This document provides an overview of STOIC and CHAMPS training for after school programs. It discusses:
- Establishing clear expectations and rules for student behavior using the CHAMPS framework. This includes defining appropriate voice levels, participation, and signals to regain attention.
- The importance of explicitly teaching, observing, and providing feedback to students about behavioral expectations to promote success. Reinforcement should emphasize positive interactions.
- Guidelines for structuring the learning environment, scheduling, and implementing routines and procedures to set students up for appropriate behavior.
Sandbox Learning Australia: How to set up your child for high school successElizabethNugent8
Making the jump from junior school to high school can be daunting. You go from being the king of the jungle to starting over again. Not only is it a different social environment, the pace and style of teaching can be very different. What worked in Year 6 is unlikely to be enough in Year 7.
https://www.sandboxlearning.com.au/
Sandbox Learning Australia: How to set up your child for high school successElizabethNugent8
Making the jump from junior school to high school can be daunting. You go from being the king of the jungle to starting over again. Not only is it a different social environment, the pace and style of teaching can be very different. What worked in Year 6 is unlikely to be enough in Year 7.
https://www.sandboxlearning.com.au/
Increase student success by applying the Effort Equation: E = ES x TV (Cummings, 1992). Student effort is influenced by an aptitude and persistence ratio. Lower aptitude requires more persistence. Learn how to regulate students’ aptitude/persistence ratios and increase effort by modifying students’ expectations of success and task values.
Presenter(s): Rachel Porter and Adrian Mack
This training will provide participants with visual support strategies to address the unique learning
needs and challenging behaviors of some students with disabilities. Participants will also have an
opportunity to make several visual supports to use in their classrooms.
Students who are successful have more than just academic knowledge. They have certain habits of mind that allow them to manage stress, build endurance and handle academic and emotional set-backs.
Learn six habits of mind that can be targeted for improvement and have a significant impact on student success, and explore classroom strategies to bring each one to life:
Persisting towards solutions
Working with precision
Asking questions
Working with others
Making connections
Monitoring progress and embracing learning
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Increase student success by applying the Effort Equation: E = ES x TV (Cummings, 1992). Student effort is influenced by an aptitude and persistence ratio. Lower aptitude requires more persistence. Learn how to regulate students’ aptitude/persistence ratios and increase effort by modifying students’ expectations of success and task values.
Presenter(s): Rachel Porter and Adrian Mack
This training will provide participants with visual support strategies to address the unique learning
needs and challenging behaviors of some students with disabilities. Participants will also have an
opportunity to make several visual supports to use in their classrooms.
Students who are successful have more than just academic knowledge. They have certain habits of mind that allow them to manage stress, build endurance and handle academic and emotional set-backs.
Learn six habits of mind that can be targeted for improvement and have a significant impact on student success, and explore classroom strategies to bring each one to life:
Persisting towards solutions
Working with precision
Asking questions
Working with others
Making connections
Monitoring progress and embracing learning
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Iona will talk about how Sir Charles Tupper Secondary in Vancouver, British Columbia became a beacon for how Social Responsibility programs could really become embedded in a school culture. She will talk about how a good program like EBS is essential, but the difference between a successful program that is lived every day by students and carried out into their daily lives, and one that is just another poster on the wall, lies in how it is enacted, and in deeper understandings of such things as the fundamental human relationships that are natural between adults and students, and how relationships really do matter.
In an interactive presentation that will help the participants explore community values and how they can be articulated positively through building a rubric to which all members of the community contribute. Then the hard part: how do you embed this into the life of the school? Keep it fresh and renewed as circumstances change? What kind of leadership is needed from administration, faculty and students? How does the narrative line of the community support the program?
Finally, how do you know when your program has taken off? (answer: when students begin to make ethical decisions day to day, even when these choices are hard) Why do they? A recent conversation with students at Tupper gave us some surprising answers.
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
Chris Shade BS MEd MS LPC-Associate "Presume" (What Do I Do?)Chris Shade
What do I do?
While working in education, I created a "presume" about my work, and it was viewed over 35K times. It was also featured by CareerSherpa as one of the "3 Inspiring Visual Resume Examples on SlideShare": https://careersherpa.net/3-inspiring-visual-resume-examples-on-slideshare/
Now that I'm in the field of counseling, I created a new presume sharing what I do now. Check it out.
If interested, here is a link to the original: https://www.slideshare.net/chrisshade/chris-shade-presume-what-do-i-do
Growth mindset: Which is more important: “growth” or “mindset?” The answer is both, but let’s flip the terms. First, a leader must have the right mindset, and only then can a leader nurture growth. Jack Welch, longtime CEO of GE, said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Discover ways to flourish in education in this engaging session on leadership and the growth mindset.
Leaders accomplish their visions through personal growth and personnel growth. How?
Discover 6 ways to grow the team(s) you lead.
Learn the 1 thing teams need to be the "perfect" team.
Uncover the real meaning and importance of vulnerability for success in the workplace.
High Quality Family Engagement The Equity Issue of Our Time HandoutChris Shade
Evaluate this session
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Previous educational reforms did not sufficiently address the social and emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides balance where the focus had become too narrow under NCLB; and it encourages means to ensure access and equity for all students. While many focus on what educators can do to ensure equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
ESSA Parent & Family Engagement Beyond Checking the Box WebinarChris Shade
For years, Denton Independent School District schools offered the typical parental involvement activities Dr. Karen L. Mapp of Harvard calls “random acts of parent involvement” in her article, Unlocking Families’ Potential. Our schools had good intentions, but the results didn’t always quite live up to expectations. While the events weren’t bad in and of themselves, activities were a one-time event and not necessarily sustainable. When I learned of what ReadyRosie offered, a product unlike any I’d ever seen, I knew we had uncovered a way to link parent and family engagement to student learning and development, the essential component of an effective program. Not only did ReadyRosie strengthen engagement, it helped address a number of requirements of the Every Student Succeeds Act in our efforts to improve student achievement.
September 20th at 12pm CT we will be hosting a free webinar to share more about how Denton ISD is using ReadyRosie to meet ESSA requirements in a meaningful way.
Perhaps no other book has been cited in educational circles
recently than Mindset by Carol Dweck. But what is mindset;
and how does it impact student success? Discover how
mindset relates to goal setting, effort, strategy, grit, and
[learning from] failure; uncover how the words educators
and parents use impact children’s mindset in addition to
ways to reframe challenging situations; and learn how to
implement growth mindset strategies at school.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
#BLC17 Rebranding through Social Media HandoutChris Shade
The foundation of a PLC rests upon the four pillars of mission, vision, values, and goals. A PLC begins by exploring these questions: Why do we exist, or what is our mission? What must our school become to accomplish our vision? How must we behave—what values must we demonstrate—to achieve our vision? And how we will mark our progress toward our goals? While the PLC process is often a campus-based process, Denton ISD took the lead in embracing it to drive the district mission, vision, values, and goals.
To answer the first question, Denton ISD embraced the power of social media (i.e. Facebook Twitter, YouTube, etc.) and rebranded its mission using feedback from its stakeholders. Using crowdsourcing, a concept embedded in the mission statement, the district involved contributors from all over the world to create its logo. In determining its values, DISD used the power of technology to reach out to 30,000 members of its community. What followed was a set of values the district used to develop an alternative community accountability report (in addition to the state ratings system based on standardized assessment, the lowest rated community value). The interactive report not only reflects the community’s values, but drives the district goal setting process.
How did the district do it? How did the district do it with a ZERO budget? Find out in this session led by Chris Shade, the Coordinator of District Improvement and Innovation.
I had a remarkable idea the other day; and I decided to pitch it at the ACET conference.
We currently spent upwards of $2,000 to print parent compacts just to check a box on the NCLB/ESSA compliance report and store them for 7 years in the highly unlikely event TEA will audit our compacts. Compacts are printed on duplicate as a matter of principle. (It seems odd to have a parent sign an agreement and turn around and take it away from them to store in a box.) If I’m being generous in my assumptions, 99.9% of parents toss the compact in the trash. (As a parent, I did.)
Then I got to thinking…what if we took a different approach? What if we tied the ReadyRosie videos to the compact (i.e. When parents ask, what can I do to help my child?, we can answer by guiding them to use the videos.).
While crafting the presentation I did on the topic at ACET, Make Compacts Great Again (see attached) or go to . I shared some of the videos with my wife, Tenille, a fourth grade English/Language Arts/Reading teacher (and now an ELAR consultant/coach for ESC Region 11) who said (several times), “Wow. That’s what teachers do. Those are great!” Two of our district coordinators/coaches (reading and math) worked alongside Ready Rosie to align RR videos to our curriculum units of study had the same opinion.
And for our younger grades, what if we included what parents could do to contribute to their child reading on grade level by third grade? In my presentation, I cited research that noted that 4 out of the 5 greatest predictors of 3rd grade reading are a result of what happens OUTSIDE the classroom in children’s home and community experiences. (According to The Annie E. Casey Foundation’s report, Early Warning Confirmed: A Research Update on Third Grade Reading, research points to five main factors that contribute to third grade reading proficiency: School Readiness, Chronic Absence, Summer Learning, Family Stressors, and High Quality Teaching.)
Further, I wondered, what if we made it simple? What if we merely asked parents to do three things. Read. Play. Talk.
Granted, this is not an original idea. I initially heard the phrase from Mesquite ISD, but I've found it’s being used in some variation by a number of other places such as the U.S. Department of Ed, Boston, Kansas City, and as far away as Scotland, so I don’t necessarily feel bad using the idea.
A couple of other notes to consider. Compacts do NOT have to be signed. There is nothing in the ESSA law that requires a signature or even a piece of paper. Thus, it can be electronic. A rep from the TEA sponsored Title I statewide school support and family and community engagement office attended the session and supported the idea and concurred it could be electronic.
Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought.
Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.
Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought.
Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.
Education as we know it is in its final days. Are these scary or exciting times? To me, it's the latter as I believe we are entering a new age and the change is no more frightening than how the farmers must've felt when people left the fields for the factories. In the days ahead, we must challenge not only the status quo, but the foundation structures that have been a part of our operating system for well over 150 years. These times call for bold leaders. Join me moving into the unknown.
This presentation is designed for DOI campus reps and principals to share with their campuses. In addition to sharing the presentation, DOI members serve as the note taker on the DOI Barriers and Innovative Ideas Google Docs spreadsheet during the campus discussions.
The PowerPoint presentation identifies the external barriers identified thus far including a few videos explaining the rationale for each exemption. The idea of the campus discussion is NOT to discuss these barriers further or offer solutions, but to A) share these as examples of barriers and to B) collect additional, unidentified barriers to 1) teaching and learning, 2) student opportunities, 3) school culture and climate, and 4) growth and management.
More information regarding the DOI process can be found at
• DOI Overview: http://www.dentonisd.org/Page/84561
• DOI Resources: http://www.dentonisd.org/Page/87758
• DOI Colloquy 09/27/16 Minutes and Notes: http://www.dentonisd.org/Page/88729
• DOI Colloquy 09/13/16 Minutes and Notes: http://www.dentonisd.org/Page/88228
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
STOIC and CHAMPS for 21st Century CLC ACE Participant Handouts
1. Page 1 of 19
STOIC and CHAMPS Training
for Communities in Schools After school Centers on Education in Denton ISD
Presented by Rene Shelton and Chris Shade
There are two “things” we want you to get from this session…
Thing 1 is a basic understanding of Thing 2 and Thing 2 is a management
plan for activities and transitions after school.
Conversation: Limit your comments to those near
you. Voice Level up to 2. Put your phones on silent or
vibrate. If you must answer, please move your
conversation outside of this room.
Help: Raise your hand and call out if you have
questions or a comment.
Activity: Introduction to CHAMPS; GOAL: An after
school plan
Movement: Take care of your needs.
Participation: Engaged in learning and applying the
things we talk about nodding your head once in
awhile, taking notes is good; better – completing the
Management Plan sections as we go through them.
Signal: To bring you back to “Big Group.”
Success: We’ll review these at the end to see how
we did.
To help us be productive, we will follow these CHAMP expectations.
Conversation: Limit your comments to those near you. Voice Level up to
2. Put your phones on silent or vibrate. If you must answer, please move
your conversation outside of this room.
Help: Raise your hand and call out if you have questions or a comment.
Activity: Introduction to CHAMPS; GOAL: An after school plan
Movement: Take care of your needs.
Participation: Engaged in learning and applying the things we talk about
nodding your head once in a while, taking notes is good; better –
completing the Management Plan sections as we go through them.
Signal: To bring you back to “Big Group.”
Success: We’ll review these at the end to see how we did.
2. Page 2 of 19
In my CHAMPS, I referenced VOICE Level 2.
0 – no talking, no sound
1 – whisper (no vocal chords when you use Voice Level 1
2 – Quiet Conversation (vocal chords in use; only those right around
you can hear you)
3 – Presentational Voice – all in the room can hear
4 – Outside – All in the building can hear – This is for outside. Only
exception MIGHT be PE and only with Coaches permission
Yelling – Voice Level 4 AND words
Screaming – Voice Level 4 WITHOUT words
o In emergency – Yell (use your words), don’t just scream
During our CHAMPS, I introduced you to the attention signal that is taught
in the CHAMPS book.
It has all the components of a good attention signal –
portable
visual
auditory
a ripple effect.
It also has a time expectation.
Several of the elementary campuses have developed attention signals that
are related to their mascots. Since I don’t know them all I can’t teach
them to you. You may still here the “Give me 5” or other attention signals
– all are acceptable, as long as they have been taught to the students,
demonstrated, practiced, and there is feedback about whether the
students met the expectation or not.
Why is a common signal important throughout the building?
any adult can use
important during safety issues or to control the noise of a large group
3. Page 3 of 19
CDirective
IOTS
noun
1. Tending t o remain unemot ional, especially
showing admirable pat ience and endurance in
t heface of adversit y.
sto·ic
ˈstō-ik/
noun
1. Tending to remain unemotional, especially showing admirable
patience and endurance in the face of adversity.
The STOIC “magic” question…What are the variables I can manipulate to
get the behavior I want?
4. Page 4 of 19
Structuring the environment for success
you want to have the students “default” to doing the right thing.
schedules, seating arrangements, traffic flow, what you have on the walls
and boards, routines for beginning the class and ending the class,
procedures for turning in homework or assignments, how you will get
their attention
Teaching expectations about how to be successful within the structure.
I do
We do
You do.
If students know what you expect, they don’t have to “discover” it.
Observing – monitoring.
Interaction – building relationships.
Correcting – consistency is the key (Random reinforcement schedule is the
most powerful – you never know when you will “win”); business like,
watching your tone and facial expressions. More disappointed than angry.
Privately.
How can I help you?
6. Page 6 of 19
Q: Who said?
“The children of today now love luxury. They have bad manners. They
show disrespect to adults, and love to talk rather than work or
exercise. They contradict their parents, chatter in front of company,
gobble down their food at the table, and intimidate their teachers.”
A: Socrates
Let’s imagine…
Most human behavior is learned
• It can be unlearned…and shaped
People are constantly engaged in learning
• Every experience
influences what
follows
BEHAVIOR OCCURS FOR A REASON!
7. Page 7 of 19
Conditions Set the
Stage for
(Antecedents) An Individual’s
Behavior
(The Behavior)
Pleasant
Outcomes which
increase likelihood of
the behavior
in the future
Unpleasant Outcomes
which reduce
likelihood of the
behavior
in the future
ABCs
Antecedent – what happens right before the behavior
Behavior
Consequences – what happens right after the behavior
$100 for anyone who can recite the first 100 digits of Pi – right now – from
memory.
Two Factors That Affect Motivation
Value
The degree to which one values the rewards that accompany succeeding
at that task
Expectancy
The degree to which an individual expects to be successful at the task
V X E = M
8. Page 8 of 19
What is most valuable to you?
Increase value
• Build positive relationships
with students by increasing
noncontingent attention.
• Provide positive feedback to students
• Providing Intermittent celebrations
• Strive to provide a high ratio of
positive interactions
Increase value
Build positive relationships
with students by increasing noncontingent attention.
Provide positive feedback to students
Providing Intermittent celebrations
Strive to provide a high ratio of positive interactions
Structure
S
9. Page 9 of 19
Guidelines
o Broad, noble ideas
o Attitudes and traits that will help students succeed
o Schoolwide
Rules
o Observable, measurable, well-defined
o Unchanging
o Do, rather than Don’t
o Simply stated
o About 5
o POSTED!
Tough Kids and Rules
Behavioral Excesses:
o Non compliance
o Aggression (starting with verbal)
Behavioral Deficits:
o Self-Management Skills
o Social Skills
o Academic Skills
Let’s put it on Paper
• Guidelines for Success
• Rules
– Remember the guidelines
about rules
• Attention Signal
– Your campus may have one
– You might have an additional
one for your room
10. Page 10 of 19
Organizing all classroom settings for
success.
– Physical arrangements
– Scheduling issues
– Organizational patterns
– Routines and procedures
– Expectations for students
• Activities
– whole group instruction
– independent seat work
– cooperative groups
– taking tests
• Transitions
– from one activity to another
– from one place to another
Physical environment— easy access within 3-4 steps, arrangement of
desks, reference materials, etc.
Scheduling — how much time per activity, when do we do things.
Organizational Patterns — how you handle tardies, late work, tracking
grades, etc.
Routines, procedures —opening routines, ending routines, managing
student work, etc.
Expectations for students - —what behavior should look like and sound
during key classroom activities and transitions. Create CHAMPS activity
plans for at least
12. Page 12 of 19
Teach your expectations
Observe/Monitor
Provide Feedback
Repeat! Again and again.
What about those who come into the program later?
Teach the student individually
Use a buddy system
Reteach the entire class
Make a "Welcome to Our Class" video
Establish a schoolwide Newcomers Club
What about time lapse?
Emphasize for the first three weeks of the program and/or until 85% get it.
Reemphasize before and after [long] holidays.
13. Page 13 of 19
OTS
Observe
Lifeguards are constantly visually scanning, listening, and circulating.
14. Page 14 of 19
Interact
IOTS
Strategies to increase noncontingent attention:
• Greet students.
• Show an Interest in student’s work.
• Invite students to ask for assistance.
• Have a conversation with a student or a group of students.
• Make a special effort to greet or talk to students you’ve recently
interacted with in regards to a misbehavior.
15. Page 15 of 19
We often think of feedback as either positive…
… or negative.
But really it’s more like a pottery wheel.
16. Page 16 of 19
Accurate
Specific and descriptive
Contingent
Age-appropriate
Given immediately
Given in a manner
that fits your style
Feedback is
Accurate
Specific and description
Contingent
Age-appropriate
Given immediately
Given in a manner that fits your style
The behavior you reinforce with attention is the behavior that you will
begin to see more often.
HOW TO Avoid The Criticism Trap:
Have MORE interactions with students when they are BEHAVING
RESPONSIBLY than when they are misbehaving.
Suggestions –
Remind yourself you own 3+ to that student
Provide feedback at specific times
At the end of the day, note who had a rough day, put a note on
your plan book for the next day to pump up the positive
Engage in lots of appropriate non-contingent interaction
17. Page 17 of 19
What should be the biggest reinforcer in the room? Attention. The leader.
The leader’s attention. Conductor
Like the bank, you’ve got to put in more deposits than withdrawals.
The Evidence of its Power!
Students tend to
WORK MORE DILIGENTLY when they receive higher rates of positive
feedback than when they do not.
18. Page 18 of 19
Correct
CDirective
IOTS
You need to know: It is not the severity that makes a consequence
powerful; it is the certainty.
Consequences don’t have to be big to be powerful – you just have to be
consistent in your application of them.
Think about this . . .
If you go too big with your consequences, you have nothing else bigger to
use if you need it. And if you go too big, your student have nothing to lose
by acting like complete fools. Don’t paint yourselves into a corner.
19. Page 19 of 19
TOUGH kids behavior chains:
Learn to identify the behavior links
Don’t hold back or wait
Use your preplanned consequences
Don’t make deals, negotiate with or attempt to placate as these can
make the behavior worse
Questions
For questions, contact Rene Shelton, Denton ISD Elementary Counselor
Coordinator at rshelton@dentonisd.org or (940) 369-0595 or Chris Shade, Director
of School Improvement and Support at cshade@dentonisd.org or (940) 369-0676.