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I love to build relationships with all my students by taking an interest in all of the activities that they are interested in and out of school.  I do believe that that it is difficult to do this with all of my students in a way that they understand or even believe.  I think specific feedback given  that is personal to each student is the way to go but is it feasible.
I think I do a great job doing this with a select group of students .

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1. specific praise, provide a specific correction when a student makes an error, wise feedback, encourage others to praise each other

2. Example: "you completed the first step of the problem correctly, now look back your notes to see what you should do next" "keep up your hard work" "you have shown a lot of improvement this week!"

non-example: great job
3. rapport and proactive relationships building; responsive community building

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Provide specific feedback to encourage SEB and academic skills and decrease errors. Praise the skill/behavior and give positive feedback.
Praise "Thanks for holding the door!"
Specific correction "Please revise your response to provide more detail"
Avoid general statements "Great job!"
Helps to develop a relationship with students.

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2.5 Consider Other Response Strategies- 

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2.5 Consider Other Response Strategies- 

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Do--- Adopt procedures that celebrate, acknowledge, and reinforce (increase) use of SEB skills, academic skills, and contextually appropriate behavior; for example, consider: • Teacher-student game or good behavior game • Group contingency • Token economy
1.  Do not… • Use systems that make corrections public (e.g., clip charts   Use rewards to encourage students to engage in behaviors that are not in their best interest
2.   Secondary• Consider a token economy: “Each student who participated earned a penny toward our service learning project goal”
Maybe not a penny idea but have a specific goal that the class is working toward.
3.  Look for lists crossovers... Accountable talk, student engagement.

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• Consider a group contingency: “If we generate five examples of “Synthesis” in 5 min, you can sit where you like for the last 20 min of class.

I do an incentive where if everyone has completed the Quizlet Vocab practice on time we play a Quizlet Live or Blooket game.

Also - for students who complete the assignment early - I reward with gummy bears or German chocolate.

I do these sporadically so students never know which assignments / which days I will check for the rewards.

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Examples:
Model, practice, and provide feedback on students’ self-managed prompts to facilitate key routines (e.g., record a voice memo of key steps to locate classroom website) or instructional activities (e.g., write assignments in planner or electronic task management system) • Review assignment guidelines and criteria (e.g., rubric) before students begin work and monitor students’ work to adjust support • Actively supervise physical and virtual learning environments to encourage (prompt and provide specific feedback) contextually appropriate SEB

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I've found providing students with pertinent feedback is best accomplished by getting to know your students.  This can only be achieved by spending quality time with them communicating.  At times I struggle by not having enough time with each individual student.  Once you have developed a strong relationship with your students the feedback becomes more relevant.

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1. Teach students to set goals, self-monitor SEB skills, and celebrate when goals met.
2. Example: Set a goal and reflect on this regularly.
Non-example: Set a goal and never check in with how students are making out on the goal they set.
3. When students set a goal, they own it. When you take time to check in and help them reflect on their progress, it helps guide them toward their goal.

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2.4 Provide Specific Feedback (≥5:1 RATIO) Non-example: Use sarcasm or insincere feedback (e.g.., “Thank you for trying to act like a human.”)

This is something I need to keep in mind.

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While actively supervising (2.3), briefly interact with students (e.g., ask how they are doing, comment, or inquire about their interests; show genuine interest in their responses)

Do not  Design a classroom environment, instructional activities, and other fun experiences based solely on educator interests or preferences

I want to make more of an effort to include student interest in performance assessments. Possibly have various options to show understanding based on student interests.

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Greet and connect with each student and create opportunities to foster positive relationships among students, educators, and families

Do... Welcome each student into learning environment by name and brief connection

Do..While actively supervising (2.3), briefly interact with students (e.g., ask how they are doing, comment, or inquire about their interests; show genuine interest in their responses)

Do...Include opportunities for peer-to-peer connection during academic routines (e.g., cooperative problembased learning, simulation activities, debates, restorative circles)

Do Not...Jump right into instruction without greeting students

Do Not...focus on same students repeatedly.  Speak to all as you move around the room or among groups

Do Not...allow one or two students to take over

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Secondary Example:
Consider a group contingency: “If we generate five examples of “Synthesis” in 5 min, you can sit where you like for the last 20 min of class.
With the constraints of time, it is often difficult to offer group contingencies beyond awarding stamps for positive behaviors.
Perhaps after labs or group activities, I can take a few moments to do a "behavior check in" and award a few moments of free time. I will have to come up with some quick rewarding activities.

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2.1 Engage Students in Relevant Learning

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2.1 Engage Students in Relevant Learning

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-I use explicit instruction, with high rates of varied opportunities to respond, to engage students in relevant learning
• Use model-lead-test (explicit)
format to engage students in
instruction
• Plan individual or small-group
questioning (e.g., calling on
randomly selected student to
explain example problem)
• Use unison or peer-to-peer
responding to increase
opportunities for all (e.g.,
share your thinking with your
peer partner and be ready to
report back)

I feel that I only do explicit instruction on behavior when a need arises. I set up my classroom routines and practices in the beginning of the year and the students generally know what to do so I rarely see a need.

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Provide Specific Feedback - Sarah Buzdygon

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Provide Specific Feedback - Sarah Buzdygon

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1. Provide detailed specific praise and correction at a ratio of 5:1 positive statements:corrections.
2. Examples - Use specific language, "I like the way you..." rather than generalized statements such as "great job!"
3. This specifically correlates with Building Mindset.

I need to be more intentional in looking for times and ways to praise those students who struggle with negative behaviors in the classroom.

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Build in regular opportunities for positive connection throughout the year (eg -positive family postcards, email, check - ins)

Example - "Caught you being good" postcards- send home to families

Non - example - only focus on what kids are negatively doing

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Megan Edinger

Measure fidelity, or the extent to which key practices (Table 1 and Table 2) are implemented as recommended
-need to take a closer look at how consistently implement practices and for which reason(s)
• Use measures of implementation quantity (e.g., direct count of practices) and quality (e.g., ratings of implementation effectiveness) • Monitor equitable use of practices among all subgroups of students (race/ ethnicity, gender, language status, disability status)
-need more support with instructing students with visual disability

• Obtain multiple perspectives (e.g., self, peer, mentor/coach, administrator, student) when assessing implementation
-Would love feedback from other music teachers; schedules do not allow.
-Dedicated music supervisor would be amazing;

• Monitor across time to continue to enhance implementation

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1)   Establish a predictable schedule and clear procedures for each teaching and learning activity and transitions between activities
2)   Consider routines for: • Turning in work • Handing out materials • Making up missed work • What to do after work is completed • Technology use • Example class period routine (posted on smartboard and/or in students’ planners): • Warm-up activity for students • Review of previous content • Instruction for new material • Guided or independent practice opportunities • Wrap-up activities
NON-Example:  Assume students will automatically know routines and procedures without instruction and feedback • Omit defining and teaching routines for typical activities, transitions, or new events (e.g., field trip, assembly) • Miss opportunity to provide: (a) visual and/or auditory reminders about routines and procedures (e.g., signs, posters, pictures, hand signals, certain music playing, timers) and/or (b) feedback about student performance
3) Everyday I post our daily schedule, have the groups and aides listed with each group as well as any related specials and the times listed on a document. We also have a routine we follow each morning and afternoon to unpack and pack up. This ensures students have what they need to be successful.

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1. Effectively Design The Physical Environment Of The Classroom To Promote SEB And Academic Growth
2. Example: Consider students’ unique
needs (e.g., mobility, access
to calm space), and use
universal design to create
an environment that works for all
Non-example: Design a space where some students and/or parts of the
room not visible to teacher
3. Look For: Responsive Community Building
Examples from my classroom:
Allow students to use flexible seating with the opportunity for a safe space

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Lisa B

Definition: Develop and teach prredictable classrroom routines to promote seb and academic skill growth.

Secondary Example: Consider routines for: Turning in work, handing out materials, making up missed worrk, what to do after work is completeed, and technology use.

Non Examples: Assume students will automaticall yknow rroutines and procedurres without instruction and feedback.

Examples fromm my classroom: I always post the agenda for day on the board so students can see the sequence, and I use a similarr sequence each class. When I don't write it, students will ask me where it is, and so I think quickly add it to the board. They clearly thrive on being able to see the map for the days class

Another thing I do is I have a system for getting out and returrning instruments and materials. The first day we do it slowly and systematically together, then for the next couple of classes I am there to help facilitate but allow them more control. Then I let them run the claiming and retreiving of materials. If something goes wrong with the system we will go back and review what we did well and what we can do differently for the next time. (Typically stands are the hardest thing to put it away).

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Provide (5:1) positive:corrective feedback.  Increase praise for students when they need corrections. Verbal, notes, emails home work well, depending on the student.
Teach students to provide feedback to each other, keeping the 5:1 ration in mind.

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2.4 Provide Specific Feedback (≥5:1 RATIO)

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2.4 Provide Specific Feedback (≥5:1 RATIO)

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Provide specific feedback to encourage SEB and academic skills (specific praise) and decrease errors (specific correction).

Give specific praise to recognize SEB skills (e.g., “Thanks for checking in!”), academic skills (e.g., “Well-argued point.”), and contextually appropriate behavior (e.g., “Thanks for holding the door!’

Provide a brief specific correction when a student makes an error (e.g., “Please revise your response to provide more detail.”)

Do not… Rely on general praise statements (e.g., “Great job! Super! Wow!”) that miss the opportunity to tag the appropriate skill/response.

Do not... Use sarcasm or insincere feedback (e.g.., “Thank you for trying to act like a human.”)

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1. Measure fidelity, or the extent to which key practices (Table 1 and Table 2) are implemented as recommended

2. Example: fidelity checklist, observation tools, and collect at regular intervals. Non-example: rely on perception data, only take data at one point at time.

3. Monitor implementation of social skills and ITT with fidelity check list. Use observations to monitor how well I am implementing a program

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Jeanne Caputo
1. Each Friday, I give the students in my replacement math class a Google Form for check-in. It's geared towards a specific theme- TV shows, movies, etc with GIFs.
2. I first ask them how they are emotionally- exhausted, feeling great, nervous, excited, etc...then I ask how they feel about the content-area learning we've done this week with a rating scale of 1-5. Finally, I ask them how I can support them and if they need to talk to me separately.
3. The students are becoming more comfortable sharing with me what's going on in their personal lives. They are asking to speak to me outside of class time and emailing me to keep me informed of anything that might be affecting their learning.

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Give specific praise to recognize SEB skills (e.g., “Thanks for checking in!”), academic skills (e.g., “Well-argued point.”), and contextually appropriate behavior (e.g., “Thanks for holding the door!’)

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Survey students and families before the start of school to learn more about preferences (e.g., praise preference assessment) and what supports they need to be successful.

I feel like I can do more of this moving forward. I have surveyed students just not parents before. It might be interesting to see both responses.

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2.5 Actively Promote SEB Growth using Other Response Strategies

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2.5 Actively Promote SEB Growth using Other Response Strategies

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When a student is calling out ideas without raising their hand, use a statement like, “I value your ideas, but we need your peers to also have a turn. If you can share 3 ideas and save the rest, I’d love to meet with you to talk about the rest of your ideas.”

Use "group contingencies" like " if we finish assignment A, then you can choose where to sit for assignment B."

Teach students to set goals, self-monitor SEB skills, and celebrate when goals met.

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Consider implementing a continuum of strategies to acknowledge/encourage SEB skills and respond to SEB errors. Basically working with students on how to properly participate in class.
In a middle school classroom a good example would be the "group contingency" where you motivate the students to work together on a concept in class and if they do within a certain amount of time they are rewarded in some way (sit with a friend) A non-example would be to correct SEB publicly.
Having one on one conversations with students who participate in a disruptive way or don't really participate at all is useful. It helps to be able to name specific issues and also builds rapport with those students.

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2.5 Consider Other Response StrategiesConsider implementing a continuum of strategies to acknowledge/encourage SEB skills* 

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2.5 Consider Other Response StrategiesConsider implementing a continuum of strategies to acknowledge/encourage SEB skills* 

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• Adopt procedures that prevent or respond instructionally, respectfully, and supportively to SEB errors, academic errors, and contextually inappropriate behavior; for example, consider:  • Consider DR: During a private conversation, educator says, “I value your ideas, but we need your peers to also have a turn. If you can share 3 ideas and save the rest, I’d love to meet with you to talk about the rest of your ideas.” (DR of low rates of behavior) • Consider SM: Teach students to set goals, self-monitor SEB skills, and celebrate when goals me

I think thoughout PE lessons and activities we can focus on student self-reflection/self monitoring.

For example:  during the coooperative challenge what do you notice about yourself that is working well as far as your commuication with others.
What is not working well or what could you change to help your group to be more successful in overcoming the challenge.

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After teaching how  to give specific feedback,  engage students  in providing specific feedback to each other  and track their  own positive to corrective feedback ratio
Do not: Rely on general praise statements (e.g., “Great job! Super!  Wow!”) that miss the opportunity  to tag the appropriate skill/response
Instead: Be specific and model for students. Encourage students to be more specific with each other.

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Engage students in providing specific praise to each other and themselves

Have to really know your students to do this -  can't assume all student like public praise—review praise preferences ( and consider private feedback when appropriate

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Melyce lucchesi
Working with students to help foster positive peer relationships, productive relationships with their teachers and also helping support them if their relationships at home are not promoting  success in school.
Working with students one on one and offering them
Supports with groups, learning supports with IST, attending yoga, meeting with the school Team and their parents, meetings one on one with students and conducting conflict resolutions with students.

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2.4 Provide Specific Feedback (≥5:1 RATIO)

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2.4 Provide Specific Feedback (≥5:1 RATIO)

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Provide specific feedback contingent on students’ SEB and academic skills;* give at least five positive praise statements for each 1 corrective statement (≥5:1 ratio)

Give specific praise to recognize SEB skills (e.g., “Thanks for checking in!”), academic skills (e.g., “Well-argued point.”), and contextually appropriate behavior (e.g., “Thanks for holding the door!’)

Provide a brief specific correction when a student makes an error (e.g., “Please revise your response to provide more detail.”) or SEB error (e.g., “Please stop playing with lab equipment, and keep it on the table” …later.... “Thanks for being safe with the equipment”)

I need to take more time to praise students.

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1. Define what outcomes you’re looking for, Identify data collection procedures, Disaggregate data for equitable outcomes, Review and monitor to drive decision making
2. Examples: Use counting, timing, and sampling. Non-example: Fail to describe what you’re monitoring, use data to blame, rely solely on perception data.
3. Connection to Look For: Teacher uses a variety of research-based practices.