Academics -
https://forms.gle/nrf69T9fYyrNyLVMA
2 - Social and Emotional -
https://forms.gle/GtKaXDNwvG5es5rt7
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Please write your name here to affirm that you will watch all the videos in this section
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By writing your name, you confirm that you will view all of the videos on this page and listen closely so as to learn information for this summer.
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What site are you at this summer?
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Discovery LA
Discovery NYC City College
Discovery NYC New Design High School
Summer Away LA Harvey Mudd
Summer Away NYC Bard
Summer Away NYC Union
Managing Behavior Training
Introduction to Managing Behavior
Supervision
The Four Rules
Match each of the following to one of the four rules that best applies
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Be excellent to one-another
Don't do stupid stuff
Be here to grow
Listen to staff instructions
Running in the hallway
Using a cell phone in class
Saying that someone else's answer to a math question is dumb
Not packing up when told to do so at the end of an activity
Be excellent to one-another
Don't do stupid stuff
Be here to grow
Listen to staff instructions
Running in the hallway
Using a cell phone in class
Saying that someone else's answer to a math question is dumb
Not packing up when told to do so at the end of an activity
General Principles for Student Behavior
Which of the following are important principles for managing behavior at BEAM?
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State expectations clearly.
Give students advance warning when something is happening.
Respond with significant punishment if a student misbehaves.
Address issues early, before they develop into more significant problems
Assume the best of students even when you are frustrated
Required
Yellow Cards and Warnings
Which of the following are true?
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A typical student will get four or more yellow cards during the summer
If a student breaks a rule in any way, they should get a yellow card
It's important to give yellow cards consistently, and to give one when it's deserved
A single yellow card is not a big deal
Required
A student comes up to you and tells you that another student called him a bad word (which he doesn't want to repeat). Which of the following should you do?
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Give the other accused student an instant yellow card
Report the incident to program leadership
Ask for more details about what happened
Talk to the accused student and ask what happened
Assure the student that you will deal with this
Tell the accused student they're in trouble and need to go to the office
Required
You see a student who does something that deserves a yellow card, so you go up to speak with them. How should you start the conversation?
Tell them what you observed and explain why it's not appropriate.
Tell them what you observed and ask them for their perspective.
Inform them that they're getting a yellow card and explain why.
Tell them what you observed and ask them what punishment they think is appropriate.
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You're done with managing behavior!
When you submit, you'll get a link to the next (and final) training module.
Optional: What did you think of this training? Any suggestions for improvement?
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