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Lynn Hubbell
 (630)
United States - California - Grover Beach
Lynn Hubbell
4.0
697 votes
"A good teacher must be able to put himself in the place of those who find learning hard." Eliphas Levi
 
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4.0
“My Calm Tools Keychain: A Teaching Tool and Visual Prompt” can be used to teach, practice and eventually prompt the younger, more behaviora...
$2.00
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4.0
3.9
'I Can Keep My Body Calm" is an example of a social narrative, an evidence based practice found effective for teaching social and behavior skills...
$4.00
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3.9
3.9
“My Coping Tools: Stress Management Strategies for Older Children and Teens” is designed to provide teachers a comprehensive approach for res...
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3.9
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"How Do They Feel?" is a collection of worksheets which use high interest images to target the skills of recognizing and labeling emotions. It b...
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"My Emotional Thermometer" was created to help teachers teach younger children to learn to recognize their own escalation cycle, an important ...
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“Reinforcing Expected School Behaviors: A Flexible Student Behavior Plan Packet ” offers teachers a user friendly and differential strategy f...
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“Emotional Literacy Skills for Older Children” is an activity packet which gives children practice recognizing and identifying emotions in ot...
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“Stop and Think, Decide and Do: A Student’s Guide to Problem-Solving Prickly Problems” introduces a simple problem-solving strategy to stud...
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“I Can Stay Checked In” is a story that breaks down and describes the specific skills involved in paying attention to the teacher and task in...
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3.9
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"Emotion Match Game" is a packet of activity cards designed to teach older children and teens to recognize and label various emotions. It include...
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“A Bundle of Behavior Stories” contains five stories designed to teach and reinforce classroom behavior skills. These stories include: • ...
$12.00
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“Emotional Discrimination Charts Visual Aids for Teaching and Supporting Behavior Regulation Skills” can be used many different ways dependin...
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I Can Stop and Think is an example of a social narrative, an evidence based practice found effective for teaching social and behavior skills to s...
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This guide is an abbreviated version of the K–12 edition and contains material targeted to children at the elementary level. It is meant to pro...
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This complete unit is designed to teach students with autism, and other social communication deficits, strategies for showing interest in others....
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Recently updated, “Scaffolded Writing Tasks” is a workbook originally designed for students on the autism spectrum or who have difficulty pro...
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This guide is meant to provide the user practical, “use them today” materials and strategies for writing, implementing and documenting social...
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I Can Follow Directions is an example of a social narrative, an evidence based practice found effective for teaching social and behavior skills t...
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“Social Communication Skills for Secondary Students” uses high interest images to give older students practice recognizing the feelings and e...
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3.9
"I Can Be Friendly to Others" is a social narrative, an evidence-based practice found effective for teaching social and behavior skills to childr...
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TEACHING EXPERIENCE

I began teaching more than twenty years ago and have taught special and general education classes, at the elementary and secondary levels. Currently I serve as a special education program specialist in a public school district, providing consultation support to both special and general education teachers of students with special needs. As a consultant I spend much of my time assisting our teachers to implement positive behavior supports within their classrooms in order to meet the needs of all of their students, but particularly those who demonstrate significant social, emotional and behavioral challenges.

MY TEACHING STYLE

I recently read an obituary of one of my mother's old friends, who had served as a high school administrator for many years. In it, she was quoted as having once said, "there are no problem students, just students with problems." That struck a chord in me, and it made me wish I had said it first. I have many gurus, but at the top of my list is Diana Browning Wright (Co-founder, Positive Environments, Network of Trainers), who has said, "No teaching strategy or intervention will result in high student achievement if a teacher doesn't genuinely care about the student and the student believes that." I wish I had said that too. In my work I regularly present staff development workshops. When I do I usually find a way to include in my presentation two statements that describe what I think are the most effective strategies for ensuring positive educational outcomes for all students: 1. Don't assume students know how we want them to behave. We must label the behavior and teach it; and, 2. If we don't reinforce the behavior we want to see when we see it, we may rarely see it.

HONORS/AWARDS/SHINING TEACHER MOMENT

I am certified as a Behavior Intervention Case Manager, or BICM, in the state of California. State regulations require that an IEP team be supported by a BICM when developing a positive behavior intervention plan (PBIP). In addition to laying out guidelines for reinforcing positive behaviors and assigning consequences for misbehavior, a PBIP must also outline a plan for teaching replacement behaviors to the student.

MY OWN EDUCATIONAL HISTORY

In addition to both a single subject and special education teaching credential, I earned a Bachelor's Degree as well as a Master's Degree in Educational Psychology from Loyola Marymount University.

ADDITIONAL BIOGRAPHICAL INFORMATION

I think teaching is in my blood. I come from a long line of teachers and married an educator. Joe and I have three kids and I am ridiculously proud of them. Stephanie, my oldest, is continuing the family tradition, having been accepted to graduate school to study speech pathology. My son Tyler and youngest daughter Riley are each currently attending the University of California. Along with Kirby, our golden retriever, and Kizzy, our cat, Joe and I are adjusting exceedingly well to our empty nest.