ࡱ> `!ὅ>]@ p`ER4x\M%uꪾvdd`bC%B XD^C ,!X$`HD HYj'LV $JYxmflM99U7Gyƾw~LY̷?TQCZHK*JgJ|Fgh 5\Ocukٿұh u.,^^j:>+WsQM2ұ4ϔ+~%}FexH':=z˴smoUS6K[ŃC\ot=^OU[:j q2<}Omp}t?th}ZT|#TEu^Ύ_2j>(玩se4 wtϐ'-F-bm{ơڇen=w,}{k>~Itu͇ J UHkk &mik۟B6uܹ=$53_nY*g4Y~t6?/)u&o]M6_M}6ηI>D~M$'58'yeuLw) |6W7 Zg?Or:C|zU)W7v>j?J2k Nv^_-d٭1]?مݯ&:ɮ?dbu`FP "g=@6h-ScAX{@WA j٫cKߺ~zwz[ ;3 =ZB˟}WI_*-ߡ7hK1n-nZvhG;юvhGwM;jR[>:wog:X.nyrZE֭|>sw۶θ7Q7ňgimazba躶[ز8뭵 jZ,Bmn~]09CSWLr3>~RTn@cق?9;u_0 N˖ !(d$YsQxgG-{.a};\o$sgM>;鮙y3mS4MӵBKBS,!3.M -wK ASs4M <ΛMi+C;Ofn;bbu״%r f&ϳ* SlO"j՞6oW9F=[$K(FU L9w `{m`Y6@1r Ü73t0g,M&(MdW>A2X,Q@ %@C[ ȀT]~VCrOcɋ0)wc)qZq3C c OPNO<"}b_i2U/v@[Vdu#ȺiPoamPssYnqk%ĩI{]݄ uh,\cì>m|^=Tar3*6V G-yTrZ-88f`?ɶaVt=)԰ '2qqC8'g"ZPf͜ +}}F=6;8ZS'J㞻|D'"/5Ro3 bpј@UŌ*2eShgIM`/;&6Z*y]] ]&Yl`Mp4HP@#N!1 h@]/7}]#~af:S[0>Prh'bp0ͨȢɲĝ@J#ҸgYƚV}Ic+{rxZ|B@$YuJ{Ppq:8P: /3`5dd" aҰHì`H5y,)AL#y.2-t]O{# @AE$QKpIUb^ѕbUYtܞ{5 y# heږ-b,x&zMޝ<7~B"hbG2d湀% i91#a %nZ*T<i \*$pŃȞcPc+V;M@&H+U7&vкflˈ`9BdcUU&jL)BFO,rxjyF|,c60)8*0ے#;J+N[(a`59LrPhSu=$#"[w:h 3!k8gĈ"p\tjΥ5q *^b0RLe\8 M*FOmHaPjC0UFE[s Ŗ7Kl>j4YhM xUcu58؆z^i}tbRa2MekVpUc#̝DZMrJ &lB@ ,sn{1xG` C*S 7](]oGjS'"A<:J#G04axȠ6^~/es-[Hrm @NK,4zS$ij3xf ëhv${{nrȞTꀄd#TPFSJ цH*= }3V^PvHl&dXqIxi.3 8B[{b5=W0Į}J٧fn6]JgoU: -lV] ǩBTNbbd]@3^bуhGFX n8)ƥ&ԏV,$"1!ݡ.P]IH*Ϙ(_o>w;p/|[|rt翴_@-$׼>,_T#>+O==k橯r(}8%§?|7[P鱧ܕ?x7^x'sW~zR5^Q/Q <-3p!KwГ;og/Q{i_|'4Pq}?~P?TlY`!{hCYxz\( E .{xڌg̷*((""% H=BPDT%[Ztw->Zuyof=wJ5X+h;TBkEuiuȓISh*C?[|LJ==>VU <_1N%RjV1, OcKRyb"*ʬRU9N٪:PU"t7T+JRq]fOw'ՃFDmUjL_RSjMiԁ<ӓRfTԧ:DzFgL z6u=iF@9V׌~ZP׍z#.3n-ܗVm܂OY@׊jٮ1vQ`K hH)mQ`KŃV`SZlA{=C(W15_/-l})k3 ץp[\$(?#F QO5VԒP~;>tKDO\Py'ĮeWVM(iJ\`Z̈,$ܦlҩ ))#3ݧ+-pjY:KBIŚ;^5k]MJ> tQƈZ_ OCEj/RIBOg.3^o"@@P(XC3(bs p*6,V\64*lEt}dӛ*T+ ~+d2$,ޡih-nd'wP xC_yyW=[<U6s^U`אox9=l܃?䟹!ls?y:]9Nx zQ[ȗEe/&;C8[8 }[^S\^?7vmf.g|G{%ᣁ:YK;_11x.R:Um6/5樾jnvJi?ӎOyЎOR.! g)r.tKB/RPZH)¹OC,ݐrǁt(Te=%*`z/dz{S8KtTtp5Z3um7=eO {wg^}s2nbfo=g;3ne8[" ~/0~< .sv{^)x5^wG̹y W\wryޏr8%b̙>;1\ ?fpe|a^bni'#h}<x;F۶ ѵivђ+|}*M6(MF'Gшw־=Iy*Eϫz+k3؄F",vDK&!_y w,zqg oCx+Cb|KQn7,q/|mX%|Lx81Ƣ$rF]?bK=x(O%[gvډ].n6Fu-?Z&H]oU7nw]ug]GǮK~@?] 'v!;B[w?xOfrq*X rY/z!q,7B~XŁB\|Gn?: q\d ѵpb/)x=F=}Al#b?^zɝb)X> lXӢA1f:03'*gqYâU8lmf+_3ŗ .!؄ζ_4 ٙ<. v9'&Dw6븹]n؄Tڞv?׷W{縙ʕ5 ٍͮ-`/gG9)=,6!qy D?2ؕ0b[.lr9,ar^_؊^kgWsm F8,6!6rm a7[e ~iΉxgor{E/D7'iV0'ȧ/M>n؄QSX9n s)z!}1#<rkN/Py]6D/DۖԨ7춛b &%Ң oC$rʒKb=&q)mjTNlBt羱{⎃x7r-': ѽ/EOmJU[q+ ]I]V\.k\t]~#M)vݗ V)\E)>^.F~sW^ jk OIlBtqg`{`bkx]=]dw{3<^ ,6!wGٿx2v"饈&D+Лys{KyKYlBtm*珼\&ޟ\e=\bkS8C=\;ĕ3\һ̯{WYlOZ~ f<1bۗSx93F#{)5Xhx&Dמ4. \g ~zѻ‰1WW9"V%{ 2{`mM2j7d1Vf{`/~]" Vڰ[y vػ7mB-D,Clǚ=!C 6Dߴw#&D8=+v!@闽ûż\{ٽ''BZBtK"{vI=xI]b/%teGBtwu)<,KD/*q5yJ{{^*'-V>]fXEͼ\SsMjۏr. Ҝc ѽ/5GĭG:z{YlF%v:onݎ܋D'w=pWڎȢ}i?vN;mo@>oWޗFxowoFGyy Ң1mü<Ž((D/D4;=#c`xXtBt= {g{}8aX]mbkSѓMj)W̻.^v?o# 4=po b9[AyU яj`7|nU;DB*Vx?c4 5L.j/^n,J gMb[Kx#-xJxoRR7c_e TcolҢ PKu[p:E+f=+]` 6g 3#E6AƊ;b.cU?Up O Lˆ.FUȻ\>^.E|w<x]\ڏBvS'w AΫ,^!'ko,6!6z/陜N/$zMn"nޢ'x=G,6!6 SyK\g2<@a ѵ^ǭR\SJqwp{&y1\~ԫ^y0bۗ~@z$Q(l %]1-1M1"bkO;9moqX􂟯zWлYB~ F8@ )bC>{8>¯CN/#wqvW}H?` ~3A9>E s{,6591raˠoU\tXBtq |r1/z!wzAz_Fۨ.Ң9.b5=/'r\腄]{11wq;} 88/z!Ϭa^Ê0IM(pι(w'O]R#u7dd=GmWџv>]K TЛFEU7jxMo/]Dޥv/]1;7g^ aC̣`~s+Xv2ۃ\fX 4]L`+S6|fZO{\F Ofb> ߤb'IU fx 爛S;|% MyS"HY!(V'pN\~oefZX;t, ]5sC-؄&kS U/ =4BMek%f55B]F[h0/BZOmʕ+;FPzs 4KἨmm ~;Ѧ~hY\  ;JgN&~z|jw`_5 -GMsB.zJEC*G="lў摒'(v!2$tLu 5A<߳i{!B0Wؽ?%tjPy:GBIIg?+cWFhz@x"OmM~Ov.JeG^gC:z0 > 6W#1ߩfiNe58 ~K&%3 hjavR҈^Vן/(R#1N̫)ꪉi`ȳަښ' .c>9Mnjԕx=FSCdSj4c1u/sT7j2u>#bO!*^؟S[2Ug+Ķzh^WOLVĦP)*+tooUrD=UQ;HնTe;OUFF(G^)uT*JU,R\U,Vg$ÌU8* ;3Z;uDf41Tc#>:^P\&?0tZiz0O*i.憪n *cNusFe)?dnjWٍ#}K{nbr_L^LE3`j.o>п#O7bz|MD%ΜW F| ~U=<'Dz&2m[vm&^o^.)[679aSB6 3 jנmGx~/+j|w(Q }-ز-g?me]~ߵuN6?ѕW׶t5gƶҟ:S-[\ͭbЕխ+3uZNbhg֩l>Ol5shC:~~sٷC;V_=ռN;T&{]?ugzlG{UP{^Ͱ=:*};oz-`ڪzA/ 0Yt?KVҭVۻ>i:M;5j(h~Vgf`Zf֫U?1ODUj{$6j֚Aj)?Z{𘙈hO*`ǃ = :mjZj)5[ 4hGK ~uU-N}XSގs8]zرZjfvm}Zbd?S#l!5Vm(^յo*ؖUU7HK=B|`ܚiU uO=Tlr=f<\M0ڼ,J5c/0d=ohcZu&y§Jr1&A$Q]\r"澪k\7 sP5"XC6+af"Q:~0#\Z#~(28?`UQO*"Pm@4kvmbFǩDٷlζi{{-ϡ^jUUVM;_M3T/jYb'Qg քf ƭnGi:VTunM1Vz D̗е+!זH7G$nqlnކQ9ՄpƦ/ꮠ7tq#$}4#iuD&J98a](]r>61oqz|*H-'P DhGo!pBS͘ˍ8#O2j9vn a!]; vpEo^I֪6fjh:f tNfxU#3kdlsF&DSW +FM}HwCQqF!,#vAM18-P3Djkkl5DMeګ%Hylwچ;ND:l厠2_5۫0"֯I]B|en""=6O뭧/p*NI܌* ] PdUȅʪTV v@DVn b?Wl[_aO4WOZG^e \u zvQ֎D?'&S7[ɮb̌ElKLHޤ*^` y5L4_QAsig-ѫLe>Fˌv&[V8y+1 5/^vH>dy.ܞ֣ p_>:,X}҈]?JvuɌ"lv}7fԩm gct%%՗OK@>g>7/+}ԅhڣqêUmSuUCoc|q?C$[+J]شl_Eq(c_WqzGWp7iEp֔R>G+nf3V| ~xw¸7_Ul]?ý2l9/*wT`[I 9䮶/UOdWgd.=u C]цawDNĝlQϴpojA^ 4bǙ-FJa;ڸyi6%^V#1t8Ν1)>3U;+z_[p3jh& 7>9] bq`OxikWv Pf3n4p;3g8Im? ~^v> NM5ƞ &jnskp[fD'j÷Uyϟ7*wR>DC6jF}e2ߊU4k9F7L 3Ϥ4SG:E*P~T:AMne}j^OmчN>Ng*F%weU:2t7]gqO}#<2L3(ŕ2o{kEɝ[Є֛$l" ~J%&蝦 -Kf2a؟5F5D7[>A1Bo, zP bȂoa~ϽsOd!}'| o,/l@z" q SQTOd!E[X5Y+e]D'`YOd!1v,čO!OQXd!FnmWEPNnewaE/G>Ko&ۙizY 776DY'z=y-}dSGobto?Mo"FK/~MUOi:YEӬ bËc4JZmiMCOV҂o@G7ߖQla%-i-A`d%-T{CoNLsuJZHxcbUp<5)w^.Og'ƒ xC#V g8#zYެ^,k4}fn:isH5(4ּr(0de`2Rc#兄Fj7n'q3+GIM᭚J L~0Pu&ZCK9+١!'e(ze p h,Х0%ȂooHLFhBsnf4S(YCTFofHD=yzncfȂ_q#0r4r{" YouURIK^]Y^N=;F{T?/ y|wzW~/^)#3ޛK14{^52yfHj{5p_arz|9"=Vy_M5=PP7>{z|,A:D/w7~$5-iƵ|O􂟯5zP1Zj{j~J ~ٳg'e^{QC.,<ߺOS1,/{"$S*),S., ߍ TYd+Kἧ9Od?UWTZHOqEb>ZOfc[khZps=!~Wz"4R@d!oݟ ^OEOd&ºO" q\+BȂo/p" 1WoG5D" q N"7|:P,.BmnkBt{fPDySv(!gQ˨aޞBtuԹAy#];b@d!zos#|Q_{"y .B xi"HWDu`AYt!˄^YF}wOd!^&!1BOtDۯ+t~obp;zXf<*On?O9,DzoS8/x" }]6FHs(9,a{E|l*"TEbOpێE`RvJ"o픖D([~YۨPQMYnO%Zp=!=ެ/McNkBt{% n$=8M/w%Es`+" =)ƹ"匦,W>U { [^iY+P Xd7O#hBt{j Q.0w:!w z߻Q?앾Btu'1yz3C$FMjX =|*7jx" qzޟz@Yw>B-o|,w.BOo'ʋ,̦/B/,&􂾧'v,B\M؄Di0}QOkiOF~h ?^ f,@Fg39Lf 3sgF>ɭsuvUE.esvc63ɺctwS@5"Zv~?y^}nr]= 7u~Nf M5!QMjT=zQMf>Rx ʺM QO 8O :AWB ں:[yn7de;plL3oi0,D;!3IXd!u6{E#r Od!~+EI/Ȃo/E[JnyP^d $|,D׷czL|TgbvFoD7<8=v~E|# p{" B'/M-eמqS~RϐV~܅e<ay|wS%Ko:E[(O xR~3!yp=E~w"i:WGj|{OԼN`^",vR NDOy^pzRdO߫A#K˼z4۬gz[w ~-QvXnˢ|nL-9@oqD/Q,B~r+vg{}vrԆ9Y'y?0,81}r&z|QAY.z T^{8mZW4,Z3h+OX7gy,Fgiy,y 7itٍKnch/tiMot J؄ON;uJ`5)p悥TحJnuEkBڄZ7HWR^nLSJl r([N%lbepG=r ~KNt'yCpWDq? _p) F1w-)^q)BձygGj&uu1uWl_c_-hN}0tG4xkCx 0E)f bCĜk!XRNHx^Ԁ#[+yjWn5r ̆X}a#rg콡"bg=Y?M>;Dd!ꗮ^n u)YKO>2 =v}|SQ0% )xl@ P> @yztApP6G@ B_P߯t)Q:9g(!>qKж9@ى@ ~7O=FomxtkNntsynlѻ}[)#>@?=m&w&BK/c\DD[pw{)#̓ |o0'rρo- Bhi!E!E!=Sn|Ѻߠ&{\E"ZY=.Q2Bq?Aߡ"XIA":)ѽI=p*}&y S!Wjb4Ε.ȋӨ"YS5~S]m`3@TMk(? Dw4; w):{EwN\fNa']0`'$z;vjۯtR@qFvP'y[]TfBtMUAWK}V]5RUqz>Q]eUVo"+ज ?\PAwТj|Lrl6xJ>jZ?=U\@wOqw;ֺj˺u7P7qu[7Xwucu7=\{uκMWv-GN|Hs=wCuUyH}H咢L ] %ҥ,fN ρ*|^saǥօ]xL?wO?ﮨܘלؿ{k\Wcs}ZSx;%NBV>rgT2w[=N|nv`-ZڡtUk$ъ6 !#򱮁L!z,:vT䟀6^BGDemvzeʊݙ͏O޴\^E(Y U7G}'fnjg}jl=rى,T1Mt3X1‰,wZ\-&Rӂ Uڽ)/p:w~p/*RܕDj3z m2 ts8S">%sMAk\Cr GZs֧9p.#e|dwͼO 7ybZ9 s V,#oZOxNR;xx.Qy:}*Y`k<-rsZr::mQ+a_ģ|qw۪ڄ.NԷ%/${+IވVnUx:2 whws KbI ~60 xzCΈ~ |VQ1?ES.f ~ˉ^] ⥧#KDWmoo.c/ߏi~^;k3FbmhZ˄7Ba?/kp:\\ŏvUkJ<am^5|bDux>df7eH 71oxҧYT`C0|ݎ_*6q}--n5BUP11TӄDT6[XK~8m~6 6`I!([i'jo熦ơ6]h=. OsV#$|؁%vWhM~bˆV? zۡMv4j2B|;濟4 Ͳ#CԐ.L^p^oh*[j2svjh2BOBáO[l]2[5 #|^EqV ^n9| bk>?f?=iY%§h[sE|LL^}Wy" ~G՘aI m|h] +i}]`FZI g6/|¸VMYSbڧ;Wi&`fڥ5#'$߸QV(Fݡ SiMkOj}c: LoR:}FP*I **-M[(Mw{΃i%7e5E= Z_TGԗ ?,!2Uu^6^k=tdR<}?fro :pMp-oH{/ޔ7vQ[MŻ;F nDDQET79y3;;;;3$}M#CS1?*%yx^@F?9 ][^~N',uA0Z/9Ix,bC81[x.Zg IKj;]n]tx&=Qw'K="/W!:DQPCҥ]> SDUtDpQ;!yO!IzکVۢ~XH՛کA}BK}EHP-j^DCTks[ m_5u=5P[AU2!lJj#UŪ*5TUã<[Jר4Ye]*Tx*kU=RV}(9"ګVuV{Psh)4R5fRUZEBTg|`jF c %=f.4 xj MUh&vFMM3hv72o?o%| OT;]kC2wAUV5$]}ɟa4[ i{ ̧a#&wa5{ \%*sjU+ F.þ;>vj*f?z`\ *8-scS0`q(E9Hxww?0 h0&Q~Uܡ>} lHx_b/qz_oA}(!* XHGҿQq;Xԑ mӡ7 (kwNjU/VWb5o=Ѿ< r/PΐMWa0 c{Ag}~ p2Q_RF<>`?r8`B'r|m@ۥVs+‰2r7ƽTDnJp [,ߙ ~KL"Q̺r_U(프Œ\Sz5⹥* b%n[T%ފ~'GU V[AIU *UW͚x@l iPocW`׫Cd-Uhb:xuh_^|#dӏ^u,bv;E sHGd<) IM';4ڣhKꂨߣ NFUm9;n +uA.+Gzw= M]{{CPIQ潺Y௧!OWMO|+xHnxN׮4331j6E (}cVb+gb+?V!g~B9苨.1 IA}l#uu zn{gHiBgQC_r&3gb15k%?Տϧ /k}W -[Oz h^r/i>GS)Z}VmT&y<\g/un ]mx. Y:; oyH)/ݧ\YԆӏfF'83=#?r?u\"SoI RDd딝Qj:L/Sz m[iIEC"miNK^3tb.LޤK9:.iꘘ۬mND(="K& `cUfZD#@,Ju.&'/z"}@P&7tԫhDnZ]׋$o}Qr7]?Յ.rA}ꓜmAԿŜN:6<ЫYhk*qy}K|h˥213ʹ5ZA3ϣ=̠sZM|A=έq@74nIughvc8 Xɫ8;֕]o۸B'֞ |<~~$^mwGlj@xB-_ QnBWMt.=CO|zMRtG1y>}>Gꂨge-_)[Qh+8yt,uA/C^ӲQ,p.sp.=?|si/|NQđ U6h#_NX{,uA@-oX= v9Mxo pcD]>絟 ^ >n,4A7y So-8('xSXh- W{xxyw{yw9C8~A?c[ϼ];S6_uo_eg(7LHzm^c:䵠K^#z5#|/rԸ%Ɲ~gjbp̈[HF5|ނN'x7//jo+mrͥDziךdlAjo|-?pn ]:לz7]h kE/oGZ ͢_;{vAʛ@qpL6B1i-"zK{뭧^~d|Ӌb`~omA#y6xבx:hkZO"Wx}yM(dn^* y+0uD$;S$LK*l$ ?Cp:}Ia$uAԯ`ǽ_1 Xd ѹR<NT{o3wmᾨNXog ] ;#V,~BU '筽;vs({`~rwL_̮"?a!x0B1$O7t 2bs>KAL˟^ j߻˹s{s'{XW1}FLR9$PO٨g<`+G wom8G[*} Rw&uC[G:{eCBT&=$9QD / NzAb< o:;26W)z^Ynqsp39EzI O{T]+X}ܻu=+ԟ ɮhv+L7fK,uApx͸זφuIu,tA_ϰ#Oy7}r+o@bJ(x˿x i7>GSHx6Aj].ѧy4V|JW4 9(,I :1zc k$5eA^Z%`"2ٔNBL逸B'd6Q5 ?ॆˌؑxא!G|} _\ rf=~Ax9^/r 僷/BKO;t hr3}Oq:]DYǬ BfN~AK WWصuX%kFG] ^v5 `W UJb$킨_1Jڎ.uAzN&bP-ĻO&ۂs1{,x;} ic~34,uA|]L[:mWqv]4 iqW{6t]gi$4A羋[Dcn)MwgMѭ# =B9o>ROwBDoN%u*RSwK4ݦ1UqOHh7Kn*=wxmOv!݃^)J rbh@hGu"7T= 5Hɡ[iaRu5ЛTZaYh@fekRȌzn-Ur+I_|w2aRWRg$☽IOEhŅl9OHh{g˼Im-d.޹j_*gYXћv)g㞍!ႍ.\<-mdY 7@-ПbbqL}_,4As/۹޽p"B .^P-,v,tA%T)9Dž\RΉur8J ux낷{+K.huuq8#1`@K]CMp~.4A}$ AIw~rhGBDoN?$ Eb|)ؑjvAw VBy]\inλG q5Sp?9 -Z?9kߧ[oыuT 'zgۦZwHh $uh ~`a$vyMy菳v 0ҏ`iDՎ);'/`?*]==zv> ԇ6iiDs0݉ԈQ BuOթ8L%5* $3KAJO,}ib+46&kofkQ7\w- 򻚮?|57jqQSڼ͇x*e/¼П?ڰQxoDFzGMԄQ/HM8}*C2~E3ommLRIg5ʏ Ot',2"\tZ*39/8>_tOq^Gx:əO}IMMn*QLӘ.Zh._{^ ~9אr# A>:ǾX&WTf.pZއ6{Vۧ>"/g35Fkx&$̀Y-^(~ROt|7 #@#jD׸M<6pl6w8%VG b!BVpy{-M'Pߏ>mdj5Ծ Mlw'64虎ڌef2$ft|:>}:} Ģ?\d5/2&K]DeI7+%rHh'/Vk6 KM;ckc{xEEϰϠꤿ gQ}-`F Ex^E]N !] 闰:@g MbQ +˿!D9LBpQW!F+8H!!&Aϸb 䭝pnA]*n.q7G[35DH ڪk_&5WK0O}Q̣yFm^,,-+h4EYЉ 2>0 CY/j=)M3Y.-롟'3 |hͳM-OYm*:d{M&>frE|٤sy<7Yyb̻ J{R{L:HNgWDÒV=6bgڎZA{cȶFm+Y!oP O@8ñqR"p6n{ttĜ,dU<-5i h 82 z{܌5[vA#Wg5CU8+[K ոl76AZrx%Cڋ(u. _b ǔe65=yhbĽxރXsY>xs%-DkEg]:nfwV{$_I~~a\JR nm?zˎ~ ;r)r `n/oNjT/K(_2}Ic~菥BT֯M1գ~Kg9˃aC0'~ wg4CH7r~3*w1Qπ? )uQ4A4 f}kM{@xѻ3tOyyFgH? ķԅ @_]BFG@4.PoU 7NwZ=MZ"J'A<;l8KqSa3 XD,id.ldނק6E=pl~ 0Y2B!i#qzA_L͟ 3bR!"f,Hzf5 ?̦ 4S BiJGd6^LDڸSӂ?x J 4G,k;r:rf5{rTeV#YN &-sR!Q*yʼ" F֞c8-_Cy }.DtqH}ݰب MMĂǃ+D`?R(*-氩8`'ew1^HoĔo fŅ w<fq:8e>ǩ2Z몙Fiz^n}ef=p}nn~kobuKF1w5gsf_o(s /Ƽj}'U罠|QM|"15xzLdeq5'F٨_; nw5`f*v"״p];?]# Z۟O|raz٢`:غmaZަ´ߙ'ShJ@[q;T#M TՁ-hjlMkD vi6o36yn~36NH<8+c"|4і6s1I7#l&#_;D4o؄@.3V60ζئ7A^Ac+\О42Ƿ\6+{cG.wO2]hp9ۇˠ,k>OƑv4vki0+ ~ɟbvƶ ײ=Y sTm;lb34{6ȖBY^OyfMj&#ml#@r-¼.v,s?h`Ҙm"j#L'{ +ؓ\f+u~^9wKrYxؓa8^,#5t1ckv:v&>?4)h$v?$n }`7Pcxs;~5!-oڵ=MI ~ٍv ,H2Y:5BDo~V'vb3' s.4zss{bB;=J۹Kvٮ1F7B{+0BcFq5&`凯^Ap9x s7lJV֪ec#b'@TL?эH?Aߤ~f᦮;4ٯቿ2BazJI Jc sBNah_mҋLy=TѫM{}t׾/t!;J`;Kw}8DbKZ6.ii)l۩i+Ne 6je?PMljUUmiikFjn{vj`'bPW@vSl HϦSgl.uSwlYuS@?j;i%ZgcAV7FOfPm"5QsSomϽhm6qڮA*Dp#Uf_vCѪ };xƫv`g#v YIw;R-Z@)`mQnzf׫vGz{nz}w^G_u N2$tNOsuX5swU{w s;>t=ȗq3GT{]MG-mlW{}$>e*.vЍz Gl"uUC׳7tS.L g9M-S یӓ栶6dx ?[z1\;˵VuQ*o za%]D 'x =ޯx9YApSaG!"tޛ)yc Dd8p"tV'ش͊pk^ }?WmourEoh6_lK%5NlDlnyPPm5T Va.T}@xHY6BʂV6l }B~O8ժi."l*l=lΚ'qþ"P2,,2 ([ ]dl DZ@V鹢w.2>ԯm5}V-CWW_PNWYAd/鐹תKc%C\ǐK @~ukr&*覮,ں&bAiWJgpe]^c Y;a6? ]m׉\`82>:fᾅxcX#-H )3]YXy7s_edXyI O{n ٨;9%2ȼڻ=ہn~K7BR@w@KAWڤ乸%dd$mn=նҳzD5&cFn:%RO)܇ZÈ;9#"PA7IqG oLvAk K?FVu.ְb4t3'~j+5é礪&x%[]ϒ'5r^"I >eSYf(/UIAVSI.[@< Zx6=y<U֭Q,,ʔm-`~me4;c}M&Exc6&=Ou>wp6Acn0<Ǒ6An w2T&֔%WL,GgwU ^@Q p>FK$4A0VdpkB?,jm˫A6Se!m;dOP,m`G^gAp7A!dlq7MpF6v;78GGCV g*=,2K*&^G`U?4SG D/( xmlTqݝ? _Ҟr@j`J0 :̹ĕ, _@JnHD%_~RFDÊA#og{k@#]7w=Z \Nw",':IH\CBJ_(]"D$va "֡-pTCNpU,m4 ;l";/a%cb>u=#ULngsQ.#'2]s&OXm/a<ne}WKt[}T0kT8q ^ݾJ5߱UOW gV+ñAMwL;Jeƌg+/5W~gt"Pf `s 0B}"!h !{+2!yȒY`e >tCi{u*g!\f_Ct* +u@ՂsFyK]Ёfy ɉA\x `9` 9$)<}L8S]J=4"[[ť]٫CWoC?Q9tgOϨ' ?9A܎e/w`sNa# 9/\1go>}LJg+/_xer'||+q|KO'CNh`1HƈZN>|bǛd~yXcKmHx?p$ T<g g+/~ >|sV>+`.7:'@}js;;}yiolv]w6|"k;rBg][{x&,圓gyX^Ofkv(DR|cx2Gy >e~›izJ_6zzk&9c2Y0ϱ3cOGc;'/|bGxljFŜ=9ηʉU>=!鷛q>ezMNx]%qςT˯8_8tL>yV\g䦫ԸL:ʞxTF<8No0NHgxLvDja'7<$1H~c3/S&Uw.E'W\Ĵfʵ0[+ܼY׭yHuW/#TS]L}8goZrٞ\x)g'SJlagucؔ5Hs{C1-~ZߞPN{"jNֵ46wuv4tv4a?/Rd`ڔ+aL}^]V>o`z{z^J*׶>.">XZy;p  G,^ڎL8`BV(ᭈПx>vu5v36y/GSZ 5܏>t⿗"L9Id4xˮ"膣94Q(WRGy\D3FX"'qcsHKr ɂǠ 6LNOL<-pmT3Ѻ=47qlf3}:M- UbwZt44׽)~^HCW)WrKh%侥jz|{6뜴J4uDS~,ʯR)Wgq O+Vr&i]CFF;$ $ eOS<#RlĿՑ͜s Y;BEkJ\j%^ӛp:骏bGD3diGzYFcdvݩ8 *_}y(X    T Slide $PowerPoint.Slide.804Microsoft PowerPoint Slidet/ 0DArialngsondensll1T0"DComic Sans MSnsll1T0B DSymbolans MSnsll1T00DMonotype Sortssll1T0@DTimes New Romanll1T0PDArial MT Condensed Light0`DTahomaT Condensed Light0"pDPalatinoCondensed Light0 DWingdingsondensed Light0@ .  @n?" dd@  @@``   D#f   .am  55    553)5bOPQRS CE   . %pqr !"#$GHOJKRSTOURSTUVWXY[\]^_`a *`VWX_Y[\]^Gq=Hst <vIwxy' .{|}~eO$2$ὅ>2$hCYxz{2$DV؇aIS&b  0AAP3333@T!"#FlO ʚ;Sk8ʚ;g4OdOd+ T0ppp@  <4dddd8O$0l<4!d!d8O$0l<4KdKd8O$0l80___PPT10 ?  %O  =Learning Environment Training( !Seven Hills Charter Public School"P"32Start Each Day With A Smile!(0Hallway / doorway greeting Eye contact, handshake, greeting using name, a personal touch Do Now Can be completed with minimal assistance within five minutes or less Is connected to the concepts being taught and has meaning to students Is differentiated for different learners Is a standard procedure that has been taught, reinforced and enforced  Counts for something Morning Meeting / CPR Greeting: Children greet each other by name; may include a handshake, game, song Sharing: Students share news of interest; respond with I understand& , I wonder & Tangibles  homemade or related to area of learning Group Activity: The whole class does a short activity to build cohesion and cooperation New and Announcements: What is in store for the day?Z>ZZZZZ4ZZ>  4    3  4  5 * I ve come to the frightening conclusion that I am the decisive element in the classroom. It s my personal approach that creates the climate. It s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situation, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. Haim Ginott 6$Z6   Sometimes you have to believe in someone else s belief in you until your own belief kicks in. Les Brown2_ _, W;,Students Need to Feel& (Connected Capable ContributingX< Connected (ZWe all need to feel that we are a part of a community that cares about us. Our successes are everyone s successes. We have people we can count on when we experience failure.Y=Capable(They feel that we know they can do it! Even when things are hard they learn to persevere. We communicate to the students our belief in their abilities.Z> Contributing ( When we contribute to our community, our self worth and self respect rise. We learn to understand that others count on us and, through this interdependence, we learn to pull through for each other.[? @How can we help kids feel connected, capable, and contributing? AA,@\@ Connected < pMorning Meeting Cooperative Learning  Knowing the ropes 99,8]ACapable<BClassroom Jobs Routines Fostering Independence Clear Expectations  BC(cHow capable do you feel?Each team will be given a variety of balloons. Your job is to develop and test a hypothesis and figure out what will be accepted by the judges. They have a list of three rules. If you follow the rules, the judges will accept your balloon. If you fail to follow the rules, they will POP your balloon. It s a contest to see which team can get the most balloons.eLWe can help students feel capable by & jHaving clear expectations Scaffolding support Offering positive feedback Letting them know it is okay to make mistakes Don t Put Up with Put Downs Operate within  The Learning Zone $^BThe Learning Zone<A method of teaching self-monitoring, metacognition and reflection Goal is to have kids thinking about how they learn and where they are in relation to their own learning goals.$& ~_C  `DHow to Use the LZHave a large one posted in your room and have students stick post-its with things they are working on in the correct zone. They can move their post-it as they become more proficient. aEHow to Use the LZHave little ones on the students desks and as they are working on an activity they can put a chip in the zone they feel they are in. This will provide you with a quick assessment of their comfort with a topic. bF pNow That We Have our Three C s, We All Need The Five A s9Z96cGThe Five A sj Xf<fXf<fXf<f7Acceptance Attention Appreciation Affirmation Affection&87((dH tWe often need love the most when we re the most unlovable.;;$:eIAcceptance&  Even when I m not the  perfect student Even when I m hard to teach, hard to reach Even when we have different backgrounds{fJAttention&  Even when I m making poor choices Even when I m pushing you away Even when it looks like it s the last thing I wantugK Appreciation ]For making the other kids laugh For making you laugh For being a little better than yesterday]hL Affirmation For the little things that I m working on For the effort I m putting out, even though it may be hard to see For the me I am working to becomeiM Affection RBecause I m here and Because I m trying )jNRemember&  Sometimes we need to believe in someone else s belief in us until our own belief kicks in. Do your kids have enough belief to lean on? k6*What messages are we sending our children?B & whether we mean to or not? !"f  g  hSetting the Stage for SuccessPhysical Environment{[4Procedures. Routines. Rules. What's the difference? $53"# A procedure is a systematic, step-by-step description of how you want something done. Procedures are taught. It's your responsibility to state the classroom procedures clearly and teach them to the students. A routine is what students do automatically with little prompting or supervision. Routines aren't taught directly; with frequent practice, procedures become routine. A rule is a specific way to behave. The difference between rules and procedures is that rules state how students should behave procedures state how things are done. The number of rules you have in your classroom should be limited; you probably don't want to have more than eight rules. Having too many rules makes them difficult for students to remember. ZZ##########c###|\ On the other hand, there's no limit to the number of procedures in classrooms. As long as they're taught and reinforced, procedures will become routine, so you're not taxing your students' memories. Another key difference between rules and procedures is what happens when they're not followed. When students fail to follow a classroom rule, they meet some sort of negative consequence. When students fail to follow a procedure, teachers need to take time to re-teach and talk the students through the steps. J7##7#i?If you could have one rule in your classroom, what would it be?jHow about three rules?Jot down your three rules so you can share them with the group. State your rule in positive terms. Listeners, have your frames ready!l;How will you teach your rules? What? Why? How? What If?$< kRule:_______________ Looks Like:  Sounds Like:oRule:__________________Examples  Non-examplesm-Rules may look different in different places.nRule: ________________p@What if I don t follow the rule?s>How many of you drove over the speed limit getting here today?q%Logical Consequences vs. PunishmentsConsequences are natural. Punishments are imposed. Punishments stop behaviors (temporarily). Consequences change behaviors (long term). rOWhat is a logical consequence for breaking each rule that we discussed earlier?Why do children misbehave?*Identifying the four goals of misbehavior: JThink about the behaviors we discussed earlier. What may be behind them? 'ATTENTION POWER REVENGE FEAR OF FAILURE"Conflict Resolution at Seven HillsSteps to Self Control 1. Respectfully remind the student of the expectation. 2. Direct the student to the designated separate work space. The child should be able to learn but not be in a place to distract others. 3. Have the student escorted the student to the Coach s room. The coach will not solve your problem for you. S/he will simply give you and the student some space to calm down and allow learning to continue in the classroom. You are responsible for following up. You want to maintain authority. Remember, when a child leaves the room, s/he loses an opportunity to learn. You also want to ensure other children do not lose opportunities to learn. xvL?vL?For severe behaviors:QCall the Behavior Intervention Specialist. Remove the class from the situation. QRP The Peace Path Peer Mediation$}] XProcedures can prevent a number of behavior problems. Without such procedures, students decide, actively or passively, to do things when and how they choose. Your planning will determine whether your students line-up, turn in work on time, or use classroom materials appropriately. Bad habits are quickly formed, and they're very difficult to break. When procedures aren't in place, the classroom environment becomes unpredictable and chaotic. These environments cause frustration for both students and teachers. And, just as importantly, critical instruction time is lost. Well-designed and carefully taught procedures help create a positive classroom environment that's conducive to learning. By designing, teaching, and refining your procedures, you can focus the efforts of students towards efficiency, responsibility, and successful participation. fY=###"#"~^ The benefits of well-designed procedures those that are designed with intention and are responsive to the needs of your students include: "~ Maximization of instruction time Proactive management of students Increased class cohesion |! % %!!% %"!% %%!_Maximizing Instructional Time &"#8Effective procedures maximize students' time on task and help focus their energies. When basic classroom procedures, such as returning materials, lining up, and transitioning from lesson to lesson, are efficient, more time is available for students to be engaged in learning. In addition, a well-organized classroom helps students organize their own space and materials, and this order leads to less frustration. Effective procedures maximize teacher time and energy and allow teachers to focus on teaching. Teachers have more time for direct instruction and interaction with students as a whole class. When students know how to move safely about the classroom, care for materials, solve problems peacefully, and request help appropriately, teachers can design lessons that allow for more student movement, diverse groupings, concurrent activities, and use of varied materials. When students have this freedom to move, work together, work on projects that interest them, and use a variety of materials, they'll be more actively engaged and instruction time will be maximized. ^9Z#####`Proactive Management hEffective procedures allow for proactive management of students. By teaching procedures you let your students know what you want them to do your expectations. When students understand how to participate in all aspects of the classroom and why it's important to do so, there are fewer discipline problems. 5?#' #>'#'"''"2a "Few things help an individual more than to place responsibility upon him and to let him know that you trust him." Booker T. Washington r""r"""" ""nWhen you focus on procedures and how you want things done, there's less focus on individual behavior. The feedback is depersonalized, and reduces power struggles. Proactive management means teaching the student what to do rather than arbitrarily forcing students to submit to your will. When you teach procedures, you start where the students are and take them where they need to be to function successfully in the classroom. One goal of having well-established classroom routines is to develop students' responsible self-management and leadership. Many classroom responsibilities can be placed in the hands of classroom monitors. These monitors can lead the procedures and help their classmates do what's expected. When students have real input into the classroom and can be positive leaders, they're less likely to use inappropriate behavior to gain attention and power. poZ '####bIncreased Class Cohesion ("#Effective procedures also increase class cohesion. Every class member is aware of the common expectations and responsibilities. Everyone supports the procedure, understands why it's important, and has had a chance to rehearse what's expected. Students feel a stronger connection to the class because they have a sense of ownership and a sense that they're important. Their voices and actions matter. Students aren't following procedures for the teacher they're doing it for their classmates and for themselves. ('dRules vs. Procedures}Rules If you fail to follow a rule, you get a consequence There are only a few rules per classroom. Rules are non-negotiable.&xx Procedures If you fail to follow a procedure, you are retaught. You can have as many procedures as you want. Procedures may change and you may adjust them for different students.&  6uxOWhat procedures do you need to have in place? Refer to your Harry Wong Packet.P." yWhat will they look like?zHow will you teach them? Explanation Rehearsal Reinforcement  Reminders  Redirection Re-teachingf' ' &"' ' &"' '%&" &| Explanation  clearly names and describes the procedure explains the rationale demonstrates the procedure creates a supportive environment encourages students to take ownership and responsibility ! !)! ! !! ! !! ! ! ! ! !8! }Rehearsal Give students ample time for guided practice while you reinforce their efforts. There are students in your classrooms that need multiple rehearsals to "get it." Rehearse the procedure in many different ways and be sure to involve all students in the practice. 6 $&"Students can: practice verbalizing (singing and chanting) the procedure. role-play different problems they may encounter performing the procedure. practice responding to the cues used to initiate the procedure. practice referring to the concrete devices you establish in the classroom to support the procedure. spend time reflecting on the procedure and their ability to perform it. Ask students what can be done to help them remember the procedures. They may give suggestions about where to post the procedures or what visual or verbal cues would be helpful. For example, students might request that you stand in the same 'listen-up spot' when you want to give directions to the whole class. This way they could easily find you. Z '"' ';'"' 'J'"' '@'"' 'd'"'~0Reinforcement Always, always, always reinforce. (1 #& n Reinforcement means giving feedback that notices and describes what they're doing right and why it's worth noticing. Point out the positive effect of their actions on the quality of the classroom environment and their peers. "Wow, you're getting it. Yesterday I had to remind you to push your chairs in; now look at you; you're reminding each other there won't be any traffic jams in this class!" Reinforce how students feel about themselves when they're doing what's right. Build momentum. Eventually, you want students to internalize this feeling of responsible self-management. "Every day you're becoming more and more efficient at forming a circle for class meetings. Because you're so responsible, we're able to spend more time enjoying our meeting. It must feel great to know what you need to do and do it well!" 8'"'"'"'#Remind Reminding is reviewing.,    You remind students when you gently let them know what's expected before they begin or when you first see a student isn't following the procedure. Sometimes it takes a while before it sticks, sometimes a long while. Reminding can be as simple as checking for understanding. A "check-in" process helps us determine if the child is ignoring the procedure or if they don't know what's expected. Sometimes, you haven't been clear, and a student really doesn't know what to do. To use a check-in procedure, use a calm, natural voice, without sarcasm, and ask the student directly, "Do you know what you need to do?" Other examples include: "Do you understand what you need to do?" "Are my directions clear enough?" "Do you know this procedure?" or simply pointing to a procedure explanation written on the wall and making eye contact with the student. Reminders can be posted on a "what to do now" chart. Complicated procedures can be played on a tape while students go through the steps. Z'"'''"Redirect  Redirection becomes necessary when students aren't following the procedures and they need to be held accountable. In this case, you explain again what they need to do and direct students to do it. "When chairs aren't pushed in, it makes it tough for others to walk by. Let's try it again." Redirection isn't punitive it's guidance.  ON Re-teaching  Re-teaching doesn't mean simply retelling only louder or with a threat or character judgment: "Didn't you hear me? You'll be sorry! What's wrong with you& ?" Re-teaching means finding a new way to practice or new words to explain, a different way of giving feedback, or a different way to gain cooperation. If you tell a child 50 times to do the same thing, maybe it's time to try something new. Re-teaching requires rethinking the way you've chosen to do things. Thinking about (1) why it's not working, (2) who it's not working for, and (3) getting kids to help problem-solve. "When it's time to line up, it's important for everyone to join us quickly. Even when only one of you is lagging behind, you're not ready. What do you need to do to make sure you're all together?" Re-teaching may require differentiating for specific kids and adapting your procedures. For example, you may have students who really do need help organizing themselves and getting in a line. You may need to give them an individual prompt, cue card, or helper. Re-teach until kids have experienced the right thing to do. Q#"'"'"'"'"'"@'"{2What if it isn t working?u Procedures Troubleshooting Guide!!&tv+Gaining the Attention of the Whole Group F,( Zero Noise Signal , The Zero Noise signal is designed to be used when students are actively and positively engaged in a group activity that is somewhat noisy. When someone wants to gain the group s attention, they raise their hand. Students notice the signal, wrap up their thought, join the signal, and focus on the speaker. The signal works because students notice the hand signal, but more importantly, they notice that the room is becoming noticeably quieter. One important point: this is a respectful signal.  Wrap it up doesn t mean,  shut up. It means  finish your thought and join the hand signal as soon as you can. Also, there is no standard  signal. some schools use two fingers in the air, some three. It doesn t matter what the signal is, as long as it is consistent. When to Use It: q When the whole class is working in groups, is on-task and engaged in an activity and you need their attention. q When you need to get a large group (like an auditorium) to order. When Not to Use it: q All the time as your sole and only device to gain attention. q To gain the attention of one or just a few students. Forcing students who are paying attention to raise their hands and wait actually punishes those who are complying and destroys their buy-in to the procedure. In essence, the teacher is focusing the class on those students not paying attention, instead of reinforcing the positive behaviors in the room. It s a huge waste of teaching time. q If students are working silently, the zero noise signal should not be used. The students would not notice the room becoming quieter. JZ'"'"'"''n'"''A'"'"'"''<'"'''"'''"Freeze Signals (Freeze signals are designed to be used when you need the attention of the group immediately. You can turn the lights on and off, clap hands in a particular rhythm, etc. Use freeze signals for emergencies and important announcements. 4'"Quiet Attention Signals (Quiet Attention Signals (bells, music playing. etc.) are used when students are working silently (writing in their journals, taking a test, reading, etc.) and you wish to gain their attention in a considerate way. Again, since students are positively engaged, you ll need to give them a moment to finish a thought or a sentence. $KI%Transition Signals (Transition signals may mark the beginning of a new lesson and refocus the group. Having students clap hands rhythmically, sing a song, chant a phrase, or do a call and response helps them move from one activity to another. Transition signals may mark a time for movement in the classroom. 1-2-3 Move Signal: 1 = Gather Materials 2 = Stand and Push in Chair 3 = Move to New Location and Sit Down QBWP'"'A'" ' W&Gaining the Attention of One or a Few '% &Gaining the Attention of One or a Few ,'%  Your goal here is to keep teaching. You ll want to pull in each student in a way that does not disrupt the flow of the lesson in order to: q Maintain the positive learning environment and model the core values. q Avoid power struggles with students. q Respond quickly and avoid the ripple effect in the classroom (other kids becoming inattentive and disruptive) }'"''E'"''$'"''m'"Winningn Dramatizing Humor Genuine Praise Enthusiasm Encouragement Acknowledging Reinforcing (notice and describe) ZkZ % % %  %  %  ! Enlisting  jAnthropomorphizing Connecting with Students Hopes, Concerns and Understandings Props Giving Students Responsibility Challenge Suspense Piquing Students Curiosity Gestures Voice Z'"='"'"'" '"'"'"'"' Alerting   Freedom from Distraction (Visual and Auditory) Eye-contact Wait-time Random Order Equal Opportunity Looking at One, Talking to Another Redirecting a Partial Answer Using Students Names in an Instructional Example Startle X.'" '" '" '"'""'"'"1'"'" Desisting Proximity Touch Offer Help Use Name Use Private Signals Drop a Note Use peers to remind students of expectations Remind Offer a Choice Use  I Message Private Redirect Public Redirect Move Seat  '"'" '"'"'" '",'"'"'"'"'"'" '" Questions or Comments?/plmnp  0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" d33d@  3  @` n?" dd@   @@``PR    @ ` ` p>>aN0 jb`(  ` ` 6+ " `} + T Click to edit Master title style! !$ ` 0+ "P + RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S ` 0+ "^ ` + X* ` 0+ "^  + Z* ` 0(+ "^ ` + Z*H ` 0޽h ? 33___PPT10u..'l +D=' 1= @B + 6Back-to-school presentation2 0` fp=` f3` 33f` 3f33` 3f3f` fff3` f3` 3|f>?" dd@,33|?dd@    @` n?" dd@   @@``PR    @ ` ` p>>aN0 *.".44l-(  l l BW CfDE,F6 W  Pn n /Hf  W W @`"" l S 2 "  2 T Click to edit Master title style! !  l C 2 "  2 RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S l C  2 "`` 2 `*0 l C 2 "`  2 b*0 l C 2 "`8 2 b*0 l B_ CwDE,F6  12w  _  `@`"55^  l B C DE F*    FRj @`"%wT  i  l " iV  l BCDE`Fj3R3[J3d =xjXy.|7 sb"3324@`" Y:  l BCDEF"x@`" E  l B2C5DE0F: 3~25Fy+**. @`",X l BCDE F*ENEE@`"V l BCDE F*$ @`" lE l BCDEF"H@`"C l BCDE F*PWPP@`" l BC\DEF&j\+@`" l B8CDEFN8 @`"[mb  i l# " ib   l# "  l B9CDE(F2 kr $9[CJe kk@`"Z l BC DE$F. ( G((@`"|) l BWCDE$F. $],PWt.@`" _ l BCDEF"d4dd@`"L l BC(DE@FJ"BDF2Pk(x"""$@`". l BCDE(F2 [PjGaX9@`"5`Nb  iH l# " iH l BCDE F*n(BPgTnn@`"'` l "BCpDEhFr?4CfcCPp(Y**.:(sk6Pg_68@`"OH l BCODE$F. tj!:^OLtt@`"ja  l BCDE8FB|Q&9+Cca=wJL2 @`"  !l BCDE,F6 Lq>thc;?@`"BB> "l BC DE4F> )B@  tMY)) @`"H.  #l BCDE4F> _N95_}H9 @`" i $l BCDE@FJ~Bt*n Lp_55 n~~~"$@`"lT \5O %l "5\O &lB ZBC DEF!!T | ? s OOCi3[~d|YAdzu H  T T DH@`"\< ) 'lB ZBC DEF!!T | ? s OOCi3[~d|YAdzu H  T T DH@`"5O . h 9B (l# crayon"9BF b 9B )l# "9B *l BC&DE F*{ V&Ox{ { @`#" `\ 9B +l "9B ,l B\C]DE$F. *]\g @`#" `t9X -l B(CDEXFb`M;Bl (TDAkl`^tZ?v.0@`#" `d .l BC DEF" =@`#" `6zs /l <B CDElFv_  5  o } 6 +   N ? T iS/x9 h  r [  u _ _ 8<@`#" `B 0l BCVDE F*PjV!rPP@`#" `iC 1l BCDE F*NT~(rFNN@`#" `( 2l BCDE F*N<:W6NN@`#" `v 3l BCDE F*X425+XX@`#" `iy,hB 4l s *DԔ"T0B l s *޽h ? fp=___PPT10i.}l{+D=' 1= @B + CrayonsB 0aN0 A9 p(  p p BC#DEF" y#e  @`"  p <3 Ԕ8c?"` P   T Click to edit Master title style! ! p C @ " p   W#Click to edit Master subtitle style$ $ p C  "``  `*0 p C Dڮ "`   b*0 p C  "`   b*0T {  p "{   p BCDE0F: >,GS:@`"{   p B2C5DE0F: 3~25Fy+**. @`"j   p BCDE F*ENEE@`"X\ {   p "{   p BCDE F*n(BPgTnn@`"|f p (BCpDEhFr?4CfcCPp(Y**.:(sk6Pg_68@`"{  p BCDEF"d4dd@`"D p BCODE$F. tj!:^OLtt@`"| p BC(DE@FJ"BDF2Pk(x"""$@`"NT z N[  p " zN[  p zBCDE0F: >,GS:@`" E  p zB2C5DE0F: 3~25Fy+**. @`" 5  p zBCDE F*ENEE@`"  \ z N[  p "z N[  p zBCDE F*n(BPgTnn@`"zw  f p (zBCpDEhFr?4CfcCPp(Y**.:(sk6Pg_68@`" [  p zBCDEF"d4dd@`"Z!   p zBCODE$F. tj!:^OLtt@`"U N  p zBC(DE@FJ"BDF2Pk(x"""$@`"= L $ p C BCDELF$)+,04k|w@xy( @  E@      "p 8; p  B0CDE(F| fYc 0 @   " 8 B p s *޽h ? fp=___PPT10i.}l{+D=' 1= @B +(0 8(     N<cc P   v* ===\\{{  N,cc    x* ===\\{{d  c $ ?  4  Ncc  0  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  T$cc 9PW   v* ===\\{{  Tcc 9 W  x* ===\\{{H  0޽h ? 3380___PPT10.Bp 0X(  X  X N2g`3g`3 P  2 v* 888TTqq X N1g`3g`3   2 x* 888TTqq X TT(2g`3g`3 9PW  2 v* 888TTqq X T$,2g`3g`3 9 W 2 x* 888TTqqH X 0޽h ? 3380___PPT10.#A10aN0 $0d(     04[2`"`@ 2    0[2`"`e3  2    rA޽h ?DD01864_"@` 33___PPT10u..bl+D=' 1= @B + 0aN0 6(  ~  s *,r2` `}  2 x  c $s2`  2 H  0޽h ? ̙33 0aN0  (  r  6A ?B~ B  s *޽h ? ̙33___PPT10i./YF~+D=' 1= @B +/ 0aN0 (    62F  7Your Students Will Live Up or Down to Your Expectations,848 fZ8 fB  s *޽h ? ̙3380___PPT10.Q* 0aN0 (  x  c $2l `P 2 B  s *޽h ? ̙33___PPT10i./YF~+D=' 1= @B += 0aN0 LD(    c $2l <$0 2 H  0޽h ? ̙33y___PPT10Y+D=' 1= @B + 0 0(  x  c $2``  2 x  c $l2` 2 H  0޽h ? ^WNff3 0  0(  x  c $ ` `   x  c $ ` @  H  0޽h ? ^WNff3 0 00(  x  c $` `   x  c $` @  H  0޽h ? ^WNff3 0 @0(  x  c $D&` `   x  c $'` @  H  0޽h ? ^WNff3p 0  P(  x  c $4` @  H  0޽h ? ^WNff3 0 `0(  x  c $9` `   x  c $:` @  H  0޽h ? ^WNff3 0 p0(  x  c $@` `   x  c $dA` @  H  0޽h ? ^WNff3 0aN0 L$(  Lr L S I` `}   r L S J`P  H L 0޽h ? 33 0aN0  X$(  Xr X S P` `}   r X S Q`P  H X 0޽h ? 33 0 0(  x  c $HY` `   x  c $ Z` @`   H  0޽h ? ^WNff3J 0 (  X  0A?RxB  s *޽h ? ^WNff3 0 0(  x  c $e` `   x  c $f` @  H  0޽h ? ^WNff3 0 0(  x  c $l` `   x  c $pm`P @  H  0޽h ? ^WNff3p 0  (  x  c $$t` @   H  0޽h ? ^WNff3 0 b(  x  c $~`     s *]`= <$ 0  H  0޽h ? ^WNff3___PPT10z.+`R?D' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-{6Bslide(fromTop)*<3<* D' =%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-{6Bslide(fromTop)*<3<* D' =%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*"%(D' =-{6Bslide(fromTop)*<3<*"D' =%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*".%(D' =-{6Bslide(fromTop)*<3<*".D' =%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*.8%(D' =-{6Bslide(fromTop)*<3<*.8+8+0+0 +p 0  (  x  c $8`  @   H  0޽h ? ^WNff3 0 0(  x  c $` `   x  c $X` @$  H  0޽h ? ^WNff3 0 0(  x  c $` `   x  c $` @  H  0޽h ? ^WNff3 0 0(  x  c $` `   x  c $0` @  H  0޽h ? ^WNff3 0  0(  x  c $` `   x  c $` @  H  0޽h ? ^WNff3 0 00(  x  c $ī` `   x  c $` @  H  0޽h ? ^WNff3 0 @0(  x  c $` `   x  c $` @  H  0޽h ? ^WNff3 0aN0 P$(  r  S ` `}   r  S t`P  H  0޽h ? 33 0aN0 0\$(  \r \ S ` `}   r \ S `P  H \ 0޽h ? 33 0aN0 @`$(  `r ` S ` `}   r ` S $`P  H ` 0޽h ? 33 0aN0 Pd$(  dr d S ,` `}   r d S `P  H d 0޽h ? 33 0aN0 p,$(  ,r , S X` `}   r , S 0`P  H , 0޽h ? 33 0aN0 0(  0r 0 S `P  H 0 0޽h ? 33 0aN0 `h(  hr h S ,`U`-   H h 0޽h ? 33 0aN0 pl$(  lr l S ` `}   r l S `P  H l 0޽h ? 33 0aN0 t(  tr t S ,`a{1   H t 0޽h ? 33v 0aN0 p(  pr p S ` `}   r p S t `P@   r p S L `   H p 0޽h ? 33v 0aN0 (  r  S T` `}   r  S ,`P@   r  S `   H  0޽h ? 33 0aN0 |(  |r | S ` `}   H | 0޽h ? 33  0aN0 4 ,  (  r  S , ` `}    h Pn  #"Pn   <)?R n P  @`   <1?p R n P  @`   <#?`R p n P  @`  <HB?PR `n `Looks Like: Sounds Like: @`  <K?R  Q On the bus.   @`  <`S?p R  TIn the office. @`  <\?`p R  UIn the hallway. @`  <d?P`R  P  @``B   0o ?PZB   s *1 ?PR R `B  0o ?Pnn`B  0o ?PPnZB  s *1 ?``nZB  s *1 ?p p nZB  s *1 ?n`B  0o ?nH  0޽h ? 33 0aN0 (  r  S 0k` `}   H  0޽h ? 33 0aN0 (  r  S o`k2;    H  0޽h ? 33 0aN0 $(  r  S s`l g}   r  S t`bP  H  0޽h ? 33 0aN0 (  r  S L}` `    H  0޽h ? 33 0aN0 (  r  S \` `}   H  0޽h ? 33 0aN0  (  r  S @`5/o   H  0޽h ? 33 0aN0 @8(<(  r  S ` `b   t  < #"&/)))  < ?<  YFEAR OF FAILURE @`  <? <  `Continues avoiding tasks @`  <О? <  q)Give up trying, refer to support services** @`  <?<  i!Professional concern, frustration"" @`  <h?<  j" Leave me alone.  @`  <p?* <  QREVENGE @`  <x? * <  u-Continues and intensifies, stops on own terms.. @`  <? * <  l$Retaliate, punish severely, withdraw%% @`  <h?* <  s+Angry, hurt, disappointed, sense of dislike,, @`  <?* <  h  I ll get even!  @`  <?*  OPOWER @`  <? *  eContinues, stops on own terms @`  <?  *  }Fight back, gIve in  @`  <? *  YAngry, frustrated @`  <H?*  d Let s fight.  @`  <? S ATTENTION   @`   <(?  YStops temporarily @`   <2?   bRemind, nag, scold, rescue @`   <H;?  ZIrritated, annoyed @`   <tD? b Look at me!  @`   <4M? NGoal @`  <|V?  y/As a result, what does the student do? (clue 3)00 @`  <_?   hWhat do I usually do? (clue 2) @`  <Q?  aHow do I feel? (clue 1) @`  <r? :What s the student s message? @``B  0o ?ZB  s *1 ?ZB   s *1 ?ZB ! s *1 ?* * ZB " s *1 ?< < `B # 0o ?`B $ 0o ?ZB % s *1 ?ZB & s *1 ?  ZB ' s *1 ?  ZB ( s *1 ?`B ) 0o ?H  0޽h ? 33 0aN0 0$(  r  S `(hS   r  S 4`\P  H  0޽h ? 330aN0 91@ (    N2 2   Think It Through Sheet N0 " # "   6 `  r @0 # "    6ԙ `  r @0 # "     N2 2 4 Think It Through Who is the student that concerns you? What types of behaviors does this student exhibit? What do you usually do when the student exhibits these behaviors? What is the reason for this student s behavior? What could you try to get different results? \0 "#"  6 `  r @0 # "     6 `  r @0 # "  H  0޽h ? 33U0aN0 `"H}(    6P Intervention Techniques R0 #" "  OF  !  H r@    F  U@   5 N 4 S  @   3  ) H+a  }Attention Seeking Behavior F0 #  Z 2 s * @  FS 7 FS * T+ S sGeneral Strategy F0 "Z 6 s * FS@ F  S 9F  S + T0q a S m Techniques F 0  "Z 8 s *F  S@ SFE ;SFE , 6@+SE sMinimize the Attention @0 " " Z : s *SFEt@ FS E =FS E - 6qSa E T6Refuse to respond. Give  the eye Stand close by. Use name dropping. Send a general signal. Send a secret signal. Give written notice. Use an I-message. 0 " " "  "  " " " "  " $"$ ("( ,", 0"0 4"4 8"8 <"< Z < s *FS E@ EF  ?EF  . 6+E  uClarify Desired Behavior @0 " " Z > s *EF @ FE  AFE @ / 6qEa  ZState  Grandma s Law Use  Target-Stop-Do \0 " " "  "  Z @ s *FE @  F  C F  0 6(+   tLegitimize the Behavior @0 " " Z B s * F :@ F   EF   1 6q a   jCreate a lesson from the misbehavior. Go the distance. Have the class join in. Use a diminishing quota. &E0 %" " "  "  " " " "  Z D s *F  T G c $ ! H  0޽h ? 330aN0 80p(  F    !@    @ F  F  6+ Do the unexpected. @0 " "   Z   s *F@ F   F   6qa  Turn out the lights. Play a musical sound. Lower your voice. Change your voice. Talk to the wall. Use one-liners. Cease teaching temporarily. |0 " " "  "  " " " "  " $"$ ("( ,", 0"0 4"4 88Z   s *F @ F F  63+ rDistract the student. @0 " " Z  s *F@ F  F g  6d:qa  IAsk a direct question. Ask a favor. Give choices. Change the activity. 30 " " "  "  " " " "  Z  s *F @ F  F   6dF+  yNotice appropriate behavior. @0 " " Z  s *F )@ F  F w  6Mqa  YUse proximity praise. Use compliance praise. Make recordings. Give a standing ovation. D0 " " "  "  " " " "  Z  s *F @  F   F   6Y+   nMove the student. @0 " " Z  s * F @ F  F L   6 aq a  fChange the student s seat. Use the thinking chair. \0 " " "  "  Z  s *F T  c $ H  0޽h ? 330aN0 /'(  F    @    V@     N   S  @       H(m+a  ~Power and Revenge Behaviors F0 #  Z   s * @  Fz  Fz  <dt+ z sGeneral Strategy F0 " " Z  s * Fz@ F  z F  z  <{q a z m Techniques F 0  " " Z  s *F  z @ zF  zF Y  6+z  Make a graceful exit  0 " " "  "  " " " "  " $"$ ((Z  s *zF @@ Fz   Fz    6qza   vAcknowledge the student s power. Remove the audience. Table the matter. Schedule a conference. Use a fogging technique. Agree with the student Change the subject. State both viewpoints. Refuse responsibility. Dodge irrelevant issues. Delivery a closing statement. Call the student s bluff. Take teacher time-out. !0  " " "  "  " " " "  " $"$ ("( ,", 0"0 4"4 8"8 <"< " " "  "  " " " "  " $"$ ((Z  s *Fz  @  F   F   6+   jUse Time out. @0  " " Z  s * F @ F  F L   68q a  JUse the language of choice. Call the who squad. Require a reentry plan. x/0 " " "  "  " " Z  s *F T  c $ H  0޽h ? 33r0aN0  &&(  pF    $@    @ F  F  6+ .Set Consequences. Loss or delay of privileges ^0 " " "  "  Z   s *F@ F   F g  6lqa  eLoss or delay of activity Loss or delay of using objects. Loss or delay of access to school areas. xL0 " " "  "  (" " Z   s *F @ F F  6<+ | Loss of freedom of interactions @ 0 " " Z  s *F{@ F  F   6qa  [Denied interactions with other students. Required interactions with school personnel. Required interactions with parents. Required interactions with police or security. )0 (" " ,"  "  #" " ." "  Z  s *F @ F$  F$   6+$  h Restitution @ 0  " " Z  s *F$ G@ F $  F $   6qa $  'wReturn, repair, or replacement of objects. Repayment of time. Compensation to classmates and teachers. School service. +M0 *" " "  "  (" " " "  Z  s *F $ @ $ F  $ F   6+$   Reteach appropriate behavior @0 " " Z  s *$ F @ F$  F$     6|q$ a  $Extended practice. Written reports. \0 " " "  "  Z  s *F$ T  c $   6  1 O  "  -F K  & S,&{@ N  $N @ NF !NF  6+N %Conduct a teacher-student conference @%0 $" " Z   s *NF@ FN  #FN   6qNa  b 20 "  Z " s *FN T % c $K H  0޽h ? 330aN0 4,--(  F  U - @  R + RX@    N  S  @      H@!+a  Avoidance-of-Failure Behavior F0 #  Z  s * @  Fz  Fz  T(+ z w Strategies P 0  '  Z  s * Fz@ F  z F  z  </q a z o Techniques H 0  # " Z  s *F  z@ zF zF  66+z zModify Instructional methods. @0 " " Z  s *zF@ Fz  Fz ^  6=qza  \Use concrete learning materials. Use computer-based instruction. Teach on step at a time. x!<0  " " "  "  " " Z  s *Fz @ F  F   6HH+  zEncourage positive self-talk. @0 " " Z  s *F @ F   F    6Oqa   Post positive classroom signs. Require two  Put-ups for every put-down. Encourage positive self-talk before tasks. xX0 " " )"  "  *" " Z  s *F  @  F    F     6Z+   @Reframe the  I can t refrain. @ 0 " " Z  s * F *@ F  "F x   6aq a  State your beliefs in students abilities. Stage an  I can t funeral. \+0 *" " "  "  Z ! s *F @  F $ F   6k+  RTeach procedures for becoming  unstuck . @)0 (" " Z # s * F@ F  &F    6trq a  8Brainstorm ask-for-help gambits. Use sequence charts. \!0  " " "  "  Z % s *F @ FR (FR   6\{+R nProvide tutoring. @0 " " Z ' s *FR@ F R *F R  6Lqa R r @0 " "  Z ) s *F RT , c $ UH  0޽h ? 33 0aN0 (  r  S ` `}   H  0޽h ? 33 0aN0 $(  r  S  ` `   r  S  `P  H  0޽h ? 33 0aN0 $(  r  S 8` `}   r  S `P  H  0޽h ? 33 0aN0 (  r  S l`P  H  0޽h ? 33 0aN0 4(  4r 4 S P`P  H 4 0޽h ? 33 0aN0 8$(  8r 8 S ȸ`M `   r 8 S `P  H 8 0޽h ? 33 0aN0 <$(  <r < S ` `}   r < S `P  H < 0޽h ? 33 0aN0 @$(  @r @ S X` `   r @ S `P  H @ 0޽h ? 33 0aN0 D$(  Dr D S ` `}   r D S t`P  H D 0޽h ? 33 0aN0 H$(  Hr H S  ` `}   r H S T`P  H H 0޽h ? 33v 0aN0 T(  Tr T S ` `}   r T S `P@   r T S `   H T 0޽h ? 33 0aN0 P(  r  S ` j   H  0޽h ? 33 0aN0 `(  r  S  `/o   H  0޽h ? 33 0aN0 p$(  r  S (` `}   r  S X)`P  H  0޽h ? 33 0aN0 $(  r  S 6` `}   r  S 7`P  H  0޽h ? 33 0aN0 $(  r  S <` `}   r  S =`P  H  0޽h ? 33 0aN0 $(  r  S Q` `}   r  S R`P  H  0޽h ? 33 0aN0 $(  r  S Hd` `}   r  S  e`P  H  0޽h ? 33 0aN0 $(  r  S @v` `}   r  S w`P  H  0޽h ? 33 0aN0 $(  r  S ` `}   r  S `P  H  0޽h ? 33 0aN0 (  r  S L` `}   H  0޽h ? 33 0aN0 0(  r  S L` `   H  0޽h ? 330aN0  ()E(   F -2 ) 4(X[@ */ '*/@ z: z:  6+O: g Problem? B 0 # " Z  s *z:@ z: z:  6: rCould Be& B 0  # " Z  s *z:@ *: *:  6Ȱ : rTry This& B 0  # " Z  s **:@ :z! :z!  6+:O! uProcedure takes too long @0 # " Z  s *:z!@ z:! z:!+  6̾:! o Students aren't motivated to follow the routine. o One step is too difficult for the class to follow. o Students are simply dragging their feet at accomplishing the task. ;0 # #0# " # #2# " # #B# "  pZ  s *z:!c@ :*! :*!  6` :! CKo Have you consistently reinforced this procedure? Are students motivated to follow the procedure? Try reinforcing the procedure for a few days, pointing out students who are following the procedure as asked and giving lots of praise. o Analyze each step to see which one is slowing the class down. Rework this step to be more efficient. o Determine the amount of time you think it would realistically take. Add a few minutes and challenge the class to complete the procedure in the allotted time. Gradually take away time, as the students become more skilled. Y0 # ## " # #e# " # ## "  pZ  s *:*!@ !z  !z    6+!O  vWhole class skips step(s) @0 # " Z  s *!z @ z!  z!    6!  jo The step(s) the class is skipping is/are not really necessary. o The step(s) the class is skipping is/are too difficult for the majority of students. I`0 # #># " # #T# "  pZ  s *z! @ !*   !*    6 !  o Rework the procedure leaving the step(s) out. o Re-teach the step(s), giving the class specific techniques for being successful. It may be necessary to rework the procedure using less complicated steps. 90 # #.# " # ## "  pZ  s *!* @  z/ " z/   6+ O/ }!Individual students skip step(s) @!0  # " Z ! s * z/@ z / $z /   6p' / o They don't understand the importance of sequencing. o They can't remember the steps o They aren't motivated to follow the procedure. >b0 # #3# " # ## " # #.# "  pZ # s *z /@  */ & */M  60 / o Re-teach the procedure to this student. o Provide a cue card to the student. o Form your class into teams and provide points to the teams that complete the entire procedure in an allotted amount of time. 20 # #'# " # #"# " # #}# "  pZ % s * */T ( c $-2H  0޽h ? 33 0aN0 @1(  F -q  (X* G@ *n *n@ z  z  6,G+O wThe goal is not being met. @0 # " Z  s *z@ z  z6  6(Z o Students don't understand the purpose of the procedure. o Students don't understand the importance of following the procedure. o The procedure wasn't designed with the goal in mind. B0 # #7# " # #D# " # #4# "  pZ   s *z^@ *  *  6_  >Fo Re-teach o Reinforce o Rework the procedure 40 # ## " # # # " # ## "  pZ   s **@ zn zn  6Xz+On GStudents require too much guidance from you to complete the procedure. @G0 F# " Z  s *znV@ zn zn  6gn 6to You haven't taught the procedure carefully enough. o The procedure is too complicated to follow. =80 # #2# " # #,# "  pZ  s *zn@ *n *n'  68 n o Re-teach o Ask if it's developmentally appropriate for your students. If you think it is, provide visual cues for them to complete the procedure on their own. Refer to the cue cards for a few weeks while re-teaching the procedure. 0 # ## " # ## "  pZ  s **nT  c $-qH  0޽h ? 330aN0  0(  x  c $,G2`p 2 H  0޽h ? 33 0aN0 @0(  x  c $0` `   x  c $إ`EP  H  0޽h ? 33 0aN0 P0(  x  c $` `}   x  c $`P  H  0޽h ? 33 0aN0 ` 0(   x   c $` `}   x   c $(`P  H   0޽h ? 33 0aN0 p$0(  $x $ c $` `}   x $ c $p`P  H $ 0޽h ? 33 0aN0  ((  (x ( c $`oV   H ( 0޽h ? 33 0aN0 ,0(  ,x , c $` `}   x , c $`P  H , 0޽h ? 33H0aN0 0p(  08 0 6x L Techniques for gaining attention can be viewed on a continuum from most instructional and most proactive to most intrusive and most reactive: ('H 0 0޽h ? 33 0aN0 40(  4x 4 c $` `}   x 4 c $\`P  H 4 0޽h ? 33 0aN0 80(  8x 8 c $!` `}   x 8 c $"`P  H 8 0޽h ? 33 0aN0 <0(  <x < c $0` `}   x < c $h1`P  H < 0޽h ? 33 0aN0 @0(  @x @ c $x>` `}   x @ c $P?`P  H @ 0޽h ? 33s 0aN0 lkdkglij(  h h c $EKRZainqv{~")/5<BHNU[agmsy~%.=M_q     ' '- =2 U8 k= B H M U \ /b ak r p j Mf ya [ X T L C 6? F: V5 d0 q+ ~& !     +9@FMSY^cinrw{zqje`@`"`;   h BC6DEFnnB g$E* 18?FNdV>^fnrwzv[D0 #5Jc 1[!(G-2464o,& b #=WnzvpkyfebP]9X"U PKHC<O5.("i2 7BB@`"`EF F|V  h BC[DE`FjXX*=!R)&" > r 0AHJPV@[`[xVJB<72,% gK2&|hVD?<5/)${gS @/@`"`H q7   h B'C&DEF"^3'%&&@`"`q 5 [ N h BClDE\Ff ;29T9#9VdK^;SlDFiI;2;204@`"` : N h B^C#DE\Ff QRRo=j1_@B2 4 W$| #1 R!^]IQQ04@`"` ^ v h 8BCgDEpFz +3\qEFg? L2!bRPPZtr`Us:<@`"` LN h BTCDE\Ff z"2.-=TLrvSr|[ h5[h)zz04@`"`%*yv h 8B\C#DEpFz 6"[.'6oVb^M51`#|In\U85R*"66:<@`"`A  h XB<CDEF  _%VGe69[c>wD<!"5V<X6~{yYK*0BD@`"` 9 N h BC#DE\Ff 5(&;B18zOm 3#5Vo,T5504@`"`  1 v h 8BCDEpFz /&p(8No'yvvd,j18 OvsQ) IGC//:<@`"`t  N h BCDE\Ff xnb'K !!)2-QPYyBklc8 '04@`"`  / v h 8B3CDEpFz  -3A"oWI} va~<?G3 X-Wx:<@`"`   v h 8BCDEpFz ;,$U(NnZ fEJR^^`lB.Z ;;:<@`"`4   h hBCtDEF^3bbtz>[rc;%\<<1h=Jo&NKA`` Afyb|4<#XpB4J~wjz"vKp^Co(n;hg 3l@q1I@ 4\aC b]htt@`"` t 6 h BCDEPFZ^37N^ tgHGv9&;FWV>\%~;UsT<*,@`"`r h B@CiDEF^3i)+@ii @`"`hd6 h BdCDEPFZ^3<(|7Hd7J1-B8)*k UF { FW<<*,@`"`O`Y h B2CxDE F*^32_'% '(x2_2_@`"`  h BNCxDE,F6^3 BW>%- ,.R :ONxBWBW@`"`   h BuCzDE@FJ^3ufh/S^P=N) &60C(QId1o;zufuf"$@`"`n  j  h BHC|DE(F2^3 DZ&,3 "EH|DZDZ@`"`b ~ & !h BC{DEHFR^3{2]#9c557%:,H"]i {-dVK?{2{2&(@`"` o J  "h BCkDE8FB^3+-V6}(X~K@Jk X(D  @`"`_ /   #h BeCiDE0F:^3 Rie#_LEE8:9 #:RiRi@`"` K   $h BC`DE8FB^3`]=E4P<4; $"CR`DM`` @`"`s I  %h B[CSDEF&^3US[A29JUSUS@`"`  &h BOCvDE(F2^3 <vO$6?3%94&S<v<v@`"` =  'h BUCDE0F:^3 :NTU 8e$"T%52 :N:N@`"`g O  (h B5CDE$F.^3 n5!*%* {@`"`{3  )h BCPDE<FF^3 24,kf!,#9Pt;P1$HF 2 2 $@`"`,  *h B<CDE0F:^3 %v<!!V;5]@`"`  +h BCWDE(F2^3 1{)(LBV5W11@`"`? G F ,h BrCDEXFb^34PB#GM0?}B{KuTnZg_YgCo/r%jdC!Ro1l4P4P.0@`"` 9 ^ -h BCDEdFn^34-XABNP6k5>R[nKL^&R{|kp|W948@`"`s C > .h BCMDETF^^3 M:&t'}63EV;Igf v.tcAruSB* M M,0@`"` ,  /h BtCDE,F6^3 n<A>J1tj8RB$@`"` v  0h BCDE<FF^33C1m*[<{K@_]Xz_FTU33 $@`"`"  v 1h 8BXCDEpFz^3G3I/90?aXZ1sF{RNY|iSaaGG:<@`"`K   2h BCtDE F*^3F0 <tFF@`"`~   3h BjCDE(F2^3 Zh0C# 1<H-djZhZh@`"`B P  4h B:CDE,F6^3 wY!?,!@:JSww@`"` N  5h BqC?DE$F.^3 q?_ =F-G/q?q?@`"` 0 >  6h BCDE8FB^3pB6</PTE@hDSki8tkw0pp @`"` 3   7h B)CDE F*M)5` 5@`"`Dm 8h B-C}DEF"M-}c@`"`:; 9h BCDEF&M$m@`"`$@  :h B>CDE$F.M j8Y>(;51,Ljj@`"`a   ;h B7CsDE$F.M sL#;73@Vqss@`"`V  h BBC0DEF&MB0@40@`"`h    ?h BKCMDE F*M2)MK;E?)&:22@`"` 7 Z  @h BMCQDE F*M 72CM<LQ"5 @`"`P B  Ah BdCDE$F.M 1sd7US3(\@`"`i.   Bh B]CDE$F.M 1z]9TO82`@`"` =Z  Ch B"CXDEF&MXD"2LXX@`"`Ax c  Dh B C$DEFM$  @`"`n   Eh B4C%DEFM#%4## @`"`   Fh B@C5DEFM5$&@55 @`"`V  Gh B&CDE F*M&4"y$P@`"` _ /:  Hh BbC{DEF&Mg{PLbACgg@`"`l}   Ih B(CDEF&M(_$X@`"` [  Jh BKCxDE F*MKGD*+^x23KK@`"`: #  Kh B2C2DEFM2+!222 @`"` 4  Lh BFCbDEF&MbF^B3-3Hbb@`"` o -  Mh BICHDE$F.M 2'1IHI1:5%@`"`[  Nh B;CDEFM; 1 @`"`T # >  Oh B.CEDEF&M'.E*! /''@`"`   Ph BC^DEF&M2 ^P2@`"` Qh BC9DEFM9&99 @`"`2 Rh BCPDEF"M?-P??@`"`^{ Sh B0C?DEF&M* 0-?**@`"`v5 Th BcC~DE$F.M r$XcE>"m~yrr@`"`h Uh B2C"DEF&M2""@`"`   5  Vh XBCDEF\3 fHA9L,+JQ/a {2-(AB_]{kzckH~=#~(pffBD@`"` 7  v Wh 8B|C'DEpFz\3$]/;S"dkYbTY"'D4Wk=| P5 $$:<@`"`D  N Xh BCDE\Ff\3'+Aj/.BL=jHmVjq6(''04@`"` 4 N Yh BLCDE\Ff\3ACkBU2Q(I42)(C^ x(CLL;AA04@`"` v Zh 8BCDEpFz\3vc~xmL]8 ?)hJD<CK_^IqA~Wvcvc:<@`"`jz N [h BCDE\Ff\3e' /:VZ?c^`KO(KU ee04@`"`P` g v \h 8BCDEpFz\3(~hJ$(TFJvGlw>p+'Nt|^ T@(>!((:<@`"`h N ]h BsCDE\Ff\3(- BF%s+?\jSw+,cA\!n@((04@`"` N ^h BC~DE\Ff\3ybZP= &%=ACc1zPQt~J*04@`"`; (& v _h 8BCDEpFz\3k"1SB7_czvYR_2`55' I"I d kk:<@`"`  v `h 8B|CCDEpFz\3-!K:|Sbsc&>B;C {NPlR2&mDl--:<@`"` 3  ah hBRCDEFJ=bbwxdN$uOu8R<)=sdqp5 Xouqwtc`NnX6o\J$_.C/? C?q#u$e-+N3/SDsv ]"\0~+s))m/Z9k^k-<9 ,NsQy7~"ww@`"`d 6 bh ByCoDEPFZJ=m-;M `U;6a,yw-l5HA3F`1aFWEg2okmm*,@`"`F   ch B5CPDEFJ=P!!5PP @`"`=  6 dh BSCDEPFZJ=2!].5S(=%&2/"#R @4 \:Ht22*,@`"`r  eh B)C[DE F*J=)H   [)H)H@`"`"KC  fh BAC[DE,F6J= 6A3& %'= ,;A[6A6A@`"` <  gh B`C_DE@FJJ=`OU%EN>3=! +&4!?=M)U2_`O`O"$@`"`3   hh B;C^DE(F2J= 8D$' 5;^8D8D@`"`  & ih BtC\DEHFRJ=e&M 0R(-(,%6FO \&KG7t/e&e&&(@`"`F :  jh BCQDE8FBJ= $"H)gCg:58 QC!4 @`"`& Lw  kh BSCPDE0F:J= CPSN>38./* +CPCP@`"`J   lh BoCIDE8FBJ=oIM.8*B-*,3=I8;oIoI @`"` Z  mh BKC>DEF&J=E>K6%*8E>E>@`"` K(  nh BBCZDE(F2J= 2ZB-/*,( @2Z2Z@`"`P   oh BFCaDE0F:J= /;EF.aM?((/;/;@`"`   ph B*CDE$F.J= zT*" _zz@`"`  )  qh BC=DE<FFJ= %+ WmSl v*z=_,B$64 % % $@`"` { %  rh B/CDE0F:J= zX/@ ,(Fezz@`"` j  sh BCCDE(F2J= %e|9n2G)C%%@`"`2 > u > th B^CzDETF^J=+=7:?$4_>YETJONDU3[$^XL8zm>V)R+=+=,0@`"`u ^ uh BCDEdFnJ=m&$C41@B)W(n/>sDZ8?GhDme]Xr[eH/|mm48@`"` Z > vh BCDETF^J= 0 uX _-'9B1r=UdUta#_K1oW`gE7 ,0@`"`7 ) 4  wh B_C~DE,F6J= ~ T012=%_V*C2g~~@`"` b p  xh B{CoDE<FFJ= (8&hYJ.e9{2nILCdoNd9@B ( ( $@`"` v yh 8BCDEpFzJ=6q(7-%0JFW y^@<D_blkPt@PJ66:<@`"`o"  zh BCYDE F*J=6 $.Y66@`"`   {h BWCbDE(F2J= IP'3%.8$LWbIPIP@`"` $  |h B/CDE,F6J= Y C/#0/8>YY@`"` E  }h B]C1DE$F.J= ]1O3:#;$]1]1@`"`)G x  ~h BCvDE8FBJ=\7)-(<F56N9vEQW*aQc#\\ @`"`Eo   h B!CDE F*M !(I y( @`"`jB   h B&C^DEF"M&^J@`"`=m c  h BCDEF&MS{@`"`O gp  h B3C`DE$F.M P `.B31,$%8PP@`"` k  h B.CVDE$F.M V9,.+/@ UVV@`"` C  h B!CDE$F.M q! @`"`; \  h B!CDEF&M!@`"`3 Q  h B6C%DEF&M6%4*'@`"`   h B=C:DE F*M&#:=-83 ,&&@`"`O   h B@C>DE F*M-&7@.>>(@`"` 4  h BRCwDE$F.M ` w(WR)FD$!D``@`"` _  h BLC~DE$F.M v~(\L+EA*)Ivv@`"` 6   h BCCDEF&MC4':CC@`"`9 ] V  h BCDEFM  @`"`_ x  h B+CDEFM+ @`"`p g  h B4C(DEFM(4(( @`"` J  h BCDE F*M&Z<@`"`: Ws  h BQC]DEF&MN]B:Q64NN@`"` B  h B!C~DEF&M~!HCt~~@`"`N   h B=C[DEF&M=7 "H[('==@`"` !  h B*C%DEFM%%*%% @`"` 3 / X  h B:CJDEF&MJ:H7''+6JJ@`"`J $  h B<C6DE$F.M ' &<6<&/,@`"` P  h B0CDEFM0 ' @`"`c w  h B%C5DEF&M%5"#@`"`'  h BCFDEF&M% F<%@`"`3 FL  h BC+DEFM+++ @`"`I\  h BC<DEF"M/"<//@`"`  h B(C0DEF&M!("0!!@`"`8 h  h BRCaDE$F.M WCR90T a\WW@`"`R   h B)CDEF&M) @`"`N w+  h BCDEF"MM@`"`  h `B C?DEFww!!##ORot{mvalQ]CCOH7n@s+6!."  6? >DH@`"`} C  h `B C?DEFww!!^q#g#}OsRn{tCHnr  7?>^^DH@`"`0 <B . h BCBDELFV33387#>f#;B,)mK&*)88(,@`"`/  & h BEChDE0F:MMM hhA$E%@RRhh@`"`" g & h B=CjDE0F:MMM ,9+j6j=O8F6&* @`"`  * h BUC;DEF"333U.U;@`"` 4$ o h BCDE8FBupre~  jrr @`"` ?  h B3CoDEF"333)3 ok))@`"`   h B2CgDEF"333 2d)g@`"`   h BbC6DEF"333)_b6))@`"` 5* k h BdCKDEFMM.JdK.. @`"`%  A  h BCZDEF&22T-Z4E)TT@`"`$  H  h BCDE,F622 BJr^1>BB@`"` =  h BC-DEF"22'-@`"`W  h BCDEFww @`"`A =  h BC DEF" @`"` p y  h BC DEF"  @`"`u ~  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`   h BC DEF"  @`"`8 A  h BC DEF"  @`"`` i  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"` )  h BC DEF"  @`"`G P  h BC DEF"  @`"`k t  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`  h BC DEF"  @`"`   h BC DEF"  @`"`+ 4  h BC DEF"  @`"`V `  h BC DEF" @`"`u -  h BC DEF" @`"`M  a  h BNC DEF" 7N @`"`. ' | 0  h BdC DEF" \d @`"`! % /  h BC DEF" @`"` J S  h B5C DEF" &5 @`"`  h BeC DEF"^e @`"`   h BCDEDFNQ;  :j "Hrp@r ]QQ$(@`"` f 0  h B*CJDEF\\s*(J** @`"`( t R  h B,CGDEF\\s G, @`"`X y  h B"CGDEF\\s"!G5"" @`"`. P "  h B*CBDEF\\s B*+ @`"`[   h B9C0DEF\\s,.90,, @`"`b  h B=C'DEF\\s=1' @`"`_  h B:C/DEF\\s:/-:/:/ @`"` J  h B:C4DEF\\s:4:: @`"` F   h BC`DE F*J`"_I(n``JJ@`"`  B  h B#CDEF"# @`"` X Z  h B#CDEF"# @`"`` a  h BC)DEF"Ӥ)&@`"``   h BC#DEF" #@`"`A 6d  h BCDE F*22@`"`9 v W  h BCDE F*22@`"` { Z  h BCDE F*22@`"`4 ~ _  h BCDE F*22@`"` b  h BCDE F*22pk@`"`8 u   h BCDE F*22oj@`"` z   h BCDE F*22pj@`"`6 y   h BCDE F*22pk@`"`   h BCwDEF"ww@`"`4 r  h BmCEDEF"mlED@`"`G  h B"CEDEF"MMM""EA@`"`T v  h B"CDDEF"MMM""DB@`"`S u )  h B!CDDEF"MMM!!DA@`"`T 3 u w  h B"CDDEF"MMM""DB@`"`R t  h B#CDDEF"MMM##DB@`"`  h B#CEDEF"MMM##EB@`"` ,  h B#CDDEF"MMM##DB@`"` 4 x  h B#CEDEF"MMM##EB@`"`  h BCxDEF"xx@`"` x z  h BnCEDEF"nmEC@`"` g  h B"CEDEF"MMM""EB@`"` )  h B"CDDEF"MMM""DB@`"` ( 0  h B"CDDEF"MMM""DB@`"` : ( ~  h B"CFDEF"MMM""FB@`"` &  h B"CEDEF"MMM""EA@`"`6 X  h B"CDDEF"MMM""DB@`"`5 W 1  h B#CDDEF"MMM##DB@`"`5 ; X   h B#CEDEF"MMM##EB@`"`3 V  h BCDEF"@`"`6 @  h BmCDEF"ml@`"`I 4  h BCDEF"@`"` } D  h BnCDEF"nm@`"` i 8  h B"CEDEF"MMM""EC@`"`X z  h B"CEDEF"MMM""EB@`"`W y )  h B#CDDEF"MMM##DB@`"`  h B#CEDEF"MMM##EC@`"` +  h B"CDDEF"MMM""DA@`"` .  h B!CDDEF"MMM!!DB@`"` - -  h B#CDDEF"MMM##DB@`"`; ^  i B#CFDEF"MMM##FB@`"`: ] 0  i BCxDEF"xx@`"`1 v  i BnCFDEF"nmFE@`"`D  i B"CDDEF"MMM""DA@`"`Q s  i B#CDDEF"MMM##DB@`"`P s .  i B#CEDEF"MMM##EB@`"`P 7 s |  i B#CDDEF"MMM##DB@`"`N q  i B#CEDEF"MMM##EB@`"`  i B"CDDEF"MMM""DB@`"` 0   i B#CEDEF"MMM##EB@`"` 8 }   i B#CDDEF"MMM##DB@`"`~   i BCxDEF"xx@`"` | w   i BmCFDEF"mlFE@`"` d   i B#CDDEF"MMM##DB@`"` &  i B"CDDEF"MMM""DB@`"` % 5  i B"CEDEF"MMM""EB@`"` > %  i B#CDDEF"MMM##DB@`"` $  i B"CDDEF"MMM""DB@`"`3 U  i B"CDDEF"MMM""DB@`"`2 T 6  i B"CDDEF"MMM""DA@`"`2 @ T  i B!CDDEF"MMM!!DB@`"`1 R  i BCDEF"@`"`3 E  i BnCDEF"nm@`"`F 9  i BCDEF"@`"` z H  i BnCDEF"nl@`"` g =  i B"CDDEF"MMM""DA@`"`U w  i B#CDDEF"MMM##DB@`"`T w -  i B#CDDEF"MMM##DB@`"`  i B#CFDEF"MMM##FB@`"` 0  i B#CDDEF"MMM##DB@`"` ,  i B#CDDEF"MMM##DB@`"` + 2  i B"CDDEF"MMM""DA@`"`9 [   i B#CEDEF"MMM##EB@`"`8 [ 4  !i BCDE0F:d_ mB-$RgZpH~mZ @`"` ' "i xBCDEF$$Z ;Z -%O r%%N%x6gZhI$m9x%ZZJL@`"`    #i BCDE0F:d_ %.~P#Yh{r%%@`"` / $i xBCDEF$$dBQ( #0dA$ "m!C2RY%f-n(Ct/ddJL@`"`$  %i BCDEF"@`"` r -  &i BRCDEF"RQ@`"`p N  'i BCIDEF"MMMIF@`"`|  (i BCHDEF"MMMHF@`"`{ B  )i BCHDEF"MMMHF@`"`  *i BCIDEF"MMMIG@`"` D  +i BSCDEF"SR@`"` C L  ,i BCIDEF"MMMIE@`"`   -i BCHDEF"MMMHF@`"`  B  .i BCIDEF"MMMIG@`"` :  /i BCIDEF"MMMIF@`"` : D  0i BCDEF"22!@`"` f * & 1i BwC,DEHFRw SK9?tw,%&'PTFwCww&(@`"`G ! M 2i BcC!DEF"cc!@`"`   ?  3i BCDEF"@`"` g D  4i BCDEF"@`"`l  5i B}C DEF"}{ @`"`C  6i BCDEF"fff @`"`N { \ !  7i BCDE F*fff@`"` r !  8i BCCDE F*fffCC @`"` b :  9i BDCDE F*fffD:<BDD@`"` b >  :i BDCDE F*fffDD @`"`q f   ;i BDCDE F*fffD;=CDD@`"`t f   i B C)DEF"fff ' ) @`"`@ W K  ?i B'CDE0F:Jhz #A'/' 0 ;##@`"`' N  @i BPCDE F*221IP|)c11@`"` 9  Ai B?CDEF"??@`"`   Bi BCODE F*ѽD ?',ODD@`"`   Ci BDCDEF&kYJJxD rJJ@`"`   Di BC`DEFkYJ[F` @`"`V 1 B  Ei BaCEDE(F2kYJ * &5,5EB&a!+**@`"` ; X Fi BaCDDE(F2 )%5+5DC%a!+))@`"` w  Gi BaCDDE(F2kYJ *%5+5DB%a!+**@`"` * n Hi BtCZDE(F2s /C%t.419Z%6/0(//@`"` Ev  Ii BtC[DE(F2kYJ /C&t-;;9[$6.0'//@`"` p   Ji BtCZDE(F2 /C't.418Z%6/0(//@`"` 24  Ki BtC[DE(F2kYJ /D&t-<<9[%6/0(//@`"`   Li BtC[DE(F2 .C&t-329[$7/0'..@`"` % U  Mi BtC[DE(F2 .B&t-229[$5./'..@`"`]  Ni BaCEDE(F2ѽ *!'5-5EC'a",**@`"`s L  Oi BaCDDE(F2 ) %5+5DC%a"+))@`"` <  Pi BbCEDE(F2 *!'6+6EC'b",**@`"` d   Qi BbCEDE(F2ѽ * &5,5EC&b!,**@`"` , C q  Ri BHC|DEF"MMHB|u@`"`  I Si B>C DEF">>  @`"`   Ti B>C DEF">>  @`"`   Ui B=C DEF"==  @`"` / 9 Vi BuCDE8FB0L0KluXR&) @`"`  M Wi B%C DEF"ؖ%$ @`"`   Xi B CDEF"ؖ @`"`   Yi BaCDDE(F2ѽ * %5+5DB%a"+**@`"` K  Zi BCDEFz&&'.6>NU~wjjzlhkFc9]3W.N(I&L@946$)* 2<KZz NP@`"`>  V [i BGCmDE`Fj3Sa&)/ ::)856L9X?`EgGj"mhf`X M!C8! &&24@`"`d   \i BaCEDE(F2kYJ 7E a&,,,E&"677@`"`_ :  ]i B`CDDE(F2 6E `$+++D&"566@`"`7  @& ^i BkC{DEF22 (2<IU`g#k2kDiQcaXnGx8{(zunaQ@. 0 > J Xe"n*r7sDqRhZ^aOcDc1_%YPF ; 5 * !  fh@`"` .  _i B9CDE4F>c  .PYD)K$9K,   @`"`  G `i BC,DEF"%,@`"`= @  ai BC)DE$F.  )@`"` ( Q bi BCDE(F2fff   @`"` H ] ci BtCZDE(F2ѽ /D%t,419Z%6.0&//@`"`_ g  di BaCEDE(F2ѽ )!'4,4EC'a"*))@`"`  ,  ei BbCEDE(F2ѽ *!'6,6ED'b",**@`"` 8b } fi BbCDDE(F2ѽ *%5+5DC%b"+**@`"`   gi BaCDDE(F2kYJ * &5,5DC&a!+**@`"`o   hi PB8CDE|FBzrb T PLK$M6,6*PTUR`jm pp/k>eDbGhKlPrUx[|a~g~qtyeUOUbjqwzyqlhbdkt~ ~i\`e$l+s3z:BGLT\gnu|}toid`josx|~vlbf#b0W8H7:14*0-0461&!'.380  yske.c6^"WSO D=83$0*,0(&$ #, 058"  /6# !@D@`"`H@  ii BCDEFB0" !.!<'H-S1\6a/loswz )'""&*/361,$ (AN&Y.c6l=sDx>81*$'5BVcepwyrp}vk`|VvNqFmCs>y93-(" | wsqx~xdjxphvZ}QIGtDd>Y4X(_"chkm lh`\X T=6 300 @`"`R , H  ji hBmCDEF""INR"Z/eImhkefb[aKh@o;s4y.~(" UD5' FH@`"`r  2 ki xBC{DEFm$$  %",)30;7C=KDTJ\PdTmXu[_a]`ekouy{\z1smiS ) JL@`"` F f li (BCODEhFrm8 6,2S/v/6AO ~eVE=5,$!&* 18868@`"`y - |H h 0޽h ? 33___PPT10..ll i5+ۥD[' = @B D' = @BA?%,( < +O%,( < +DM' =%(%(D' =%(D}' =A@BB1BB0B%()?D' =1:Bvisible*o3>+B#style.visibility<*h%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*hD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*hD' =+4 8?HCBCBCBB*k3>'Bstyle.rotation<*hD' =-g6B fade*<3<*h+8+0+h0 +0 ((  ^  S      c $ 0    H  0޽h ? 3380___PPT10.P$@0 #(  d c $    3 r`ȱ]] @   All of these help promote a sense of connectedness to a community. Knowing the ropes means that you know what the expectations are and can share those expectations with others. H  0޽h ? ̙33A0 L(  d c $     3 rϱ]] @    When teachers admit their mistakes students learn that it s okay to make mistakes in the classroom. IALAC: I am Loveable and Capable. This is an old activity from 101 Ways to Enhance Self-Esteem in The Classroom, Use a sheet of paper with IALAC written on it. Tell a story of a student who gets up out of bed to a yelling mother who is telling him he s always late. Rip a piece of the paper to indicate how the student feels a little less capable. Continue through a typical school day with event ripping away at the student s IALAC until he only has a little piece left. Lead a discussion with students about how we all need our IALAC and when pieces get torn off we sometimes try to take a piece from someone else. The only problem is that it doesn t fit us, only them. It s wasting IALAC. Grades 3-5 really get this concept and it can be very powerful. I don t put up with put downs: Have students brainstorm all the put downs they hear in a day. Shut Up, You can t play with us, that s a baby book. Write them on a large sheet of paper and then put a big red X through them. Tell them that we re not going to allow Put Downs in the classroom and here s how we re going to do it: When someone gives them a put down they simply turn to them and say,  I don t put up with put downs. You can even make buttons for the kids to wear. After a few days of no put downs, have the kids brainstorm some  put-ups , positive words that will encourage others. Cover over your put down poster with the put-ups. Be on the look out for kids sharing put ups and give them a  Caught Being Good coupon. The learning zone is explained on the next few slidesH  0޽h ? ̙33C0 d\(  d c $   P 3 r]] @   The learning zone looks like this. There are five sections: Too easy, Easy, Just Right, Challenge, Too Difficult. The two outer zones are outside our Learning Zone. They are too easy and are a waste of time or can be boring, or they are too difficult and therefore too frustrating. You can have a great conversation with kids about the Learning Zone using examples from your own life. H  0޽h ? ̙334x:XSIsoj*"5RWA:RP_:A Q(VeQAAEX.(X`CEɛ{{d;s96^PO.{DS=bXr[UyA! HL,jVMPAPП(Bc@`ǡEZʙi/(g<Qv\kK1l*Kb7S[! }*p~| b@ (yH[/HbCkh? CЀ A 6\!BЃ !B00PL B p, XB!X5lvg.P}h8#hߧ8E#mcG:QB?'$~q1<„<|$^0LO C?S(ªl4RmQ4LڜF'kگohL/rSSG>]~ܭ ڠfPc***ښOu(>__j w]7O7?$n?Y!:)}$;&ބ&oDqn.gg8lecU2~uuҳڝ]3.^{Ym~f݉Vaj/5Ny'~OWo,N=ہ h(T_y40?_콝 fZ[i9y㱽y=3UnJ>wn>3M۷k6|"h13eqoWf|7OP2Z1jk ywBY?/5d:R:&}&,@Ҟ= *w5L~ԭI6^<}isS7RW ҕ=rq:aEFN[³<~gfa2'=Ynf+/&:\ͭ S3LS>C;H_1Ǯ6FrIQօ럲VML{[pS;gxϹ~*WA-SB,]S斩SORJFYCkw-=8n#4Rv N5&VH; ﺜn;ނ3b554xC˅}5'Uw qL?:s5l)oS[Z=9"ڂۼd0c?h()GiRFہG4^SdlT-G7-{^9Ѫ9q{gd[ڦ/2Sֳ,%ѫ_>ʢ׿z+VW3PYԄ'z~ݤulOk[l+M ^צ }̬liPqٖŭ{z0"}JJܢw8,R7I<7.(E6vo4}Ls5ONƅR i7E5G]կZ$M{Q5٢& dv ~ۙ9l U4#ZzAGW:?m3Cd]ysJW.jxeôA3K_O=pX#xQ^']d=<8ڦs 3wmA L랁w3\^SQ$2lzP)qwIiU[*5'.+RucRQYyj(n9rNIҴ{%S;ӻ _~c^j,juR]ސWT^ܘ³4CLRvt;RW#L4SZ]qi84-qϘm.=szF儑& LnvccW{OMk_R黎f8<{uKMaE=ܬU>wrRg^_lQ}h_YYCz68&y}sKu:휷} }/c:E9Լm rJ{h=fUwιv蘖qeL-)xqgo9I,6CˉxEچ`;Ndtjč2|%CUU߼icd7tÊ3o9]4~FD5Q9+[^-\2#K=(G4mj")_=4t]byp{'2Jvɕ^|ϐ<ְ{EC,zYh {,P7ueZVD3ae͏;Սv )X~G6̰:lj`FU˥ \Wpo}5BzߣڥoXnp2_z-jv +U_ 9P!.O =\aHK8ܩhzǛl_iôn ڰ,=󂮒Lgjv;сjG4T?sP6(2KJ o5i?*\]gxzNC%dˎ8YSV|2L0ߟtA)[+z{˿_xm<4VSTݏid1}V׺\'(~xBОZkl7S>{e~s :*C^rvaf3oURAiałz}~NoL hw5q^pg#} <|j=^42vu{r6H =ke͓G O>I4EnX_⽲e[fT uOspHӺiUꎔ>k\lXZ]Te68T{5/fo]v7oʫ8X lT}T%{_iwdOzfW5^x%ӥnCRt1y#`^xli~ 8Pl?b()vA)Ώ ʗ|(?f|2c%N{΢xGsVP <ZȜz@ :;#=d5 H)J'sD($5S@^#\AR8jrrKߞ+\YRIi>7j$k_z&S N:(?7{87(y!Y (9?UҮj9)ޠ%YNDčه"X)o;$\)9A;m+u}@CT8Db r]QKB<(WF8%6Ws(6nraKd][n=_^Bxi&G{|E3WFC"(gʅ# I~.y.f.G8.80Ha, ];Hoa'JL{5ZHbײtdyl$GG9R].~I {qS}$&͆qIca$Tz*yz⡌y CZ "t YTE=CmP80E(,#I^|W9<}0`cI(c,81,މV QcT[P ݉sԿ :Gs=$. A#Ӊ&e}=8FeA>==[8.EKK\&a*`OqǤ$"09FdǨ+H?BxMCt)MM2ΔsZ,\J,^V(~#Ơ>H 5|ʊ@FF>,T)|7JB)lE}=lQ>zq"<_vܾݭSQo"AjcXp8|IlAo| x8z%Cؚ89 2Hp$4F7B՗P< nLW{Mb^X$PYHy,w޶ZoBҡUzj~RXTpp)1{h(ց&* >dEi1!gPS`]F'#\h l·#JPx***0]N# hp` _7[5wJP!19੪t4dr~QM#llgd4(ǴBCp^`4(C: mi* e]0FD E4ڂ.q(_B('8{`*Y)!ݱ)ݡ"uIݱ>ZJvĻC$(!%N/ n%ˆm,Rw LQP%/4Pȟ"6s\LD,W"c\ϰ$!Ox$8r$>Fq#Hy^Y ||HI3?ÊX+GXA1:ߪv*1Ch,#rb 91 zwZ\l3aO%p)x-ufIA?BSQI~~"`9;rfd rpOHf&:0Q`0> /$00F鼓!au VSeZ**aUM;ª‡JǤª)ːs/vA0X ,NrȝG-o(t ^/ˉ(&&;XBPI2da>b'%*R-s&wŷKIyϡA]>J.%$ܿ7OJψX;$)B%p}tx%YXI Pw(%PR!wOH!1$/ˏK 3vDp~'pV"tĄq"b k"O0, ~Œd\"bHNHE<1G^^R? .L zV U?:%>KUr(4   @,#2P+-0G2j4T*W68:<>@AGIIKAM9OPcdfhjlnp+ '{xz6(8,:0<4>8@C?@ABCDEFGHIJKLMOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqstuvwxy{|}~Root EntrydO)PicturesCurrent UserSummaryInformation(rPowerPoint Document(N`FDocumentSummaryInformation8z