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 and for school systems overall..

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

[Audio] Specific. There should be no confusion when it comes to setting goals. Be clear and concise about what you want the student to achieve..

[Audio] Measurable. The teacher needs to establish methods of tracking progress and determining when the goal is attained..

[Audio] Achievable. Make sure the goal is attainable by considering the resources and supports needed, as well as any possible challenges that may be encountered..

[Audio] Relevant. It should have a direct, and positive impact on the student. Can it help the student stay involved and increase their academic competence? Some examples include staying organized, and improving problem-solving skills..

[Audio] Time-bound. Set a definite deadline by which the student will complete the goal. Review benchmark data along the way to determine if the student is on track to mastering the goal..

[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 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] "Also." 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).