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I’m not an expert when it comes to identifying trauma in students, but I’ve spent enough time in classrooms to recognize stress- and trauma-related behaviors. During my tenure as a high school teacher, I wanted to better support my students who were struggling emotionally. This prompted me to seek literature and training.

My work now is in teacher education, and I have continued to educate myself in this arena so that I could inform the novice teachers I work with as they bring challenging situations from their own classrooms to our discussions in the university classroom.

Schools and districts are participating in professional development on trauma-informed teaching, as the benefits are clear. According to research conducted by the National Institute for Trauma and Loss in Children , here are a few of the key benefits of becoming a trauma-informed school:

As we know, neuroscience is informing the field of education . A good number of us educators as of recent have been reading about what routine distress or trauma can do to the brain and to learning. It basically shuts it down. When we ask students to do high-level tasks, such as problem solving or design thinking, it’s nearly impossible if they are in a triggered state of fight, flight, or freeze. This trauma state may look like defiance or anger, and we may perceive this refusal as choice, but it is not necessarily so.

When their students act out, I propose the novice teachers do the following: Get curious, not furious. Let’s explore what that means. Rather than a teacher resorting to traditional discipline measures, it behooves the student greatly for the teacher to realize classroom outbursts, verbal defiance, or volatile anger can be symptomatic of repeated exposure to neglect, abuse, or violence. Traumatic stress can also manifest as withdrawal or self-injury.

Start Here

As you seek to learn more about trauma-sensitive teaching, you can also explore the curious-not-furious maxim I offer to novice teachers. Getting curious on the part of the teacher looks like this: Why might the student be behaving this way? What might be some contributing factors? Might this be a reaction to fear or insecurity? Might she be scared, hungry, lonely, or tired? Instead of defaulting immediately to a disciplinary measure (detention, off to the principal’s office, a time out), the teacher chooses to first ask the child: How are you? Are you okay today? How can I help? Is there anything you would like to talk about?

Some may be thinking that this isn’t in the job description of a teacher (I am not a counselor or therapist.) But this isn’t about saving anyone, I assure you. In fact, I see teachers burn out, in part, because teachers can get into thinking that they can save troubled students, and when they can’t, they believe they have failed at their job. But here’s an important truth to remember: We can’t heal or save anyone except ourselves.

Creating Classrooms of Care

What is this truly about? It’s about us moving more towards what I like to call classrooms of care — an antithetical turn or very intentional detour from the institution of schooling. When we do this, we humanize ourselves with our students and create spaces for them to do the same, going beyond the singular dimension of “teacher” and singular dimension of “student.” A classroom no longer seems sterile, regimented, or threatening. In this transformation, more and more classrooms become communities of care, discovery, and learning (for students and teachers).

When teachers get curious, not furious, they don’t take the student’s behavior personally, and they don’t act on anger. They respond to student behaviors rather than react to them. They are then able to seek what the next steps might be for supporting a child in distress and emotional pain (a talk after class, arranging a meeting with the school counselor, etc.) According to the research of Adena Klem and James Connell, students who perceive a teacher as caring have higher attendance, better grades, and are more engaged in the classroom and at school.

In my 20 years as an educator, and from observing numerous classrooms and teachers, I do know this: Compassion and care can transform learning spaces. In the words of the Buddhist scholar and meditation teacher, Sharon Salzberg, “Our society tends to dismiss kindness as a minor virtue, rather than the tremendous force it can truly be.”

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Getting Started With Google Tag Manager

A tag is nothing but a snippet of code that you get from your tool provider, in our case Google Tag Manager. This code needs to be placed in your website code to instal he tool.

Tag manager, on the other hand, is a platform used to handle these tags. It centralizes all the tags and reduces the burden on web developers. It makes the data collection process simpler and more efficient.

Why do we need a tag manager?

By now you might have a basic understanding of what tags are and how they can be installed, so why do we need a platform like GTM to install tags when you can install them directly? Well, for that, we will look into some common problems that users face without a tag manager.

Complications with Tags and how does tag manager solve it

Highly dependent on the IT department:

Whenever you are adding a tag to a website you are basically changing the code and for changing you need access to the website which is with the IT team.

The IT teams have various other requests and if you go to them for implementing something in the middle of their sprint cycles then your request could be rejected and you’ll have to wait for the next cycle to begin for your tag to be implemented.

The IT team just needs to install the tag manager once and then the control can be transferred to the marketing/analytics team.

Multiple tags on various places and special cases

Tags need to be placed in various places in a code and tags will be required for tracking different events such as order completions or lead submission etc.

The IT team needs to implement the tags on all the specified places and after that, it will go through audits and validations which can be a time-consuming process.

Tag manager provides an interface to load tags without depending on the IT team. The tag manager gives the user the power to decide things like – where to load the tag, when to load it, etc.

Update/Removal of tags

It can happen that you no longer need a tool on the website or you might need to update the 3rd party tools. So to do that, you first need to locate the code on the website and then remove it, which again could be cumbersome.

Tag manager centralizes all the tags in one place for easy removal/update. You just need to update the tag in the interface of the Tag manager and that update will be published on each and every page with that tag.

Hence to summarise,

Tag manager provides a platform to host javascript and HTML tags of 3rd party tools.

Centralises all the tags for efficient handling

Reduces dependency on the IT team. The developer just needs to install the tag of the tag manager once and then control can be transferred to the analytics or marketing team.

It makes it easy to update/remove/publish tags

It makes it convenient to handle special cases such as installing tags that track only a particular event.

Installation of Google Tag Manager on your site

Create an account with your company name and select the country as the company HQ.

Scroll down to the container setup section, add the container name as your domain name (considered the best practice), and select the platform. You can create multiple containers in a single account for different platforms. For instance, if a company has a web app and an android app, then they can create two containers within the same account but of course with different target platforms. For this tutorial, we will focus on web platforms.

Just in case, if this dialog box does not show up or you close it, there various other ways to find the installation code.

I. Go to admin and find the option of “Install Google Tag Manager”

Overview of GTM UI

Within GTM, you will have two broad choices of tags – featured tags (built-in) and custom tags. As the name suggests, featured tags are optimized for use on the platform, whereas custom tags need to be installed manually, although the process is fairly simple.

Triggers

Triggers are basically a group of conditions that, when met will fire certain tags

IF {CONDITION}=TRUE THEN FIRE TAGS

Categories of triggers:

Page load

User Engagement

Other

Variables

Variables provide information about the interactions. For example, if it is a page view event, what page is it, what is its URL etc.

Variables are used in

Variables in triggers: you can use variables to set triggers, say fire this tag when the page URL contains /thankyou

Variables in tags: variables can be used to pass values to tags, such as a conversion tag that will need values like price, product id, etc.

There are two types of variables

Built-in variables:

These are built-in variables and are not customizable. New containers do not have any user-defined variables therefore built-in variables are pre-enabled.

According to the container target platform you have different built-in variables in a web container some of the common built-in variables are: page path, page URL, referrer, etc.

User-defined variables: The second type of variables is the user-defined variables, where you can define your own variables, and there are several types of user-defined variables categories available such:

Navigation – page URL, HTTP referrer

Page variables – 1st party cookie, custom javascript

Page elements – element visibility, DOM element

Tags – what do you want GTM to do?

Triggers – when do you want to fire these tags?

Variables – what value do you want to pass to these triggers or tags?

Workspaces

In a container, you can have various workspaces; for the free version, up to 3 workspaces are allowed (as of now). Having separate workspaces helps in avoiding overwriting changes made in one workspace. Suppose you are implementing a GA4 tag in your workspace and the other teammate is working on something in the same workspace and saves and publishes the changes. This could lead to overriding and errors.

Preview Mode And Submit

On the right-hand top corner, you will find two buttons, preview and submit.

As the name suggests, this is a feature in GTM that allows users to preview their changes before it is sent live. Since GTM will primarily be used by the analytics and marketing team, they might end up breaking something on the page if not done right. Hence, using this Preview mode, you debug your tags, triggers, and variables.

The submit button is used to push your changes to the environment, it could either be published live to the audiences or forwarded to the quality analysis.

Installation of GA4 tag in GTM

Add in the account name

In the property setup, add the property’s name as the domain name as we did in GTM. If you have an eCommerce site select the currency of your country and also set the timezone as your current time zone.

Press Create

Select the web platform

After you do so, you should get a pop-up window like the one shown below:

Copy the “Measurement-ID”. This ID is the unique identifier for your data stream. Different GA4 properties will have different measurement IDs.

In Google Tag Manager

Go to “Tags” (Available on the left-hand navigation bar)

A window will appear, like the one shown below:

Now here is where you will paste your measurement ID and save the name as

“GA4 – Global – Config”

Scroll down, and you will find the triggering section. This is where you specify when you want to fire this tag.

Select that and press “save”

That’s it; you have now connected GA4 to GTM; all that’s left is to “submit” the changes. But before that, let’s preview it.

Note: You need to install this extension for debugging:

The preview mode will automatically open up your website, and on your site, you should find a pop-up of tag assistant: This will show you if your site is connected to GTM or not.

Next, to verify data is being sent to GA4

Go to your GA4 dashboard and go to “configure” (available on the left-hand nav)

Then go to “debug view” – This feature allows you to debug your website in preview.

Your debugView should look something like this:

Another way to test your GA4 tag is by using an extension called Omnibug.

You will find an option of Omnibug. This will show all your tags and their information.

In your Google Tag Manager interface, go to the variables section.

Save the trigger with a suitable name like – “Generic All links”.

Now to send the data to GA4, we will need to create a GA4 event tag.

Go to the “Tags” section in the GTM dashboard.

From the drop-down of the configuration tag, select your GA4 global configuration tag that we created while installing GA4 through GTM.

Now, let’s tell the tag when to fire

GA4 – debugView

Finally, if everything is working as expected, you can submit the changes, and the tracking will be initiated!

Conclusion

There you have it, getting started with Google Tag Manager. After following up with this article, you should be able to,

1. Install Tag Manager on your site

3. Create tags, triggers, and variables in GTM

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Getting Started With Data Version Control (Dvc)

Introduction

If you are reading this blog, you might have been familiar with what Git is and how it has been an integral part of software development. Similarly, Data Version Control (DVC) is an open-source, Git-based version management for Machine Learning development that instills best practices across the teams. A system called data version control manages and tracks changes to data and machine learning models in a collaborative and reproducible manner. It draws inspiration from version control systems used in software development, such as Git, but tailors specifically to data science projects.

Learning Objectives

In this article you will develop basic understanding of:

What is Git?

What is Data Version Control?

Understand the basics of Data Version Control

This article was published as a part of the Data Science Blogathon.

Advantages of Data Version Control (DVC) ML Project Version Control

DVC lets you connect with storage providers like AWS S3, Microsoft Azure Blob Storage, Google Drive, Google Cloud Storage, HDFS, etc., to store ML models and datasets.

ML Experiment Management

It helps in easy navigation for automatic metric tracking.

Deployment and Collaboration

DVC introduces pipelines that help in the easy bundling of ML models, data, and code into production, remote machines, or a colleague’s computer.

PyPi repository using the following command line:

pip install dvc

Depending on the type of remote storage that will be used, we have to install optional dependencies: [s3], [gdrive], [gs], [azure], [ssh], [hdfs], [webdav], [oss]. Use [all] to include them all. In this blog, we will be using google drive as remote storage, so pip install dvc[gdrive] for installing gdrive dependencies.

Learn More: Tracking ML Experiments With Data Version Control

Getting Started

In this blog, we will see how to use dvc for tracking data and ml models with gdrive as remote storage. Imagine the Git repository which contains the following structure:

Gdrive Remote Configuration

Now, we need to configure gdrive remote storage. Go to your google drive and create a folder called dvc_storage in it. Open the folder dvc_storage. Get the folder-id of the dvc_storage folder from the URL:

Now, use the following command to use the dvc_storage folder created in the google drive as remote storage:

dvc remote add myremote gdrive://folder-id # example: dvc remote add myremote gdrive://0AIac4JZqHhKmUk9PDA

Now, we need to commit the changes to git repository by using the command:

git add -A git commit -m "configure dvc remote storage"

To push the data to remote storage, we use the following command:

dvc push

Then, we push the changes to git using the command:

git push

To pull data from dvc, we can use the following command:

dvc pull DVC Pipelines stages: prepare: cmd: source src/cleanup.sh deps: - src/cleanup.sh - data/raw outs: - data/clean.csv train: cmd: python src/model.py data/model.csv deps: - src/model.py - data/clean.csv outs: - data/predict.dat evaluate: cmd: python src/evaluate.py data/predict.dat deps: - src/evaluate.py - data/predict.dat

Use the prepare stage to run the data cleaning and pre-processing steps. Use the train stage to train the machine learning model using the data from the prepare stage. The evaluate stage uses the trained model and predictions to provide different plots and metrics.

Conclusion

Key Takeaways:

Understanding the basics of DVC

Become acquainted with the use cases of DVC

Installation and use of DVC in a git repository

GDrive Remote configuration in DVC

References

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Frequently Asked Questions

Q1. What is the DVC command?

A. The DVC command is a command-line tool that provides various functionalities for interacting with DVC projects. It includes commands for initializing a DVC project, tracking data files, managing data pipelines, running experiments, and collaborating with other team members. It serves as the primary interface for interacting with DVC’s features.

Q2. How does DVC work?

A. DVC (Data Version Control) provides a layer of version control specifically for data and machine learning models. It tracks changes to data files, dependencies, and experiments while storing them separately from the codebase, allowing for reproducibility and efficient collaboration.

Q3. What is DVC used for?

A. DVC is used for managing and versioning large datasets, machine learning models, and experiments. It helps streamline the data pipeline, enables reproducibility, and facilitates collaboration among data scientists and machine learning engineers.

Q4. Why use DVC instead of Git?

A. DVC complements Git by focusing on versioning and managing data and machine learning models, while Git primarily handles source code. DVC’s dedicated functionality for data and models includes handling large files efficiently, storing data separately, and enabling reproducibility, which are essential for machine learning projects.

Related

Building Students’ Background Knowledge With Station Rotation

It can feel difficult to engage students in independent work and reading tasks—a challenge that I thought about carefully as I prepared to teach a unit on World War II in my high school social studies course. How can we capture students’ interest and teach them how to read, even in later grades? How could I apply my master’s training as a reading specialist to the history classroom? Could “right fit” narratives tap into students’ intrinsic motivation?

Creating a Classroom Book Study

My book study consisted of seven tables or “stations” of books of all reading levels and formats, from comics to collections of photos, prose, poetry—even picture books. Each table was designated with a specific theme related to the time period—for example, Holocaust, Women, African American, Battles and Tech/Weapons, At Sea, In the Air, and Historical Fiction. I asked students to complete a worksheet, documenting textual evidence or summaries of their learning about each category.

Rather than sitting still and reading only from select books at any one table, I sought to incorporate student movement into the unit, especially given our 80-minute block session. This meant that students cycled through each table, and they reported feeling excited to get to the next table to see what other books were there, especially when they heard other students talking loudly about the books at different tables. 

On students’ book study worksheets, I prompted them to answer reflection questions like these: Describe one image you saw that jumped out at you. Why did you choose this one? If you had to read one complete book, what is the title of the text you’d select, and why would you want to read it? What are three questions you have/want to know more about?

I then invited them to swap papers with a neighbor and write down three things that their peer wrote about that stuck out to them before, finally, suggesting one category I could add to future book studies. Worksheets scaffolded reading, reflection, writing, and small group dialogue, diversifying how students spent their time while interacting with a range of texts.

Modeling Active Reading

Much of my own scholarship and writing is about how to use comics to engage students in the classroom. During book studies, I notice that students often tackle available comic books or graphic novels first, talk about them the most, and then follow up with other types of text. 

In my classroom, I don’t subscribe to Lexile leveling, as I believe that students should be allowed and encouraged to explore the texts that speak to them, no matter if they are below or above their designated reading level. By incorporating student choice intentionally into book study units, I strive to empower students to identify and listen to their literacy needs and follow their interests, making the unit more accessible by complicating what we think of as “worthy” texts.

No matter which texts students select, we talk about important reading skill sets: scanning text and evaluating what books to read, noticing similarities and differences between texts, and identifying and making sense of patterns, among other close-reading skills. 

Cultivating a Reading Culture

I always have a vast classroom library available to students from which they can borrow books to read for extra credit, but I was not having any luck getting students to do so, despite my many book talks.

Book studies solved this problem, sparking student interest that overflowed from our designated time for book exploration and inspired them to pursue more independent reading. Giving students space and time to just sit and read together in class turned out to be exactly what we needed.

Students are often surprised to learn that I have read all the books in my classroom and don’t just have them out for show. Reading is not always the easiest for me, I tell them, but it’s a skill that I practice a lot; through this transparency, and by modeling reading, annotating, and the thinking processes I use as an active reader, I strive to create a culture of learning in which we all engage in authentic literary inquiry.

Leveraging Book Study for Sustained Engagement

At the end of our World War II book study, students told me that I should do this lesson again next year but offer a lot more time for students to read through the books. I was thrilled to hear that they wanted more time to read.

As we delved more deeply into World War II content in the weeks following book study, students made powerful connections between new content and the texts they explored at the start of the unit. And they were better able to retain the information and see the bigger picture by referring back to the texts they explored. 

Building background knowledge through book study proved to be the perfect hook to create engaged thinkers who were able to learn at their own pace and direction. Students will read if we offer them time and choice of materials, and station-based text study lends breadth and context that deepens direct instruction.

Power Apps: Getting Started With This Revolutionary Tool

Today, we’ll talk about Power Apps. Enterprise DNA has been always been about Power BI because to us, it is still the most important tool in the entire Microsoft suite. But we feel that other areas of the Power Platform like Power Apps and Power Automate have matured to a place where they can make a big difference in combination with Power BI. And so we are getting into Power Apps, Power Automate, and the entire Power Platform. You can watch the full video of this tutorial at the bottom of this blog.

In this particular tutorial, I would like to show you how easy it is to get started with this revolutionary tool. The fact that you can capture data, create some insights out of it with Power BI, and then create automation off the back of it is as game-changing as when Power BI first entered the scene.

Microsoft has made it so easy to get started. I think there’s probably still some hesitation on Power Apps because it feels so unfamiliar, but it is not hard to get started.

Obviously, there’s a reasonable amount of learning required to get to the point where you can use this in your own environment. But getting your hands dirty and familiar with the platform is super easy.

Below you can see all the apps. The value that you can generate from these apps is crazy.

In this blog post, I want to dive into these apps that actually template that you can utilize to speed up your report development so you don’t have to build things from scratch. These apps give you the ability to leverage off templates, which have already been created and are ready to use.

There are a lot of scenarios captured here that you can start off with and then rework, like Help Desk, Budget Tracking, Site Inspection, Service Desk, Leave Request, Fundraiser, and many more. You can create a range of different analysis off the back of these templates.

These templates are amazing ways to capture data, and this is what Power Apps are all about.

Let’s select the Interview Tool.

Then we’ll select Create, which will open up the Power Apps environment. You can have a play around to see how the navigation experience is and to get more familiar with how things work.

As you can see, you can customize it any way you like. Obviously, you can customize in Power BI too. But you can capture data in PowerApps. This is a new way to capture data. After this, you can then send it to Power BI for some analysis.

And the fact is that this can all be done inside Microsoft Teams. If you’re using Microsoft, you obviously have Power BI, but you can also have all of your Power Apps set up inside of Microsoft Teams.

You can also make small changes. You don’t need to do anything too fancy if it already solves your problems.

What I really like about this is how there are many different templates to choose from. This used to be pretty sparse and you didn’t have these opportunities to leverage off comprehensively built templates.

Power Apps is a no-code tool. In my view, this is the best no-code tool out there because it’s integrated into everything we’re already doing. You don’t need to go off and use some other tool. It’s in the Microsoft suite and part of your subscription.

Microsoft Teams is becoming the central hub for basically everything that you’re doing in your organization. All you have to do is embed different apps into your hub based on your day-to-day tasks. It could be analysis, decision-making, process automation, or just general business processes that you’re involved with on a day-to-day basis. It’s practically endless what can be done with this no-code tool.

There is a learning curve here, but the point of this post is to show how you can get started by just using the simplest app. Maybe you need to showcase what is possible with Power Apps internally in your organization. You can use these templates to get started. Don’t try to do anything too fancy or complicated. Leverage off one of these templates and change the names and information that goes into them.

One of the things I want to highlight is that you can learn not only about Power BI but also about Power Apps and Power Automate at Enterprise DNA – we’re going big into enterprise applications. We already have an unmatched offering of everything that has to do with Power BI, and we’re extending it.

The difference that you can make across the Power Platform is pretty incredible when it comes to what you can achieve. You can leverage off all our showcases and resources to easily become one of the most valuable people within your organization.

This is pretty easy stuff, and there’s nothing too difficult here. Just get your hands dirty and dive into it. That’s how I’ve kickstarted my own learning and within half an hour to an hour, I was able to get my head around how this actually works; and I have no doubt that you can too.

Best of luck,

Sam

The Art Of Effectively Communicating With Students (And Staff!)

The simplest and quickest strategy for improving student behavior (and staff performance) is through effective communication. Communication is relatively complex and can be used to prevent behavior, start behavior, stop behavior, increase behavior(s) (performance), and decrease behavior. Even your proximity to somebody, the smallest facial expression, slightest change in tone of voice, or tiniest of gestural movements can communicate a large array of things.

One of the keys to effectively influencing behavior through communication is to remember it’s not just “whatcha say”, it’s “howya say it” (and when!). Has anybody ever tried to get you to do something by using a condescending or agitated voice? How did it make you feel? Did you do what they wanted you to do? Did it strengthen your relationship with the person, or make you want to avoid them? If it was your supervisor, were you more likely to work harder for them, or just get the work done when they were looking in order to avoid being reprimanded?

The Relationship Bank

Think about every interaction you have with a person (students and staff) as being a deposit or withdrawal into a “relationship bank”. Try to make deposits in the bank with as many meaningful interactions as you can while correcting behavior in a way that only takes a small withdrawal. The goal here should be 4+ positive interactions to every one corrective chúng tôi the corrective interaction being presented in a way that respects the person’s dignity and helps them to perform better. If your interaction is coercive, it’s akin to taking a major withdrawal from the relationship bank. If you do not have enough positive invested, you will likely incur overdraft fees. In fact, you may go bankrupt! Incidentally, overdraft fees will likely result in more of the very behavior that you are trying to eliminate. Below I’ll briefly discuss strategies that are generalizable to interactions with both students and adults.

Good communication skills can help you in both your personal and professional life. While verbal and written communication skills are important, researchers continue to find that nonverbal behaviors make up a large percentage of our daily interpersonal communication. How can you improve your nonverbal communication skills? The following are some tips for nonverbal communication that will enhance your own ability to communicate effectively with your students and colleagues.

Keep it Short and Sweet

I may be overgeneralizing my own thoughts to the others, but when folks talk too long, I begin to quickly lose interest! In fact, it won’t be long before I begin looking for the quickest escape route. And if I sense that the person communicating to me is attempting in any way to be coercive or condescending, I’m probably not hearing a word they are saying as I’m surely crafting my rebuttal…which will definitely be short, but likely not sweet!

It’s been my experience that brief, meaningful interactions tend to be more effective when attempting to influence behavior, especially when the goal of the conversation is correction.

Body language is also incredibly important. It is very much like a transmitter that is constantly pumping out signals. You must be aware of these signals and understand their impact on the people around you. When my son was young he once asked “Daddy, why do you look angry?” At that moment, I looked into the nearest mirror and realized he was right. I did look angry! The problem is that I wasn’t. I was just in deep thought. I’ll never know how many times people might have thought I was mad when, in actuality, I was just thinking. Behaviors like crossing your arms and knitting your brows are commonly perceived as coercive and can quickly put students or staff on the defensive.

When it comes to correcting behavior, try relaxing your body language and addressing misbehaviors in a business-like manner. Some students (and adults, imagine that!) may actually want to get you upset. I’ve seen this occur when some couples argue, and it is very common with students labeled “defiant.” When they recognize even the tiniest behavioral cues that indicate you are getting upset, you can be sure that they will quickly “push those buttons” to evoke your reaction in the same way they push buttons on their game controllers. I love those little chúng tôi smart. Each time your body language (even the slightest change) communicates that you are on the way to Incredible Hulk mode, they are actually being rewarded for their misbehavior. Neutral and consistent is usually a good idea here. Like the teacher from Ferris Bueller’s Day off: “Bueller… Bueller…”

Incidentally, one of the most powerful interventions for preventing this is by focusing on developing meaningful relationships with your students. Relationships eliminate the reinforcement available for making you upset. In fact, when you have a good relationship, your mild disappointment has great potential to have a major impact on the student’s behavior.

Stay tuned for my next post on the superpower of eye contact and gestures for influencing behavior.

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