the missing curriculum freshman advisor training richlands high school freshman advisor training...

The Missing CurriculumThe Missing CurriculumFreshman Advisor Training Richlands High School

Freshman Advisor Training Richlands High School

The Missing CurriculumThe Missing Curriculum

Today, there is a curriculum missing from many children’s

lives.

Today, there is a curriculum missing from many children’s

lives.The missing curriculum is the

systematic instruction in basic social and interpersonal competencies that enable individuals to interact in productive, cooperative, and respectful ways.

The missing curriculum is the systematic instruction in basic social and interpersonal competencies that enable individuals to interact in productive, cooperative, and respectful ways.

Why Teach Social Competencies

Why Teach Social Competencies

When a child comes to school without basic social competencies, his or her behavior gets in the way of the teacher’s ability to teach and the student’s ability to learn.

Social competencies increase a child’s receptivity to academic instruction.

When a child comes to school without basic social competencies, his or her behavior gets in the way of the teacher’s ability to teach and the student’s ability to learn.

Social competencies increase a child’s receptivity to academic instruction.

The Six Basic Social Competencies for Classroom

Success

The Six Basic Social Competencies for Classroom

Success1. Follow Instructions2. Pay Attention3. Get Teacher’s Attention4. Accept “No”5. Ask Permission6. Accept Correction

1. Follow Instructions2. Pay Attention3. Get Teacher’s Attention4. Accept “No”5. Ask Permission6. Accept Correction

Tools for Teaching Social Competencies

Tools for Teaching Social Competencies

Positive EnvironmentsPlanned TeachingReminder PromptsCorrective PromptsCorrection

Positive EnvironmentsPlanned TeachingReminder PromptsCorrective PromptsCorrection

Positive Environments for 9th Graders at RHS

Positive Environments for 9th Graders at RHS

Teachers are positive models Social competencies are taught Students and teachers interact

respectfully Praise is frequent Clear expectations are set for student

behavior Problem behavior is distinguished from

problem child Fairness is practiced Discipline is used judiciously

Teachers are positive models Social competencies are taught Students and teachers interact

respectfully Praise is frequent Clear expectations are set for student

behavior Problem behavior is distinguished from

problem child Fairness is practiced Discipline is used judiciously

Student-Preferred Teacher Behaviors

Student-Preferred Teacher Behaviors

Calm, pleasant voice tone

Offering help Joking, kidding Fairness Explanation of how or

what to do Smiling Explanation of why Concern Enthusiasm Politeness Brief and to the point

Calm, pleasant voice tone

Offering help Joking, kidding Fairness Explanation of how or

what to do Smiling Explanation of why Concern Enthusiasm Politeness Brief and to the point

Teacher Behaviors Students Like Least

Teacher Behaviors Students Like Least

Describing only what student did wrong

Anger/irritation Negative feedback Profanity Unfriendliness Unpleasantness Bossy/demanding Negative attitude Unpleasant physical

contact Insulting remarks No chance to speak

Describing only what student did wrong

Anger/irritation Negative feedback Profanity Unfriendliness Unpleasantness Bossy/demanding Negative attitude Unpleasant physical

contact Insulting remarks No chance to speak

Positive Communication Styles

Positive Communication Styles

Praise/positive approval

Calmness Pleasant voice tone Pleasant facial

expression Eye contact Positive body

language Use of request form Sincerity Respect

Praise/positive approval

Calmness Pleasant voice tone Pleasant facial

expression Eye contact Positive body

language Use of request form Sincerity Respect

Communication Styles to AVOID

Communication Styles to AVOID

Sarcasm Anger Loud voice tone Negative/

demeaning words (“ugly,” “awful,” “horrible,” “terrible,” etc.)

Threats

Sarcasm Anger Loud voice tone Negative/

demeaning words (“ugly,” “awful,” “horrible,” “terrible,” etc.)

Threats

Points to RememberPoints to Remember

• Positive teacher models are important.

• Deficits in social competencies do not constitute character flaws.

Every social competency deficit has a replacement behavior.

Students won’t always remember what we teach them, but they will never forget how we treat them.

Linda AlbertCooperative Discipline, 1996

• Positive teacher models are important.

• Deficits in social competencies do not constitute character flaws.

Every social competency deficit has a replacement behavior.

Students won’t always remember what we teach them, but they will never forget how we treat them.

Linda AlbertCooperative Discipline, 1996

Planned Teaching during the First 20 Days of School

Planned Teaching during the First 20 Days of School

Promotes students’ success Establishes the teacher’s

expectation for students’ behavior

Holds students accountable for their own behavior

Provides teachers with future opportunities to reinforce the student for practicing preferred behavior

Enhances students’ perception of teacher’s fairness

Creates a positive classroom environment

Promotes students’ success Establishes the teacher’s

expectation for students’ behavior

Holds students accountable for their own behavior

Provides teachers with future opportunities to reinforce the student for practicing preferred behavior

Enhances students’ perception of teacher’s fairness

Creates a positive classroom environment

Components of Planned Teaching

Components of Planned Teaching

1. Name the social competency2. Describe what you want (discrete

behaviors)3. Specify student benefit4. Ask for understanding5. Set up the practice6. Conduct the practice7. Praise the practice.

1. Name the social competency2. Describe what you want (discrete

behaviors)3. Specify student benefit4. Ask for understanding5. Set up the practice6. Conduct the practice7. Praise the practice.

Follow InstructionsFollow Instructions

1. Look at the teacher2. Nod or Say “Okay”3. Do it right away

Benefits: You get things done faster and may have more free time

1. Look at the teacher2. Nod or Say “Okay”3. Do it right away

Benefits: You get things done faster and may have more free time

Pay AttentionPay Attention

1. Stop what you are doing2. Look at the person3. Listen quietly

Benefits: You will understand what to do. You may gain helpful information. People are more likely to listen to you when you listen to them.

1. Stop what you are doing2. Look at the person3. Listen quietly

Benefits: You will understand what to do. You may gain helpful information. People are more likely to listen to you when you listen to them.

Get Teacher’s AttentionGet Teacher’s Attention

1. Look at the teacher2. Raise your hand3. Wait quietly

Benefit: Teachers are more likely to give their attention to students who raise their hands.

1. Look at the teacher2. Raise your hand3. Wait quietly

Benefit: Teachers are more likely to give their attention to students who raise their hands.

Ask PermissionAsk Permission

1. Raise your hand or go to the teacher

2. Ask the question3. Wait for the answer

Benefits: You avoid doing something that could be a problem and you increase the chance permission will be given in the future.

1. Raise your hand or go to the teacher

2. Ask the question3. Wait for the answer

Benefits: You avoid doing something that could be a problem and you increase the chance permission will be given in the future.

Accept CorrectionAccept Correction

1. Look at the teacher2. Listen quietly and remain calm3. Use the correction

Benefit: Correction is intended to help you. You can use correction to help you decide how to behave in the future.

1. Look at the teacher2. Listen quietly and remain calm3. Use the correction

Benefit: Correction is intended to help you. You can use correction to help you decide how to behave in the future.

Accept “No”Accept “No”

1. Look at the teacher2. Listen quietly3. Calmly move on

Benefit: When you accept “No” for an answer, you avoid taking up time that you could otherwise spend doing something you enjoy.

1. Look at the teacher2. Listen quietly3. Calmly move on

Benefit: When you accept “No” for an answer, you avoid taking up time that you could otherwise spend doing something you enjoy.

Building Social Competencies after Planned Teaching

Building Social Competencies after Planned Teaching

Reminder Prompts Praise

“Every hour spent in effective planning saves three to four hours in execution.”

Mayer, J.L., (1990)

Reminder Prompts Praise

“Every hour spent in effective planning saves three to four hours in execution.”

Mayer, J.L., (1990)

Reminder PromptsReminder Prompts

Verbal reminders to help students recognize they need to get ready to use a social competency that has been previously introduced.

Reminder prompts set students up for success and increase your opportunity to reinforce students for preferred behavior.

They help students perceive you as fair and concerned.

Verbal reminders to help students recognize they need to get ready to use a social competency that has been previously introduced.

Reminder prompts set students up for success and increase your opportunity to reinforce students for preferred behavior.

They help students perceive you as fair and concerned.

When to Use Reminder Prompts

When to Use Reminder Prompts

Stress during the first 20 daysPrior to a student needing to use the

social competencyEXAMPLES:Before leaving the classroomWhen entering the classroomWhen the teacher requires everyone’s

attentionBefore giving out a homework

assignment

Stress during the first 20 daysPrior to a student needing to use the

social competencyEXAMPLES:Before leaving the classroomWhen entering the classroomWhen the teacher requires everyone’s

attentionBefore giving out a homework

assignment

Components of Reminder Prompts

Components of Reminder Prompts

1. Get students’ attention2. Name the social competency3. Specify student benefit (optional)4. Ask for understanding (optional)

EX: “Barb, do you remember how to Get Teacher’s Attention?”

1. Get students’ attention2. Name the social competency3. Specify student benefit (optional)4. Ask for understanding (optional)

EX: “Barb, do you remember how to Get Teacher’s Attention?”

Praise is the mortar that holds the social competency building

blocks together.

Praise is the mortar that holds the social competency building

blocks together.

Follow Directions

Ask Permission

Accept “No” Get Teacher’sAttention

Pay AttentionAccept Correction

PraisePrincipal of Positive

Reinforcement

PraisePrincipal of Positive

Reinforcement

A behavior followed by something the student perceives as pleasant (reinforcing) will be maintained or increased.

Praise is your most powerful behavior change tool!

Praise reinforces preferred behaviors.

Praise creates positive relationships.

Praise creates a positive classroom environment

A behavior followed by something the student perceives as pleasant (reinforcing) will be maintained or increased.

Praise is your most powerful behavior change tool!

Praise reinforces preferred behaviors.

Praise creates positive relationships.

Praise creates a positive classroom environment

Examples of Praising Social Competencies

Examples of Praising Social Competencies

Discrete Behavior“Great, you started your work

immediately.”“Thanks, you remained quiet while

Mary answered the question.”

Discrete Behavior“Great, you started your work

immediately.”“Thanks, you remained quiet while

Mary answered the question.”

Examples of Praising Social Competencies

Examples of Praising Social Competencies

Social Competency“Nice job following instructions.”“Thanks for asking permission.”

Social Competency“Nice job following instructions.”“Thanks for asking permission.”

Examples of Praising Social Competencies

Examples of Praising Social Competencies

Discrete behavior linked to the social competency

“Cathy, nice job. You kept a neutral face after getting “No” for an answer.”

“Class, everyone has remained still and quiet while I went over the new vocabulary…way to pay attention when someone speaks.”

Discrete behavior linked to the social competency

“Cathy, nice job. You kept a neutral face after getting “No” for an answer.”

“Class, everyone has remained still and quiet while I went over the new vocabulary…way to pay attention when someone speaks.”

Tools for Correcting Social Competencies

Tools for Correcting Social Competencies

Use corrective teachingWhen the student has been taught

a social competency and is choosing not to use it.

When you want to replace a problem behavior with a preferred behavior.

Use corrective teachingWhen the student has been taught

a social competency and is choosing not to use it.

When you want to replace a problem behavior with a preferred behavior.

ObserveObserve

Observation allows a teacher to gather facts before objectively and specifically describing a students behavior.

Observation allows a teacher to gather facts before objectively and specifically describing a students behavior.

Dual Observations

Academic Performance

Social Performance

Describe the facts that have been gathered.

Describe the facts that have been gathered.

Verbally mirror back to the student what you observed:

Be specific- Use behaviorally specific language

“Before the bell rang, you quietly entered the room, sat in your seat, looked up at me, and said, “Good morning”

Verbally mirror back to the student what you observed:

Be specific- Use behaviorally specific language

“Before the bell rang, you quietly entered the room, sat in your seat, looked up at me, and said, “Good morning”

Be objectiveBe objective

Describe the observed action clearly and specifically without subjective garnishes.

“Jason, you are continuing to talk” instead of “Jason, talking is rude.”

Describe the observed action clearly and specifically without subjective garnishes.

“Jason, you are continuing to talk” instead of “Jason, talking is rude.”

Place ownership of behavior on student.

Place ownership of behavior on student.

The teacher is the impartial observer.

The teacher is the impartial observer.

Vague and Subjective Behavior DescriptionsVague and Subjective Behavior Descriptions

PoliteCooperativeRespectfulMannerlyHelpfulConfidentAttitude

PoliteCooperativeRespectfulMannerlyHelpfulConfidentAttitude

Non-specific and Judgmental Terms

Non-specific and Judgmental Terms

You could have done better.

You seem to be in a really bad mood

You need to get control of yourself.

You were messing around.

You have an attitude. You are being

uncooperative. You really blew it. That is so obnoxious. What is wrong with you?

You could have done better.

You seem to be in a really bad mood

You need to get control of yourself.

You were messing around.

You have an attitude. You are being

uncooperative. You really blew it. That is so obnoxious. What is wrong with you?

Benefits of Specific, Objective Behavior

Descriptions

Benefits of Specific, Objective Behavior

Descriptions1. Reduces students’ ability to shift

accountability for behavior.2. Increases students’ understanding of

teachers’ expectations.3. Decreases students’ defensive responses to

correction. Depersonalizes teacher correction.

4. Students will be clear on what behaviors to do again.

5. Students will be clear on what behaviors not to do again.

6. Decreases parental defensiveness during parent-teacher conferences.

7. Assists teachers in setting measurable objectives for students.

1. Reduces students’ ability to shift accountability for behavior.

2. Increases students’ understanding of teachers’ expectations.

3. Decreases students’ defensive responses to correction. Depersonalizes teacher correction.

4. Students will be clear on what behaviors to do again.

5. Students will be clear on what behaviors not to do again.

6. Decreases parental defensiveness during parent-teacher conferences.

7. Assists teachers in setting measurable objectives for students.

When Correcting StudentsWhen Correcting Students

Control your quality components. They could be put to the test.

Separate yourself from the student’s behavior. Do not take student behavior personally. Doing so is self-defeating.

Correct a student privately, when possible.

Always describe a replacement skill for the problem behavior.

Control your quality components. They could be put to the test.

Separate yourself from the student’s behavior. Do not take student behavior personally. Doing so is self-defeating.

Correct a student privately, when possible.

Always describe a replacement skill for the problem behavior.

Benefits of Corrective Teaching

Benefits of Corrective Teaching

Makes students aware of the teacher’s expectations for behavior.

Increases the likelihood students will use preferred behavior.

Casts teacher in a helpful role.Reduces the chance of arguments

and misunderstandings.Places responsibility on students

for their own behavior.

Makes students aware of the teacher’s expectations for behavior.

Increases the likelihood students will use preferred behavior.

Casts teacher in a helpful role.Reduces the chance of arguments

and misunderstandings.Places responsibility on students

for their own behavior.

Private Individual Correction

Private Individual Correction

Reduces the chance student behavior will escalate.

Provides the opportunity to teach private, personal matters.

Increases the likelihood the teacher will “respond” rather than “react” when correction occurs.

Reduces the chance student behavior will escalate.

Provides the opportunity to teach private, personal matters.

Increases the likelihood the teacher will “respond” rather than “react” when correction occurs.

When to Use Corrective Prompts

When to Use Corrective Prompts

Anytime you want a student to immediately engage in a preferred alternative behavior.

When a student is engaged in a low-level problem behavior.

Anytime you want a student to immediately engage in a preferred alternative behavior.

When a student is engaged in a low-level problem behavior.

Components of Corrective Prompts

Components of Corrective Prompts

1. Get student’s or class attention2. Describe what you want, i.e, discrete

behaviors/social competency.3. Praise demonstration of social

competency.EX:“Jeff, one of the expectations in this class isthat students will be in class, seated, and

ready to participate when the tardy bell rings.  Youhave been late to class twice in the last twoweeks. ”

1. Get student’s or class attention2. Describe what you want, i.e, discrete

behaviors/social competency.3. Praise demonstration of social

competency.EX:“Jeff, one of the expectations in this class isthat students will be in class, seated, and

ready to participate when the tardy bell rings.  Youhave been late to class twice in the last twoweeks. ”

Why Use Correction?Why Use Correction?

Teaches a preferred alternative social competency and clarifies expectations.

Facilitates immediate response at Point of Performance.

Decreases counter control from students

Reduces arguments Holds resistive students accountable for

behavior and student’s learn by experiencing consequences.

Teaches a preferred alternative social competency and clarifies expectations.

Facilitates immediate response at Point of Performance.

Decreases counter control from students

Reduces arguments Holds resistive students accountable for

behavior and student’s learn by experiencing consequences.

When to Use CorrectionWhen to Use Correction

When the problem is serious, repetitive, and escalating.

When corrective prompts have been used and the problem behavior continues.

When the class is not cooperating.

When the problem is serious, repetitive, and escalating.

When corrective prompts have been used and the problem behavior continues.

When the class is not cooperating.

Components of CorrectionComponents of Correction

Stop the problem behaviorTell the student what social

competency to use instead-replacement skills

Consequences:Planned Teaching, Now or Later,

and/or School Consequences

Stop the problem behaviorTell the student what social

competency to use instead-replacement skills

Consequences:Planned Teaching, Now or Later,

and/or School Consequences

Delayed Planned TeachingDelayed Planned Teaching

Teachers may delay correcting a student because:

1. There is no time2. The student would be more

receptive later

Make sure to describe the problem behavior before you begin teaching.

Teachers may delay correcting a student because:

1. There is no time2. The student would be more

receptive later

Make sure to describe the problem behavior before you begin teaching.

Remember…Remember…

Teacher quality components are critical. Describe only what you see. Describe the problem behavior, then

the preferred behavior. Describe the behavior that is the largest

problem first when presented with several problem behaviors, i.e, choose your battles.

Describe the behavior and avoid the content of what a student is saying.

Use specific, non-judgmental language

Teacher quality components are critical. Describe only what you see. Describe the problem behavior, then

the preferred behavior. Describe the behavior that is the largest

problem first when presented with several problem behaviors, i.e, choose your battles.

Describe the behavior and avoid the content of what a student is saying.

Use specific, non-judgmental language

Reminder Prompt

Corrective Prompt

Set expectations

Correction

Praise

Praise

Praise

Praise