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Coaching Model Training 2021-2022 Handouts

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Itinerant Teacher Coaching Manual (2022 01 13)

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Itinerant Coaching Model - Activity Packet

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Get kids involved, schedule helper could be a student job
Make it a removable schedule, can take off as you move throughout the schedule
Demonstrate use of the schedule, especially as a transition activity and/or in a circle time (encourage student participation)
Making sure that there are both words and pictures

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- Move around the room
-Positive, neutral, and corrective interactions
-Close proximity to undesired behaviors
-Reinforce positive behavior
-Visit different centers
-Engage in play and activities with students

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Developing the materials
Problem solving changes in the schedule
Modeling how to use it
Make the schedule the first activity after arrival time period

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1. Staff gains student(s)’ attention before giving direction(s), for a majority of directions given.
2. First/ Then
3. breaking down the steps of a multi-part direction
4. wait time
5. positive reinforcement for following the direction

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-Observe student interaction during "problem" situation.
-Help teacher define antecedents
-Assist in determining responses to the behavior
-Provide resources for teacher to review with student processing/calming strategies
-Modeling strategies for the teacher

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Modeling Self-Regulation and Maintaining Calm

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Modeling Self-Regulation and Maintaining Calm

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Label emotions for students

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-Moving around the classroom
-Engage/ interact with students
-Play with students
-Reinforcement of positive behaviors

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Teaching Students to Express Emotions

-Visuals of emotions that display emotions

-Examples and modeling of emotions

-Providing Songs to teach emotions

-Label emotions as they are happening in the class

-Play games with teacher support to practice emotion identification

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Modeling Self-Regulation and Maintaining Calm

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Modeling Self-Regulation and Maintaining Calm

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Self-regulation is a skill used to help students manage the feelings associated with challenging emotions.

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1. Remind the teachers that transitions are an important part of the routine and part of the activity
2. Remember that transitions are multiple steps that need to be clear directions that are taught, broken down (what to do when done, where to go, what to do while waiting), and consistent amongst all staff in room

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Teaching Social Skills and Emotional Competencies

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Teaching Social Skills and Emotional Competencies

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Identify skill, break it down, model, practice, individualize if needed.

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-first/ then visuals
-modeling wait time
-modeling specific praise

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Modeling Self-Regulation and Maintaining Calm

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Modeling Self-Regulation and Maintaining Calm

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If the student becomes agitated talk to them privately

Acknowledging the students emotion

Use clam voice

Remain neutral with out offering opinion

Non threatening body language

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-Written instruction
-BST modeling procedures (Instruction, Modeling, Practice, Feedback, etc)
-Visual representation of steps to the process (Poster in the classroom as a reminder)

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1. Providing clear, multi step directions for procedure
2. Consistency
3. Ensure set procedure for gaining student attention before starting warning or transition

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Teaching Social Skills and Emotional Competencies 

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Teaching Social Skills and Emotional Competencies 

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Modeling

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-Identify/name, understand, and express emotions in an appropriate way through visuals, games, songs.
-Positive emotion examples: happy, excited, silly, grateful, calm, proud, silly
- Negative emotion examples: angry, lonely, frustrated, sad, jealous, overwhelmed
-Naming emotions is the first step to students being able to regulate emotions.
-Practice making emotions faces in front of a mirror