. 
Gosh...He cleans up pretty well.
This photo is suitable for dart boards and door mats.
Dr. Mac is widely known for his entertaining and informative workshops. Wacky humor, real-life examples, and group activities are hallmarks of these well-recieved sessions. Reinvigorated teachers return to their classrooms with a wide variety of new strategies for helping students make better choices regarding their behavior.
His keynote presentations are humorous and sensitive looks at our field, offering a motivational starting (or ending) point for the day's training sessions.
Dr. Mac is always looking for opportunities to get out of New York City, so if your school, district, or organization is seeking a keynote speaker, workshop presenter, or consultant, give him a call. You can contact Dr. Mac at 212/772-4706 or via e-mail at Thomas.McIntyre@Hunter.cuny.edu
. Gosh...He cleans up pretty well.
This photo is suitable for dart boards and door mats.
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Keynote Presentations
*Dr. Mac’s keynote presentations are heavily infused with humor, compassion, and reality-based suggestions for classroom practice. Media accompanies the presentation, enhancing the experience.
How Do I Get There & How Will I Know That I’ve Arrived?
Becoming a master teacher
(Informational keynote)
In addition to possessing strong instructional skills, other essential requirements for attaining the status of “Master Teacher” are proficiency in behavior management and the ability to relate well with one’s students. Using a four stage model, Dr. Mac describes the various paths that are taken by teachers as they enter the profession with different skill levels and then struggle to create an orchestrated, productive, and welcoming classroom environment.
Having traveled a rough teaching road himself, Dr. Mac exhorts those in attendance to soul-search, recollect the ideals and desires they held when they entered teaching, and once again follow the path to their master teacher dream. Stagnated teachers are good-naturedly chided to undertake positive change, and provided the information and support to do so.
Length of keynote: 1 hour
Reclaiming Discarded Youth from Society's Trash Heap (Inspirational keynote)
Dr. Mac provides a highly humorous, yet sensitive account of an excerpted few months from his long career of teaching students labeled asbehavior disordered. Following a description of his students and the daily events within his classroom, there enters a new student: Jacinto. This student, recently released from a residential setting because his Grandmother's insurance benefits lapsed, brings a well-earned reputation for defiance and aggression back to his home school. The school district, displeased at having to once again assume responsibility for a youngster that they hoped had been exiled for the remainder of his school days, placed him with others of his kind in Tom's classroom for recalcitrant teens.
From the initial reactions of his students at hearing of Jacinto's imminent arrival, through Tom's experiences with him, and to the horrific end to this tale of a resilient, but psychologically troubled youth; our need to reach out and return them to our fold becomes evident.
Society was initially negligent in protecting Jacinto when he was young. It then failed to serve him in school when he was older. Eventually, he was viewed as repulsive, punished for being the product of his world, and sent away. Upon his return, and despite efforts to change, those around him would not let him shed his reputation. In a series of escalating and culminating acts, he would fully return the hurt placed upon him.
For those who listen, Jacinto's story contains many lessons about responsibility; for the society in which we dwell, and those of us who are its members.
Length of keynote: Can be adjusted for 20 minute or 50 minute time slots.
Click here to read a short version of this keynote address
Escalating Events: Avoiding and Defusing Conflicts With Students
(Informational keynote)
Using a model that explains why teachers and students end up in arguments and escalating disciplinary situations, this session provides insight into why behavior battles occur, and how to avoid or defuse them.
Participants are asked to arrive to the session with certain students and their behavior patterns in mind.
Length of workshop: 1½ hours
Topics covered:
-How a student’s background affects his/her interpretation of events
-How a student’s background affects the amount of stress s/he feels
-The role educators play in escalating or de-escalating tense situations
-Strategies for avoiding and defusing conflict
A motivational, "pat yourself on the back" presentation that reviews research comparing general and special educators. However, the contrast is used to point out the need to work collaboratively with our general education colleagues.
Length of keynote: 50 minutes
A humorous look at the field of behavior disorders
An irreverent, but positive look at the absurd situations, diagnoses, theories, approaches and practices that sometimes make us shake our heads. Positive messages about teaching and respectful interaction with students are presented in a laugh-filled session.
Length of keynote: 45 minutes
A humorous look at behavior management
Presents a humorous look at the ways we try to influence student behavior. The serious message of using respectful and effective practices is conveyed via anecdotes, cartoons, and jokes.
Length of keynote: 45 minutes
Preventing School Shootings: We’ve armored the hull, but now what do we do about the inside of our educational vessel?
They seem to happen where least expected, but there are common characteristics when it comes to both schools and their attackers. A long term area of study for Dr. Mac, he was called on to provide informed commentary after the Virginia Tech shooting incident (see the international media videos on the BehaviorAdvisor.com home page). Interviewed by print and electronic media, his conversations were read and watched around the world. This important, sensitive, and well-received keynote session with follow-up workshop goes far beyond school security measures. While important, they are not sufficient. Dr. Mac provides realistic, practical strategies for improving school climate, reaching out to at-risk kids, and otherwise increasing the level of protection to those within the schoolhouse.
Length of Keynote: 1 to 1½ hours
Follow-up workshop: 2 to 3 hours
You Get More Flies With Honey:
Nice ways to gain compliance
We can use a hammer to swat a fly, and we may even accomplish the task, but it typically does lots of damage. When it comes to convincing “resistant” kids to follow our directions, it's all about what we say and how we say it. Dr. Mac presents guidelines for phrasing our commentary so that we enhance the chances of compliance with our directions and classroom expectations.
This session provides extensive practice in easy-to-use positive and respectful techniques that:
-Solve the problem
-Promote compliant and cooperative behavior
-Model appropriate interaction
-Promote self-control (in our students AND us)
-Build positive connections with our kids (because kids have to like the messenger if
they’re going to listen to the message)
Length of workshop: ½ or full day
Topics covered:
-Avoiding terms that create and exacerbate situations
-Withholding negative predictions:
-“You’re going to drop it.”
-“You’re going to fail.”
-Using non-accusatory language: I, us, and we messages
-Praising effectively
-Giving effective directions (from subtle requests to strong messages)
Realistic Strategies for Reducing the Over-Representation of African American Students in Disciplinary Actions and Special Education
This well-received workshop (either one or two days) provides teachers, administrators in charge of discipline, social workers, school psychologists, and other educational professionals with practical and effective strategies for reaching and teaching African American students. Topics covered:
-Introduction to cultural differences
-Understanding the cultural mismatch between the expectations of our schools and those of the traditional African American culture
-Understanding and teaching to the common learning style preferences of the African American culture
-Culturally respectful behavior management and motivation that enhances chances of cooperation and engagement
A White guy is talking about Black kids? Dr. Mac’s teaching career was spent with (primarily) African American pupils labeled as being emotionally and behaviorally disordered. His interviews with "cultural informants, and an intensive review of the professional literature has resulted in an informative, activity-filled in-person workshop AND an intensive online professional development course at www.EZrenewalcredit247.com
Figuring Out Why Kids Misbehave
And Using that Information to Effectively Intervene
Effective interventions are based on knowledge of WHY the student is showing certain behavior patterns. We know that humans show behaviors only if benefits are derived (If a behavior doesn’t serve a purpose, we stop using it). This session provides guidelines for determining the cause (the benefits) and purpose of particular behaviors. Suggestions for intervention follow.
Length of session: 2½ hours
(4½ hours if the “Circle of Courage” model is included)
Topics covered:
-ABC (Antecedent-Behavior-Consequence) model
-Rudolf Driekurs’ “Mistaken Goals” model
-Other Common Contributors
-Prevention of failure
-Emulation of anti-authority behavior pattern from the neighborhood
-Fulfillment of an adopted psychological role
-Reaction to pursuit of a goal being interrupted by the educator
-Failure on the part of the educator to consider the student’s views
-Educator misunderstanding of developmental appropriate behavior
-(optional) “The Circle of Courage” model for determining which areas of
one’s psychological makeup are absent, defiant, or distorted.
Introduction to
Where it comes from; why it happens; and
what does & doesn’t work with resistant kids
Student non-compliance is perhaps our greatest impediment to creating a positive and productive classroom. Effectively dealing with resistance requires a studied and thoughtful approach. Punishment tends to increase resistance in persistently defiant youth who are either immune to it or infuriated by it (If punishment worked, we wouldn’t have kids with long term reputations for defiance…they’ve been punished by multiple educators for multiple years and they haven’t changed). After an overview of the condition, common ineffective strategies are discussed, and alternatives are provided.
Length of session: 6 hours
PowerPoint slides accompany Dr. Mac's presentation.
Topics covered:
-Ways to support kids who are starting to show resistance
-Issuing directions in ways that are more likely to gain compliance
-Using good-natured humor
-Offering acceptable choices (Not just the “Do it or else” kind)
-“Taking the emotional temperature” of kids
-Using proactive cooperation to assure later cooperation
-Why Punishment is counter-productive with these kids
-Alternatives to punishment
-Administering penalties in non-damaging ways
-Phrasing criticism so that it doesn’t spur further resistance
-Ineffective praise
-Novel and effective praise
-proximity praise
-proactive praise
-modifying praise for those who otherwise will refuse it
-Weaning kids from low level rewards (edibles, tokens/points)
-Understanding the reasons for defiance
-Avoiding failure
-Preoccupied with a personal goal
-Emulation of an anti-authority attitude
-Fulfillment of a role assigned by one’s surroundings
-Educator misinterpretation of age appropriate behavior -Others
-Identifying the reasons for defiance
-Dreikurs system
-A-B-C system
Novel strategies
-Reminiscing
-Negotiating
-Providing acceptable choices
-Using the element of surprise
-Using humor
-Agreement with the student
-Others
Dealing with Different Types of
The various types of defiance and resistance are identified, described, and demonstrated during this session. Building on the presentation and a provided list of interventions, groups devise appropriate interventions and approaches for handling the different forms of defiance that they experience.
Length of workshop: 3 hours
Topics covered:
-Direct refusals
-Delaying tactics
-Staff splitting
-Asking "Why?"
-Passive-aggressive behavior
-Claims of unfairness
-Attempts at deal making
-Meeting the letter, but not the intent of 'the law'
-Getting in the last word
Modifying Instruction to Match
Culturally Different Learning Styles
Culturally different students often learn best in ways that are different than teachers are taught to teach. Those youngsters might also prefer to demonstrate their knowledge and abilities in ways that don't match well with typical classroom assessment procedures. This workshop describes commonly found manifestations of culturally different learning styles (in contrast to the learning styles promoted in most schools), how to identify if they are present in one's classroom, and suggestions for addressing them.
Length of session: 4 hours
Topics covered:
-What are learning styles and learning characteristics?
-Ways of categorizing learning styles
-How culture affects preferred ways of learning and demonstrating
one’s knowledge and skills
-Commonly present learning style characteristics among those of
the following heritages and descents:
-African (sub-Saharan)
-East Asian
-European
-Hispanic
-Native American/American Indian/First Peoples
-Strategies for teaching in classrooms with diverse learning styles
For ParaProfessionals
Teacher assistants, teacher aides, and paraprofessionals are often given behavior management responsibilities with little or no training in effective behavior management. Even if special duties are not assigned, paras who are untrained in the principles and practices of effective behavior management are at risk for intervening in ways that are counterproductive, or in opposition to the systematic approaches designed by teachers. This training session provides paras with the mindset and skills to be effective behavior managers who use positive and respectful interventions.
Length of session: 3 or 6 hours
Topics covered:
-Building a positive history with one’s students
-The need to be firm, but caring
-Why punishment and criticism are your worst enemies
-Using positivity to motivate your students
-Working in concert with teachers
Should our school(s) develop a school wide behavior management plan?
This session provides an overview of how to develop and implement a comprehensive school wide behavior management plan that goes beyond just using penalties. The model and procedures to undertake are presented and discussed. All the information needed for your school to start doing it on its own is provided. Dr. Mac is also available (electronically or in person) if your school would like to make use of a consultant during the planning and start up phases.
Length: 3 hours
Workshops For Staff Who Work With Students Who Possess Psychological &/or Behavioral Disorders
Working Effectively with Aggressive Youth
Few professionals who work with angry youngsters have training in the prevention of violent incidents, or how to deal with aggression during and after its appearance. This session, through discussion, videotape analysis, and role playing brings together recommended practices with the knowledge and experience possessed by those who attend.
Length of session: 3 hours
Topics covered:
-The different types of aggression
-A model for understanding the:
-Nature of aggression
-Prevention of aggression
-Defusing of aggression once it has surfaced
-Methods for defusing various types of aggression
-Being aware of and attentive to pre-incident signals
-Bringing forth and maintaining a productive state of mind when addressing
-Kid on kid aggression
-Aggression toward other adults
-Aggression toward us
-After the incident:
-Debriefing the incident with the student(s)
-Interventions that help to prevent future aggression
*This sessions DOES NOT deal with holds, releases, or other strategies and interventions that involve physical contact.
Safeguarding Your School
from Gun-Wielding Students Bent on Revenge
The violent acts committed by alienated and dissociated youngsters concerns us all. The question: What can be done to decrease the chances of shootings happening in our schools? The answer: A lot. This session provides information and check sheets that will assist schools in creating a welcoming climate that guarantees safety for all.
Length of session: 3 hours
Topics covered:
-Why do these kids attack our schools?
-Personality characteristics of school shooters
-Background commonalities
-Setting events
-The spark
-Strategies for making our schools safer
-Identifying alienated kids at risk for violence with weapons
-Intervening with alienated youngsters
Dr. Mac is also available for consultation to your school. Tom can help your school fully understand the risk, assess its safety quotient and readiness for potential incidents, and develop a multi-faceted school wide plan of action to develop a sense of belonging, community, and esprit de corp among all students.
Get (street)Smart:
Recognizing and Countering Streetcorner Behavior
Few educators understand the urban low income streetcorner microculture or the "games" and tactics that are used by streetwise adolescents to confuse, intimidate, and victimize others. Youngsters who gather on the urban street corner have learned behaviors known as (depending on the city) "woofing", "signifying", “ranking moms”, hustling", and "showing out" that allow them to gain power, prestige, and influence in their neighborhoods plagued by social ills (e.g., poverty, crime, prominent drug use).
While the names of the tactics may vary, and they sometimes don’t have names in certain areas, the “games” do exist in all urban core areas. These caustic and manipulative behaviors are often brought into the schools where they confuse and frighten educators and their students. This session helps staff understand street slang and vernacular, recognize and defuse the various streetcorner "games", and develop skills that allow them to work safely and productively with streetcorner youth.s
Length of session: 3 hours
Topics covered:
-The life of the urban streetcorner
-10 common tactics used to manipulate and intimidate staff and students
-Methods for developing positive social-emotional bond with these students
-Methods for defusing the “street games” if they appear
I Don't Know and I Don't Care:
Motivating non-motivated high school students
It is difficult for educators to be faced with one or more students who have lost the love of learning. Those youngsters who fail to apply themselves to their work can be helped. This session describes how to determine the reason for the lack of motivation, and provides approaches for re-motivating kids who have lost the love of learning.
Length of session: 4 hours
Topics covered:
-The Circle of Courage model
-Dreikurs Mistaken goals model
-Other reasons for lack of motivation
-Strategies for rebuilding motivation to apply oneself to one’s studies
Building a Better Kid:
The "Circle of Courage”
This popular psycho-educational model explains why students with behavior disorders exhibit misbehavior that is so resistant to typical interventions (positive and/or punishing). After an explanation of the model, participants use it to assess whether areas of their student's psychological makeup is "strong", "distorted" or "absent". They then use this knowledge to plan intervention strategies which make use of areas of strength while healing weak ones.
Length of session: 3 hours
Topics covered:
-An overview of the model’s components
-Assessing one’s of students
-Interventions based upon assessment
Helping Students with ADD and ADHD
The behaviors of students with ADD and ADHD can try the skills and patience of almost any teacher. This session examines the conditions and provides over 100 different ideas for helping these youngster stay focused on the task at hand.
Length of session: 3 hours
Topics covered:
-Understanding the condition
-Causes (real and imagined)
-Diagnosis of the condition
-Approaches
-medical
-phenomenological
-educational
-Strategies for:
-obtaining attention
-maintaining attention
-organizing their school lives
-managing behavior
Teaching Social Skills
to Kids Who Don't Have Them Yet
While many misbehaving students may be able to tell you what they OUGHT to be doing, they don't have the training and experience to display those appropriate behaviors on a regular basis. If we want to see those desirable behaviors, we have to teach them. This session provides guidelines for assessing skill deficits, designing units to teach behavior, and implementing those lessons to promote everything from listening skills to well-mannered interactions with others
Length of session: 3 hours
Topics covered:
. -What are social skills?
-What social skills are important for school success?
-Assessing social skills in youngsters
-Developing lessons based on the assessment
Counseling in the Classroom
An important part of any teacher's job is providing support to students who are in emotional upheaval. But how can we spare the time to help when there are so many other duties that demand our attention? This workshop provides steps for engaging in quick, but caring conferences that gather information, soothe youngsters with short-term issues, or prepare troubled students for intervention by a trained counselor.
Length of session: 6 hours
Topics covered:
-Active listening
-Non confrontational language
-Formats for conferencing
-Life Space Crisis Interview
-Classroom conferencing
-Problem solving
Understanding the Mind of Students
with Autistic Spectrum Disorders
Along with communication, social, and sensory issues is a little understood psychological orientation that drives the repetitious, ritualistic, and self-stimulatory behaviors seen in youngsters with Pervasive Developmental Disorders such as Autism and Asperger's syndrome. To varying degrees, these youngsters are unable to recognize patterns in recurring daily events, experiencing life as a series of random events. They therefore operate at a high level of alertness, on guard against unpleasant surprises that could occur at any moment. Their ritualistic, repetitive, and withdrawal behaviors are an attempt to shut out this unpredictability or create familiarity in a world that makes little sense to them. Strategies for helping these youth better cope with school and home life are presented.
Length of session: 3 hours
AND other workshops addressing the material found on the home page of BehaviorAdvisor.com
*All of Dr. Mac’s workshops and keynote speeches can be conducted via “Distance Learning” if a properly equipped facility can be located in your geographic area.
*All workshops involve descriptions of procedures followed by practice of them.
*Audience size: 20 to 200
*Technology requirements: The hosting organization should provide a powerful PC computer (loaded with the latest version of “Powerpoint” software) connected to a data projector (for “Powerpoint” and video clip projections). A VERY BIG screen should be used in order to guarantee that all can view the projections well. A wireless microphone system is preferred. Otherwise, a very long cord is necessary.
*Room requirements: A room with moveable tables and chairs is preferred in order to allow for group activities. Auditoriums suffice, but are not preferred.
*Cost/Honorarium/Travel expenses: e-mail Dr. Mac for information at Thomas.mcintyre@hunter.cuny.edu
CONSULTING SERVICES
Dr. Mac assists schools in the following ways: (Visit BehaviorDrs.com for more information)
-Observing teachers and helping them improve their behavior management skills
-Offering on-line assistance to individual teachers
-Creating a comprehensive school-wide behavior management plan
-Making your school more welcoming and creating a sense of community therein
-Helping your School Based Support Team and Committee on Special Education develop greater skill in conducting functional behavior assessments
-Decreasing the risk of school shootings
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