Morgan Hill Students Learn Awareness

A former district superintendent, Steve Betando has worked in education administration for close to four decades. Since his graduation from San Jose University in California, he has taken leadership positions in the Morgan Hill, Fremont, and Stanislaus school districts, serving as a teacher, principal, and curriculum developer, and chief human resource officer. Steve Betando has also conducted workshops and courses in leadership development, strategic planning, conflict resolution and anti-bullying initiatives.

As a measure to combat sexual abuse and violence, The Morgan Hill Unified District School has established the program Be Seen and Be Heard. With the 2021 sessions starting in October, it is a set of presentations for different age groups among K-12 students that teach them to recognize and defend against sexual abuse. The school district administration is distributing them to the institutions under their purview; alongside an author’s introduction addressed to the parents, Be Seen and Be Heard includes an hour-long session and four follow-ups to be scheduled over the course of the year.

As a leading district in the United States to use the Be Seen and Heard Program, Morgan Hill has been conducting presentations on this difficult but ubiquitous issue for several years while carefully varying the messages depending on the grade levels so that even the youngest students can gain awareness on staying safe. As such, the rubrics cover an expansive range of topics, from introducing second-grade students to the concepts of body safety and using one’s voice as a safety tool, to talking to high-schoolers about the connections between abuse and bullying, and the the dangers of sex trafficking.

Managing Technology in the Classroom from Set-Up

After studying at the San Jose State University and graduating with a bachelor’s in psychology, Steve Betando served as a teacher and eventually into the principalship of Eisenhut Elementary School in the Stanislaus Union School District. Steve Betando’s service to the education system eventually let to his position Superintendent of Morgan Hill Unified School District in California. Back in 1991, he organized a workshop to address technology in the classroom with practice proven strategies still in use today.

There are certain instructional techniques teachers can adopt to manage technology in the class, and many people may underestimate how important it is to begin with the set-up of the classroom. The teacher should arrange the tables in a manner that allows them to view the screens in the classroom. The students must be engaged in the technology and, at the same time, the teacher has a wide span of surveillance can engaged with the students. The thoughtful classroom design must create optimum opportunity for that functional and instructionally appropriate engagement.

Beyond just arrangement, the teacher or instructor needs to establish the classroom procedures by showing and repeating. Students should understand what is expected of them and how to deal with any difficulties that arise from their usage of the technology. Numbering the technology components helps this, as well as assisting with technological support communications also gives students a sense of ownership.

from WordPress https://ift.tt/3kbw7gh
via IFTTT

Children Developmental Behavior vs. ADHD

Steven Betando graduated from San Jose State University with a degree in psychology in 1983 and became the superintendent of Morgan Hill Unified School District in 2013. As an experienced teacher and principal, Steven Betando has organized several workshops, courses, and seminars for his colleagues. In 1998, he published in the CSU Stanislaus School of Education Journal “What Principals Should Know About ADD/ADHD.”

It is crucial not to mistake a child’s normal development for ADHD. At some point in a healthy child’s life, they are impulsive, inattentive, or hyperactive. Preschoolers are notorious for having short attention spans and the inability to focus on a single task for lengthy periods. This extends to teens and older children, where attention span is usually influenced by interest.

Some children are just born with a higher degree of activity than others, and children who are simply different from their peers and siblings should not be labeled as having ADHD. Children who have difficulties at school but get along well at home or with their peers are most likely facing something different from ADHD.

from WordPress https://ift.tt/3bD3d3V
via IFTTT