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“Sure I Will”<br />Precision Requests<br />Compiled By Connie Hadley<br />Compliance Training:<br />
Compliance Training<br />How to get the response  you want without threatening, yelling, guilting, or using other negative...
“Sure I Will”<br />Tell students that they will be playing a new game during class time, in addition to covering the conte...
“Sure I Will” cont’d:<br />Be precise and polite in your request(precision request).<br />Begin with giving a point each t...
“Sure I Will”  Visual Example<br />Mystery Number<br />Tally:<br />Sure I Will	|||||    |||<br />OkeeDokees	|||<br />No Pr...
Precision Request Sequence<br />“Please” Request<br />Be Polite and <br />Non-threatening<br />Wait <br />5-10 Seconds<br ...
Why  should you do this?<br />Possible Rewards:<br />Focus on positive – less draining on the entire class.<br />Time Save...
Online Resource:  The Beeper System<br />What it is:<br /><ul><li>Catch them being good!
Create an auditory cue to signal you to look around the room and praise the desired behavior intermittently.  (Name the be...
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Hadley Connie Compliance Training

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Hadley Connie Compliance Training

  1. 1. “Sure I Will”<br />Precision Requests<br />Compiled By Connie Hadley<br />Compliance Training:<br />
  2. 2. Compliance Training<br />How to get the response you want without threatening, yelling, guilting, or using other negative directives.<br />Reinforce desired behavior through organized individual or team behavior management.<br />Positive reinforcement<br />Catch them Being Good<br />Use only reductive consequences (response cost) sparingly to keep a positive classroom environment.<br />
  3. 3. “Sure I Will”<br />Tell students that they will be playing a new game during class time, in addition to covering the content of class.<br />Create teams within the classroom and have them create their own positive “Sure I Will” response.<br />Every time a team member uses their “Sure I Will” response to a request made by the teacher, their team will get a tally mark. <br />Whoever gets closest to the “Mystery Number” gets the “Mystery Prize” for the week.<br />
  4. 4. “Sure I Will” cont’d:<br />Be precise and polite in your request(precision request).<br />Begin with giving a point each time it happens, then only reward genuine responsea.<br />Reduce tally marks gradually by issuing tally marks every five times their “Sure I Will” statement is made. <br />
  5. 5. “Sure I Will” Visual Example<br />Mystery Number<br />Tally:<br />Sure I Will ||||| |||<br />OkeeDokees |||<br />No Prob ||||| ||<br />Anytime |||||<br />
  6. 6. Precision Request Sequence<br />“Please” Request<br />Be Polite and <br />Non-threatening<br />Wait <br />5-10 Seconds<br />Compliance<br />Non-Compliance<br />“You need to” request<br />Reinforce!<br />Wait <br />5-10 Seconds<br />Compliance<br />Non-Compliance<br />Reinforce!<br />Reductive Consequence – Back to “Please” Request<br />
  7. 7. Why should you do this?<br />Possible Rewards:<br />Focus on positive – less draining on the entire class.<br />Time Saver<br />Fun classroom environment.<br />Motivates Learning<br />Sense of Community<br />Tickets for drawing<br />Free Time/Choice Time<br />Homework Pass<br />Lunch with Teacher<br />Certificates of recognition<br />Positive Parental notes<br />Classroom Recognition Board<br />A Token System (class store)<br />Stickers<br />ComplianceTraining<br />
  8. 8. Online Resource: The Beeper System<br />What it is:<br /><ul><li>Catch them being good!
  9. 9. Create an auditory cue to signal you to look around the room and praise the desired behavior intermittently. (Name the behavior)
  10. 10. Tape Recorder, Multi step alarm
  11. 11. If a student is misbehaving at the time of the beeper only direct your attention to desired behavior.
  12. 12. Reduce the frequency of the beeper as time progresses.</li></ul>Pros: <br />Continuous reminder to look for good behavior. <br />Focuses on the positive.<br />Immediate Feedback.<br />Cons: No variability of rewards.<br />I would give this one article a 3 – it addresses compliance training in the short run. Over time, students are not going to value the praise alone. (From the Teacher Vision website).<br />
  13. 13. Credits:<br />Catch Them Being Good. TeacherVision, Retrieved 7/25/09, from http://www.teachervision.fen.com/teaching-methods/classroom-management/9154.html<br /> Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). Chapter 3. In The Tough Kid Book. Sophis West. <br />© Connie Hadley 2009<br />

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