Classroom Strategies (Part IV)

Classroom Strategies (Part IV). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures.

Classroom Strategies IV. Social Emotional Learning (SEL) consists of five competencies; self-awareness, self-management, responsible decision making, social awareness, and relationship skills. SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction and academic curriculum when supported by evidence-based programs..

Setting Easily Attainable Goals. Research backs up the effectiveness of goal setting, both for the students themselves and for school systems overall. When teachers practice good goal setting, the benefits for their students are two-fold: The students will see effective goal setting modeled. The school itself is likely to become more effective at facilitating learning..

Setting Easily Attainable Goals. Aside from helping them believe in themselves and setting them up for success in school, goal setting also benefits students in many ways, including: Improving self-image. Increasing awareness of the student’s strengths. Providing an experience of success. Encouraging prioritization. Building responsibility. Improving decision making..

Setting Easily Attainable Goals. S.M.A.R.T. Goals Specific Measurable Attainable Relevant Time-bound.

Setting Easily Attainable Goals. In the school setting, goals are developed by teachers for specific student’s instruction and guidance, as well as by students for their own personal growth..

Setting Easily Attainable Goals. Specific – What exactly do you want to accomplish. Teacher Developed Goal: “Juan will learn new CVC words.” Rather than, “Juan is working on CVC and CCVC words.” Student Developed Goal: “I want a higher grade in math.” Rather than, “I want better grades.”.

Setting Easily Attainable Goals. S.M.A.R.T. Goals Measurable – Make sure your goal is quantifiable. Teacher Developed Goal: “Juan will learn 20 new CVC words.” Rather than, “Juan is working on learning more CVC words.” Student Developed Goal: “I want a B in math. Rather than, “I want better grades.” In this case, it can be measured by looking at your report card when the next grading period ends..

Setting Easily Attainable Goals. SMART Goal Setting Attainable – Keep your goals achievable. Teacher Developed Goal: “Juan will learn 5 new CVC words each grading period (9 weeks).” Rather than, “Juan is learning 100 new CVC words this year.” Student Developed Goal: “I want a B in math.” Rather than, “I want strait A’s in all of my classes.” Don’t say “I will make all straight A’s on my next report card,” rather say “I will raise all my grades by one letter by my next report card.”.

Setting Easily Attainable Goals. SMART Goal Setting Relevant – Goals need to be realistic to achieve and relevant to the student. If the student doesn’t care about their grades, they won’t care about their goal..

Setting Easily Attainable Goals. SMART Goal Setting Time-bound – Teachers and students should put a realistic time frame on their goals..

Praising Behaviorally Appropriate Students. Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. A study looking at practices that reduce problem behaviors in elementary classrooms, identified teacher praise as one of the top five most effective practices..

Praising Behaviorally Appropriate Students. Behavior-specific praise lets students know what they are doing correctly. To give behavior-specific praise, you clearly tell students what they’ve done correctly. For example, if you have a student for whom organization is an issue, you could say, “Nice work getting your homework out of your folder and placing it in the bin the first thing this morning.”.

Providing Nonverbal Signals. Why should a teacher use nonverbal signals? Creates a working relationship with the student without calling attention to the student in a negative manner. It is discrete and quick. It saves instructional time..

Providing Nonverbal Signals. Why should a teacher use nonverbal signals? Makes students more comfortable and likely to participate and be involved. Easy to do and effective. Improves and builds student confidence and self-esteem..

Providing Nonverbal Signals. When should teachers do it? When a student is losing attention and focus during times of instruction or independent work. As a form of redirection from misbehavior, talking, or off task behaviors..

Providing Nonverbal Signals. When should teachers do it? When a student is not following classroom/school procedures. When a student does something good, correctly, or successfully..

Providing Nonverbal Signals. How do I do it? Meet with students individually to identify how you and they should communicate in a special way. Use cues like; smiles, or shaking your head “yes” to praise students for correct behaviors. For example: participation, volunteering, or just to reassure and encourage them..

Providing Nonverbal Signals. How do I do it? Use simple cues like shaking your head “no”, Raising an eyebrow, giving a “one minute” finger signal, or discretely pulling on your earlobe to redirect a student..

Contributors. Bella More, Educational Diagnostician Steffanie Sparrow, Licensed Specialist in School Psychology Mario Bernal, Licensed Specialist in School Psychology Valerie Torres, Licensed Specialist in School Psychology Ruth Villegas Graduate Student.

End of Classroom Strategies (Part IV).