Classroom Strategies (Part IV)

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

[Audio] Classroom strategies, part 4 This instructional module will cover. Setting Easily Attainable Goals. Praising Behaviorally Appropriate Students. Providing Nonverbal Signals for Appropriate Behavior..

[Audio] Setting Easily Attainable Goals. "Research." backs up the effectiveness of goal setting, both for the students themselves, for school systems overall. When teachers practice good goal setting, the benefits for their students are two-fold. "1." The students will see effective goal setting modeled. "And 2."The school itself is likely to become more effective at facilitating learning..

[Audio] 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..

[Audio] "Smart Goals." The acronym SMART stands for. Specific. Measurable. Attainable. Relevant. And Time-bound..

[Audio] 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..

[Audio] Specific – What exactly do you want to accomplish. Based classroom data Juan mastered 15 CVC words last school year. Teacher Developed Goal: "Juan will learn 20 new CVC words." Rather than, "Juan is working on CVC words." Student Developed Goal: "I want a higher grade in math." Rather than, "I want better grades.".

[Audio] Goals need to be Measurable. – Make sure your goal is quantifiable. Examples. Teacher Developed Goal. "Juan will learn 20 new CVC words." Rather than, "Juan is working on learning more CVC words." A Student Developed Goal. "I want a B in math. Rather than, "I want a better grade.".

[Audio] Attainable – Keep your goals achievable. Teacher Developed Goal: "Juan will learn 20 new CVC words" Rather than, "Juan is learning 60 new CVC words this year." Student Developed Goal: "I want a B in math." Rather than, "I want an A in math on my next report card.".

[Audio] Relevant. – Goals need to be realistic to achieve and relevant to the student. If students don't care about their grades, they probably won't care about their goals. Positive reinforcement for even small gains can go a long way..

[Audio] Time-bound. – Teachers and students should put a realistic time frame on their goals. Teacher Developed Goal: Goal - "In 36 instructional weeks, Juan will learn 20 new CVC words." Objective – "Juan will learn 5 new CVC words each grading period. Student Developed Goal. I want to have a B in math by the end of this school year..

[Audio] 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..

[Audio] "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.".

[Audio] Providing Nonverbal Signals. Why should a "teacher" use nonverbal signals? It creates a working relationship with the student without calling attention to the student in a negative manner. Is discrete and quick. It saves instructional time..

[Audio] Why should a teacher use nonverbal signals? It makes students more comfortable and likely to participate and be involved. It is easy to do and effective. It improves and builds student confidence and self-esteem..

[Audio] 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 out of turn", or off task behaviors..

[Audio] "Also." When a student is not following, classroom or school procedures. When a student does something good, correctly, or successfully..

[Audio] 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: for participation, volunteering, or just to reassure and encourage them..

[Audio] 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..

[Audio] Contributors. Beya Moray, Educational Diagnostician Steffanie Sparrow, Licensed Specialist in School Psychology Mario Bernal, Licensed Specialist in School Psychology Valerie Torres, Licensed Specialist in School Psychology And Ruth Viagas Graduate Student.

[Audio] End of. Classroom Strategies (Part 4). End of Classroom Strategies (Part IV).