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Resource provided by the May Institute for teachers to determine routines that are in place, and which are needed.

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Behavior Supports for the whole class handout 2024

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

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Discussion and Supporting Materials

Thought starters

1. How does the 1 to 5 rating system encourage self-reflection and provide important feedback?

2. How does Ms. Sinclair reinforce desired behaviors through positive feedback?

3. What strategies does Ms. Sinclair use to consistently communicate expectations to her students?

School Details

Woodlawn Elementary School
508 Elm Street
Lawrence KS 66044

Data Provided By:

Teachers

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Caring and Control Create a Safe, Positive Classroom

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Third grade teacher Lori Sinclair seeks the advice of instructional expert Jim Knight in an effort to improve classroom management and maximize student engagement.Lori and Jim analyze her daily procedures and routines and uncover three important takeaways that contribute to the positive culture of her classroom.

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This Special Ed Teacher Gives Touching Compliments To His Students Everyday

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Opportunities to respond fidelity checklist

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Opportunities to respond fidelity checklist

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Use only if book is purchased.

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Given the situation below, what can't you change about the physical environment and what can you change to support this student's needs and make the behavior irrelevant?

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does the 1 to 5 rating system encourage self-reflection and provide important feedback?

2. How does Ms. Sinclair reinforce desired behaviors through positive feedback?

3. What strategies does Ms. Sinclair use to consistently communicate expectations to her students?

School Details

Woodlawn Elementary School
508 Elm Street
Lawrence KS 66044

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Caring and Control Create a Safe, Positive Classroom

# data[].attributes.attachment_link.description
Third grade teacher Lori Sinclair seeks the advice of instructional expert Jim Knight in an effort to improve classroom management and maximize student engagement.Lori and Jim analyze her daily procedures and routines and uncover three important takeaways that contribute to the positive culture of her classroom.

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A low-tech path to honoring feelings and managing behavior.
Find empathy, compassion, and confidence.
Get some cardboard and markers.
Learn the the language of color.
Find new conversations, new behaviors, renewed connection.

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A low-tech path to honoring feelings and managing behavior.Find empathy, compassion, and confidence.Get some cardboard and markers. Learn the the language of color. Find new conversations, new behaviors, renewed connection.

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The Alert Program® has boiled down complex theory to create simple, practical solutions you can incorporate into your every day living.

One of the analogies we use with children is, "If your body is like a car engine, sometimes it runs on high (hyped up), sometimes it runs on low (lethargic), and sometimes it runs just right (alert and focused)." But it's not just children. We are all self-regulators.

Think about the ways you self-regulate. Do you need coffee in the morning to wake up? Do you take a brisk walk at lunch to keep you thinking clearly? Do you read before you go to bed to wind down for sleep?

The more we all learn about self-regulation, the better we can handle life's challenges. It helps us bring out our best selves.

We can show you how. We have been studying and sharing about self-regulation since 1990. Consider us your go-to source for solutions for yourself and co-workers, as well as your children, students, clients, family, and team members.

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Self-Regulation Alert Program® Online | AOTA Approved Provider

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Alert Program® (AOTA approved provider) teaches parents, teachers, & therapists to be "detectives" learning how to use simple sensory strategies.

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Evidenced based practice for students of all ages with Autism. However, this strategy an be used for all types of learners

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www.5pointscale.com was developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts to children and adults who could use some extra…

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This program requires higher thinking skills. Recommended for older students who have some understanding of how to connect their feelings with regulation strategies

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan.

I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery and continuing development.

I have spent a lot of time going through file drawers and old corrugated boxes of articles to piece together the history of Social Stories. It has added detail to - and in some cases corrected - my understanding of Social Story history. For example, prior to this backward search through time, I would have told you that a conversation with one of my students initiated Social Stories. I now understand that Social Stories developed over several years. This does not dismiss the importance of the conversation, instead it fills in important vacant spaces in Social Story history. This four-part summary is an opportunity to set the record straight, to share the events, setbacks, and thoughts that led to the development of Social Stories with unprecedented documentation.

I have divided the Social Story history into four sections. This is the first, followed by:

2. The Historical Context of Autism and Social Stories (Up to 1987);

3. The Origin of the Social Story Philosophy (1986-1990); and

4. The Discovery of Social Stories (1990 - 1993).

I suggest reading and exploring sections 1-4 in sequence. They are summaries with links to original documents. You'll notice that the Social Story history section covers from the early 1950s until 1993, when the first Social Story Book was published.

Many of the original articles and documents have been unavailable for several years. For example, in the first chapter, "The Historical Context of Autism and Social Stories", you'll find an unpublished article from 1980 and excerpts from a journal that I kept during my first year of teaching. In the third chapter, "The Discovery of Social Stories", there's a ink to the hard-to-find first formal journal article describing Social Stories that I wrote with Joy Garand. Similar resources are in each chapter. Together they are an accurate and detailed account of the context, opportunities, experiences, and ideas that resulted in the development of Social Stories and other ideas and instructional techniques.

Most of the documents in this Social Story history are Morning News articles. Our program received a federal Challenge Grant (Grant) in 1986. It enabled us to place our secondary students in general education classes and vocational training experiences in the community. The Grant also made it possible to print and distribute a newsletter to keep others informed of our activities. Initially, the newsletter was printed on a mimeograph machine in the school office. The quality and 'look' of The Morning News improved as time went on. The Morning News became the Jenison Autism Journal in the fall of 2002. In 2004, the Jenison Autism Journal became Autism Spectrum Quarterly with a new editor, Diane Twachtman-Cullen, Ph.D., CCC-SLP.

You'll notice my summary of the history of Social Stories covers from the middle of the last century until 1993. After that, the articles tell their own story. Simply go to The Morning News/Jenison Autism Journal on this website. There you will find two things: The Best of The Morning News/Jenison Autism Journal, a topical list of selected articles with a short description of each. You will also find, Back Issues, a sequential list of all of the existing issues, from 1993-2004. They are available for you to review or download with my compliments.

Every resource on this tour of documents is unaltered. Please keep age and historical context in mind as you encounter outdated terminology or long-since discarded attitudes and ideas. For example, some of the earlier Social Story information is no longer true today. As you proceed, you'll see how ideas and values transformed into our more current vocabulary, values, and understanding.

The resources are original in another way, too. Some of them have fuzzy school-mimeograph machine text, and others are not in the best of shape. At one time or another they each shared my desk or work area with iced tea or Diet Coke®. There are some stains, smudges, rips, and tears. No matter, they were the best copies available, and I scanned them in for this come-as-you-are documented history.

In some articles, you may encounter blacked out areas or handwritten notes from me. These are to clarify any confusion resulting from mention of materials that are no longer available. Please trust that I have tried to find as many of these missing materials as possible, many of them unfortunately without success. There is a link or ordering information for each available resource.

Before you get started, I want to explain why and when I capitalize the term 'Social Stories'. 'Social Stories' has been routinely capitalized as a proper noun for several years to distinguish the 'genuine' Stories that meet all of the current defining criteria. The word 'Story' or 'Stories' is also capitalized if used in reference to a genuine Social Story. I am following suit in this history; when 'story' or 'social stories' appears without capitalization, it means that the story or stories met the requirements of the definition at one time, but would not be considered Social Stories today.

My goal is to provide you with a helpful history of Social Stories. I hope it meets your needs, whether you are seeking a general overview or extensive detail, a few key pieces of information or a specific article. If you prefer to skip around, it is possible to start with any section. In this way, you can tailor your tour to fit your time and interest.

Whatever has brought you to this part of the website, thanks for taking the time to learn about the times, events, and efforts that led to the discovery of Social Stories.

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Social Stories - Carol Gray - Social Stories

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan. I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery [...]

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Social Stories Creator and Library on the App Store

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Read reviews, compare customer ratings, see screenshots, and learn more about Social Stories Creator and Library. Download Social Stories Creator and Library and enjoy it on your iPhone, iPad, and iPod touch.

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By Zorten Software, LLC

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Read reviews, compare customer ratings, see screenshots, and learn more about Token Board. Download Token Board and enjoy it on your iPhone, iPad, and iPod touch.

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Read reviews, compare customer ratings, see screenshots, and learn more about First-Then Board. Download First-Then Board and enjoy it on your iPhone, iPad, and iPod touch.

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Read reviews, compare customer ratings, see screenshots, and learn more about ChoiceBoard-Creator. Download ChoiceBoard-Creator and enjoy it on your iPhone, iPad, and iPod touch.

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Positive Behavior Support checklist for Tier 1 strategies in all classrooms

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Environmental Strategies Self Check List

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NOTE: For purchase on teachers-pay-teachers

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Digital update added August 2021!

I added 100+ digital reward coupons!!!! I've included the following versions: PDF, Google Slides & PNG (picture) files included! I also added the full page PNG files of the 2019 updated version of reward coupons. To get a look at what coupons I included, watch my highlight called Digital Reward s on IG.

2019 UPDATE!

*Brand new coupon design! Update graphics and fonts! Nice clean look! I'm in love! New binder covers, spines & tabs for your coupon catalog (editable). NEW container and tri-fold labels (editable). 13 brand new coupons included! The old design is still available!
THESE ARE THE #1 BEST SELLING REWARD COUPONS ON TPT!
This is a very large zipped file that will need to be extracted. In order to edit certain parts of this set you will have to have POWERPOINT.

If you are getting an error that says "Windows cannot complete this extraction. The destination file could not be created. "

I'm assuming you are on a PC: You need to drag the Zip folder from the downloads folder to the desktop and unzip there.

If you are on a PC I suggest downloading this zip compression program to open this file.

MY REWARD COUPONS SET #2 ARE UPDATED AS WELL.

Brand new graphics, fonts, full pages, classroom management tips, implementation ideas and a multitude of organization ideas with full color photos. This file is MASSIVE!

This is by far the BEST behavior modification I have ever done! I got rid of the treasure box and give these reward coupons instead. This intrinsic reward system is extremely popular in our elementary school! The students have to earn the coupons. Stop by my blog and find out how I implement this behavior reward system into my own first grade classroom! There are 68 different coupons to chose from! Trust me your students will be over the moon excited about these!

Coupons include:

Teacher's Assistant: Be the helper for the day

Line Leader: Leads the classroom line for the day

Flip Flop Fun: Wear flip flops in the classroom

Eat Lunch with the Teacher: Lunch date with teacher

Wear Slippers to School: Wear slippers in the classroom

Show and Tell: Bring an item to show off

Calender Teacher: Be in charge of the calendar

Book Picker: Pick the CD book or read aloud for the day

Computer Dibs: Be the first one on the computer (for AR test)

Desk Swap: Switch spots for the day

Wear your favorite hat to school: I only let them in my classroom

Bring a stuffed animal to school: They may bring in an animal to have at their desk for the day.

Sit next to a friend at lunch: They get to choose who sits next to them.

Music: Student brings in a CD to listen to music during seat work.

Read Aloud to the class: Student reads a 3-5 minute book or poem to the class.

Earn a recognition reward (nice note home)

Stinky feet: Wear no shoes in the classroom.

Super supplies: Students may use our special supplies on their work (markers, colored pencils, etc).

Teacher's desk: Student sits at table until lunch only.

No homework pass: If they forget their homework they may turn this in.

Treat jar: Get a piece of candy.

Free choice: Personally I give them their free choice options. I offer Candy Land, checkers, or addition war.

New pencil: Student may pick a brand new pencil.

New eraser: Students may pick a brand new eraser.

Talent show: Students may show us a talent at the end of the day.

Sharpen pencils anytime: I have only 2x/day they may sharpen pencils. If they forget, they give me this coupon.

Use watercolor paints: Students may paint one time when they are finished with their morning work.

1st in the bus line: Self explanatory

Weather forecaster: I have the student tell us what the weather is in the morning & afternoon. They pretend they are a forecaster with a microphone.

Rule breaker spy: When they are done with their morning work and go into read to self my rule breaker spies take fuzzies if someone talks.

Mystery Reader: This is when a student doesn't want anyone to know they are reading to us.

Classroom messenger: Delivers messages to office, other teachers, etc.

Zookeeper: Takes care of our stuffed animals. If someone leaves them on the floor the zoo keeper picks it up & they owe the zookeeper a fuzzy.

Go to another class for indoor recess: Self explanatory

No morning work: Self explanatory

Sit in your favorite spot: I have special chairs that they may choose from.

Use stickers on all papers: They can use my freebie stickers from Highlights Magazine. THERE IS A MISTAKE ON THE FULL PAGE EDITION. I LOST MY FILES SO I MADE ANOTHER ONE & IT IS INCLUDED BUT ITS A SEPARATE FILE. I'M SO SORRY I HAD TO MAKE IT SEPARATE.

Class pet vet: If you have a classroom pet, they care for it.

Get a drink whenever you want: My students only get one time to get a drink. I let them have water bottles but not everyone brings them. This gives them permission to get a drink from the faucet without permission.

Tech break: This can be used on a desktop or Ipad.

Use pen all day: Self explanatory

Sit in the teacher's chair: Self explanatory

Electrician: They turn anything on or off that uses electricity (lights, smart board, elmo, etc)

Recycler: Similar to zookeeper. If they catch someone throwing something in the garbage & it's a recyclable they owe them a fuzzy.I also let them recycle for us all day.

Pledge leader: Self explanatory

Teacher for a lesson: I will let them do a calendar lesson, a comprehension lesson that is very simple.

Lunch helper: Helps carry coats, lunch pail, lunch cards, etc.

Supply manager: passes out all supplies for the day & gets to choose a helper.

Job swap: Self explanatory

Class president: You can have them be the leader for the day & they call them Mr. or Mrs. President.

Nurse helper: They escort friends to the nurse & help with boo-boos.

Wear pj's to school: Self explanatory

Classroom photographer: Self explanatory

Wear a crown for the day: Self explanatory

Your students will absolutely love you for these coupons! It has saved me so much money AND really helps control bad behavior.

If you are having trouble opening this very large file please refer to this blog post:

http://www.theschoolsupplyaddict.com/1/post/2012/11/technology-tuesday-6.html

By downloading a Seusstastic Classroom Inspiration's file, you are agreeing to the following license terms. Seusstastic Classroom Inspiration's, Inc. owns and retains the copyright on each file. Your download entitles you to one non-exclusive license to use the unaltered file for non-commercial, non-profit purposes in one classroom only. If you intend to use the file in multiple classrooms, you must purchase one copy for each classroom. Your license does not authorize you to re-sell or otherwise use the file for profit in any way; to alter the file in any way; to create derivative works based on the file; or to post or distribute the file on your website, through email, on message boards, or in printed copy, except that your license authorizes you to distribute printed copies to students in one classroom.

Search Key Terms:

| Back to School | Coupons | Reward Coupons | Reward Classroom Coupons | Classroom Management Rewards | Classroom Management Awards | Good Behavior Awards | Good Behavior Rewards | Good Behavior Coupons | Customizable Coupons | Printable Coupons | Student Coupons | Rewards Fun Stuff | Seusstastic | PBIS | Positive Classroom Management l Digital Reward Coupons l Digital Coupons l Distance Learning l Google Classroom l Google Slides

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Reward Coupons for Positive Classroom Management

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Digital update added August 2021! I added 100+ digital reward coupons!!!! I've included the following versions: PDF, Google Slides & PNG (picture) files included! I also added the full page PNG files of the 2019 updated version of reward coupons. To get a look at what coupons I included, watch m...

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Digital Stickers in Google Classroom and Seesaw

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Use digital stickers to give fun feedback to students on work completed in Google Classroom and Seesaw with these tips! Digital stickers can be used during distance learning or anytime to mark up digital work completed in various online platforms. Learn how to use digital stickers, grab some free digital stickers and see some easy ways to make your own!

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NOTE: For pay on teachers-pay-teachers

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These awesome reward tags are completely digital and are 100% PAPERLESS! This resource includes a variety of beautiful brag tags that can be customized with your text. You can make ENDLESS combinations of reward tags!

-Make all of your tags at the beginning of the year and save them to your Google drive. Share links throughout the year. No more printing, cutting, and laminating!

-Your students will store their brag tags on a digital holder in Google Slides. No more buying necklaces or students losing their tags! I show you in the included video tutorial how students can display their brag tags as their device wallpaper! There are 28 "holder" styles for your students to choose from!

Requirements to use this resource:

-Teacher Computer With PowerPoint or Keynote to customize tags

-Student Devices

-Student Google Accounts

-Access to Google Slides (app or web)

Don't have these things? Buy the paper version for now.

Custom text can be added to all tags. There are 76 variations of tags included! If new tags are added after you purchase, you will get access to download for free!Click here for the video preview

The following tag themes are included:

-Reading

-Writing

-Math

-Science

-Social Studies

-Morning Work

-Independent Work

-Group Work

-Music

-Physical Education

-Library

-Computers

-Art

-Hard worker

-Student of the month

-Star student

-Student of the week

-Role model

-Met behavior goal

-Improved behavior

-Positive attitude
New! Growth Mindset Tags
-I challenged myself.

-I tried something new.

-I worked through a tough situation.

-I like to figure out new things.

-I am strong.

-I didn't give up.

-I'm a problem solver.

-I worked hard to meet my goal.

-I have a positive attitude.
+ 17 holiday-themed generic tags!
PLUS 4 bonus grade-themed ones that can be used for:

Use for all sorts of academic achievements!

-Scoring 100% on a unit test

-Mastering a specific skill (like adding decimals)

-Effort/improvement in a specific subject

-Turning in homework completed and on time

-High score or excellent effort on big projects

-Report card grades
AND.... 12 generic kid tags for any message!
***************************************************************************
Customer Tips: How to get TPT credit to use on future purchases:
* Please go to your My Purchases page after you log in. Beside each purchase see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you.
Be the first to know about my new discounts, freebies and products:
* Look for the green star next to my store logo and click it to become a follower.

***************************************************************************

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Classroom Management DIGITAL Reward Tags: No more cutting or laminating!

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These awesome reward tags are completely digital and are 100% PAPERLESS! This resource includes a variety of beautiful brag tags that can be customized with your text. You can make ENDLESS combinations of reward tags! -Make all of your tags at the beginning of the year and save them to your Google d...

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Token boards are an essential tool for managing challenging behaviors for students with autism or developmental disabilities. However, providing a token board for students in an online learning environment can be a challenge. In this tutorial, we will look at how to build a digital token board using Google Slides.

What is a Token Board?

A token board is a system that rewards students with a token when they demonstrate appropriate behavior or complete tasks. Students pick a desired item or activity before starting a task. When the students earns the predetermined number of tokens while doing the task, they get access to that item or activity.

For example, let's look at a student learning how to count sets of objects. Before starting the counting activity, the student chooses "playground" from a set of options. As the student does the activity with appropriate behavior, the teacher rewards the student with tokens. Once the student gets five tokens, often coinciding with the end of the activity, the student gets access to the playground.

Token boards are one form of reinforcement, an evidence-based practice that helps students learn new ideas and behaviors.

Let's get started!

Step #1: Create Your Template

First, create a presentation using Google Slides. If you need help, check out Google's support page on how to set one up.

Title the presentation "Token Board." Go ahead and highlight and delete all the elements that are preloaded ("Click to add Title" etc.). Your screen should now look like this:

Now we will add the text "I am working for" with the text box button on the toolbar and increase the font size to 35 or higher.

Next, let's make the empty boxes where the student's choice and tokens will go. For this example, we will be using 5 tokens, however it can be any number. Go to Insert > Shape > Shapes and select the square icon. Click anywhere on the slide and drag to make a square.

You can then change the formatting using the tool bar to change the fill color to white and increase the width of the lines. My preference is 4px, but you can choose anything.

Finally, select the square and copy it by either right clicking and selecting copy, or using the short cut keys. Then paste it 5 times and move the boxes into a row like so:

Step #2: Set the Background

Here's the key trick to making this work. Since we need to make sure that the elements we just created are fixed in place, we need some way to lock them. To do this, we will save this slide as an image. Go to File > Download > PNG Image.

Now we are ready to lock our image in place. Go ahead and click and drag to select everything you just made on the slide and delete it. Then you will go to Slide > Change Background.

Here you will upload the PNG image you just created. Now try to click and move the elements on the slide. Can't move them, right? They are locked in place!

Step #3: Make your Tokens

Now it's time to pick your tokens. When picking a token, it can be helpful to choose items that students are interested in, like cars, or ponies. For our example, we will use stars. Go to Insert > Image > Search the Web. Then find a suitable image to use and insert it. Adjust the size so that it will fit inside the token boxes.

Finally, copy and paste so that you have 5 tokens to fill the 5 boxes.

Step #4: Add Choices

Almost done! Last item is to give the student some choices to pick from. If we are in a remote learning environment, we will pick two items that our students can have access to. Perhaps an iPad and Youtube. Use the same search image directions we discussed before and resize the image so they fit in the box. And that's it!

You can use this same strategy to make choice-boards, task schedules, activities, or anything else you might need when working online with a student. The possibilities are limitless!

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How to Create a Digital Token Board Using Google Slides * Region 13's Blog

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Token boards are an essential tool for managing challenging behaviors for students with autism or developmental disabilities. However, providing a token board for students in an online learning environment can be a challenge. In this tutorial, we will look at how to build a digital token board using Google Slides.

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Use the home page to choose your token board. Use the next/home buttons to navigate between boards. Move the tokens onto the board after your trials.

The heart decks are open ended. You can move up to 30 hearts into a "candy jar." There are three individual decks using the hearts and candy jar.

All other decks will give you the option of 5 trials or 10 trials. NOTE: If you want to use a specific deck/card more than one time in a session, DO NOT HIT

SUBMIT!!! Simply move the tokens off the squares on the card and start over.

There is one option of a token board for older students.

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Use the home page to choose your token board. Use the next/home buttons to navigate between boards. Move the tokens onto the board after your trials. The heart decks are open ended. You can move up to 30 hearts into a "candy jar." There are three individual decks using the hearts and candy jar.

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Welcome to our amazing Classroom Timer Section! We've decided to put our new fun timers, and timers for classrooms into a nice sub-section. These are great timers for children, or maybe meetings, or anything really.

They just add some extra fun to the usual countdown timers :-)

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A range of fun timers! Great for the classroom, or meetings. Bookmark some new educational materials today! All Free, all for download.

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A simple classroom utility timer that can be used to time very short tasks of less than a minute using seconds mode. For longer activities use the minutes mode and select times of up to an hour. Use the duration slider to set the exact time you want.

Starters and Plenaries

To keep starters and pleanaries focused and in a set time use the timer. This can make sure that starter activity doesn't begin to eat into the actual lesson time.

Classroom management

Timers can be quite effective in helping children to focus and get organized. For example the timer can be set to 40 seconds at the start of the class. Give the instruction that every child has their pen, pencil, ruler, books etcs ready by the time the count down has completed.

For motivation, for example setting a task such as completing ten sums in two minutes. Children will jump to get started when they see the countdown begin.

Related Activities

The timer can be used as an initial introduction of time, so pupils can start to appreciate how long minutes and seconds are. Moving on to more advanced clock activity which can be used to teach how to tell the time, or even just show the current time in the classroom.

Another activity that uses this timer is the random spinners which can be used as game to work out how to get a number from the spinner values using add,subtract and multiply.

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classroom timer | large countdown timer for timing classroom activities

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Classroom timer. Simple countdown timer to display on interactive white board. The large timer display makes it easy to time classroom activities. An effective way to get a class to focus on the task at hand. Easily switch between duration in minutes or seconds for quick bursts. Bright and colorful with audio effects.

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Scroll through the document and find the link to the goode slides that can be copied for free

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A variety of more than 90+ ⌚ countdown timers help keep your class on track! Make a copy of this slide deck to use in the classroom or for virtual learning.
⭐- I have added new slides to include multiple synchronous and asynchronous timers on one slide - great for activities when multiple groups are racing the clock and can click to stop when finished to show how much time is left, when different students are starting a task at a different time, or you have multiple different things to keep track of at once. If you already made a copy, you will need to make another copy below to receive the additional timers in the update.

In order to keep track of the time throughout the day, I created a slide deck of all sorts of fun countdown timers ⏲. Students enjoy them and like to remind me to set them. For custom timers, when I need to set a specific amount of time, https://www.online-stopwatch.com/ has numerous options.

For more regular breaks and tasks, I use video countdown timers from YouTube and have embedded them to autoplay on the slide when in 'Present' mode. By inserting them on the slides using Insert > Video > and pasting the YouTube link, options such as autoplay when presenting can be selected. These options are under the Format > Video Playback menu. Embedding the virtual timer videos to autoplay on the slide also prevents ads or other video options in YouTube from being available.

I hope that you enjoy using these fun timers with your students! If you make a copy to use, please consider clicking the ❤ or leaving a comment below! 💻 To make a copy of this set of 90+ ⌚Virtual Countdown Timers, click here http://bit.ly/ShareCopyVirtualTimersTeachersUsingTech

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A variety of more than 90+ ⌚ countdown timers help keep your class on track! Make a copy of this slide deck to use in the classroom or for virtual learning.

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Visual schedule, first/then and choices

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Build-a-Schedule! Interactive Virtual Schedule!, build a schedule

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Supporting Families with PBIS at Home FINAL

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Using hand signals

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Because hand signals allow students to engage both verbally and nonverbally, conversations that use them can be more inclusive. Teachers can post the hand signals in the classroom or share them online so that students can easily refer to the visual reminder.

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Using Hand Signals for More Equitable Discussions

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Whether your class discussions are online or off, hand signals enable students to engage in multiple ways.

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Video from PBIS Florida

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PBIS Expectations Rules and Routines for Virtual Learning

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Overview of PBIS adapted for virtual learning

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Overview of PBIS adapted for virtual learning

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PBIS Essentials for the Virtual Classroom

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Online Teaching Student Rewards - Positive Reinforcement Ideas

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115 Distance Learning Reinforcement Ideas

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115 Distance Learning Reinforcement Ideas

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Technology has made it easier to continue education even when it's not possible to physically be in the classroom. Distance learning, or eLearning, has been a mainstay of post-secondary education for many years now. It allows working adults to pursue a degree and remain employed. But for many teachers and students in elementary, middle, and high school, distance learning is not typically part of the school environment.

Distance Learning and PBIS

When circumstances force teachers and students out of the classroom and into an eLearning situation, it can be challenging to stay on track. Maintaining your PBIS initiative might feel impossible in times like these, but you CAN offer PBIS incentives during distance learning! PBIS Rewards makes it easy for you to reward your students anywhere - even when they're not in your physical classroom. Keep connected with your students, award points, and let your students redeem their earnings, all virtually!

Need some ideas for PBIS incentives to use with distance learning?

We've got you covered! You can use these incentive ideas to keep your students engaged and make the most of your time in the virtual classroom.

Some of these distance learning incentives are designed to work in a digital classroom environment, and their effectiveness may depend on your school's approach to eLearning. For example, "Lunch with the Assistant Principal" would be a virtual lunch meeting via Google Hangout, Zoom, Microsoft Teams, GoToMeeting... however you may be connecting with your students. As schools everywhere adjust and adapt to new methods of learning, distance learning incentives can help maintain a sense of togetherness within the school community.

Have an idea for PBIS incentives for distance learning? Share it and we'll add it to the list!

Students get to change their virtual backgrounds on Zoom.

Simply click on the arrow next to Start Video and change your virtual background or add your own image. Students will be motivated to log in to see their classmates' new backgrounds (Minecraft, lollipops, etc!)

Price: Free
Value:
Category: Privilege

Submitted by: Kelly Gordon (Flourtown)

Choose Video Conferencing Virtual Background

Student chooses the virtual background the teacher will use during video conferencing with the class

Price: Free

Category: Privilege

This was our end-of-summer party. I ordered Mickey Mouse ears (Girls & Boys), gift bags, and treats (cotton candy, cracker jacks, ring pops, Mickey Mouse Goldfish crackers, etc.). I delivered them to my students. If you have too many to deliver, you could mail the ears only.

I Zoom shared the 12 most exciting Disney Virtual rides... along with the parade and fireworks at the end. We had a wonderful day at the park. I gave trivia information in between rides and shows. There is also a video taking you into the park and on the monorail.

Everything was purchased on Amazon. About $5 a child for ears/treats. $1.50 per child for ears only.

Price: Bulk

Category: Privilege

Submitted by: Robin Gray (Friendship Ideal Academy)

Students can enter into a monthly drawing/raffle to win a Door Dash lunch delivery.

In distance learning, this can be delivered to their home, instead of to them at the school.

Price: $5 or More

Category: Tangible

Submitted by: Esperanza Soria (Wrenn Middle School, TX)

Send a laptop sticker to students with a personalized message. You can buy laptop stickers in bulk for as low as $5. Consider school branded laptop stickers.

If in distance learning, the sticker and message can be mailed to the student.

Price: Inexpensive
Value:
Category: Tangible

Submitted by: Jacquelin Camacho (Wheeling, IL)

Online Book Reading

Read a book online to your students. Have them choose from an approved selection.

Read, Wonder, and Learn! Favorite Authors & Illustrators Share Resources for Learning Anywhere - Spring 2020

Price: Free
Value:
Category: Privilege

Teachers can create personalized backgrounds for students based on the qualities they wish to recognize.

This is easy to do using Canva, a digital product/print creating platform that has a free upgrade for educators. Educators can use already created Zoom templates and individualize them to match the student.

Price: Free
Value:
Category: Recognition

Submitted by: Tiffany Garbiso (Santa Ana High School)

Student(s) can redeem this rewards and get a fun, silly, or energetic photo ( or video) with their friends that is shared by the teacher or school. This could even be shared via social media by the school, PBIS team, or teachers.

See example on Instagram

Price: Free
Value:
Category: Privilege

Submitted by: Mrs. Ashton, Rio Vista Elementary in Anaheim, CA

Students can have their picture/photo/video (if allowed by a parent/guardian) shared as a social media shout out on the school's social media account(s).

This would have to be verified by the teacher in order to have the student's name/picture/video release.

Price: Free
Value:
Category: Recognition

Submitted by: Samantha McBride (Houston, TX)

Spirit Week

Participate in a Spirit Day activity, i.e.:

Elementary:  Monday - Wear Pajamas, Tuesday - Crazy Hair, Wednesday - Crazy Socks, Thursday - Dress Like Your Teacher, Friday - Hat Day

Secondary: Monday - Wear Pajamas, Tuesday - Wear School Colors, Wednesday - Crazy Socks, Thursday - College Gear, Friday - Hat Day  Being on time for video lessons

Price: Free

Category: Privilege

Spoon Balancing Challenge

Students can challenge the teacher or other students with the spoon balancing challenge. Place the spoon on the bridge of your nose so that the handle is pointing down towards the floor and whoever can get the spoon to stay on their nose for the longest period of time wins!

In distance learning, this can be adjusted to be during a Zoom/Classroom video session.

Price: Free
Value:
Category: Privilege

Allow students add X test points for use on a future test of their choice.

Price: Free

Category: Privilege
Value:
Submitted by: Maria Price, Nimitz Sr High School, Houston, TX

Share Your Incentive for Distance Learning

Do you have an incentive idea for distance learning that would be a great addition to our list?
Share Your Idea
Here are some related articles you may find interesting:

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This list of incentives for distance learning is a great asset for your PBIS program and virtual PBIS implementation. Have one to add? Share it.

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Battleship (free online game for two players)

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Battleship - online game for 2 players. Arrange ships, wait for opponent and start playing.

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Use lenses and filters during distance learning

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Try the new Snapchat for Web on your computer to chat, call friends, use Lenses, and more

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Extensive list of virtual reinforcement ideas

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Whether teaching in person or online, it is important to build relationships and positive regard in your classroom. One fun and effective way to do this is to have a plan for providing frequent positive feedback to students. In this new virtual learning environment, make sure you reinforce students as they follow guidelines for success and demonstrate good behavior.

Research has shown that the more you pay attention to behaviors, good or bad, the more of those behaviors you will get.

To see more of the behaviors you want, be sure to give praise and acknowledgment to students. Here are some tips to get started:

No Cost Rewards are based on strengthening relationships, providing fun activities, and increasing privileges. Because they are free, they are much more sustainable than tangible rewards that drain your school resources or take enormous amounts of time asking local businesses to donate. Privileges and activities deliver more what kids are after: adult and peer attention.

Don't be stingy with recognition; r shows that teachers should strive for more positive interactions than negative corrections (usually a ratio of 4:1 is recommended). Don't just save it fo r special occasions. In fact, if improving overall culture and connection in your class it is best to reward routine positive behavior because that is the basis for a fantastic classroom atmosphere. Look to reward students for following expectations, attending class regularly and on time, helping others, staying focused in class, handing in homework on time, and more.

We forget that kids are hard-wired and highly motivated for "fun." We need to be silly sometimes, laugh at ourselves, and value the "fun-factor" more. Positive Reinforcement by definition must be something that students actually value and want. A menu like the one below allows the students to choose what they find to be meaningful and fun.

1. Student chooses 'intro music' to class for the day

2. Choose question for community building circle

3. Choose a class game (scavenger hunt)

4. Show favorite TikTok video to class

5. Student shares talent with class (play guitar, show origami, etc)

6. Teach entire class something they are interested in

7. Learn how to do something special on the computer- like graphics, animation, video editing

8. Learn how to draw something that looks hard, but with help is easy

9. Student reads favorite book aloud to class

10. Take attendance for a day

11. Choose the teacher's cursor for the day (teddy bear, Teenage Mutant Ninja Turtle, etc.) by adding this

13. Teach class a favorite game

14. Write a job recommendation for the student

15. Chance to join their favorite elementary school teacher to help teach a lesson about a topic of interest

16. Shoot a video about the school's expectations

17. Help from an adult of choice on a class they are struggling with (Free tutoring)

19. Learning how to do something of interest on the computer (animation, graphics)

20. Learning how to play chess

21. Part of a brainstorming team with school staff

1. - whole class comes "dressed up" in Lens of choice (fairy, potato, opposite sex, blue eyes, or on a tropical island)

2. Pet show and tell ("Pet Parade")

3. Crazy hair day with your class

4. Digital "thank you note/card"

5. Positive Praises at the beginning/end of class

6. Teacher will move 'work area' to strange location in house/yard, of student's choice

7. Teacher vs. students trivia game

8. Listen to music during class, of student's choice

9. Make teacher reenact favorite Tik Tok Video (within reason)

10. Teacher will drop into favorite video game students are into (e.g. Minecraft)

11. "Special Guest" will come to class (principal, teachers baby, dog, partner)

12. Teacher will shave head/ dye hair

13. Teacher will play guitar, sing or share other 'talent' with class

14. Teacher reads aloud to class a favorite book

15. Teacher will show an embarrassing photo of themselves (Senior Portrait, prom)

16. Pick which problem the teacher will make a freebie answer on homework

Who said only kids need recognition? Watch attendance to your faculty meetings grow and participation increase when you begin to reward teacher behavior as well!

1. Deliver coffee to their house and leave on the front porch

2. Have pizza delivered to their house for dinner

3. Pick a topic for a faculty meeting

4. Have "staff member of the week" and feature them at the beginning of faculty meeting

5. During daily email to staff, highlight something that an adult in the building did and tell why

6. Leave flowers on their front porch from someone's garden

7. Email sent to staff member detailing something admired or appreciated

8. Surprise staff member by letting two or three students wash their car- be careful on this one though- There are also services that come on sight and wash cars for a fee- possibly parent organization could sponsor

Most parents would be happy to work collaboratively with their child's teacher to improve behavior. Establish a communication method and a goal (100% attendance, homework turned in, participation in class) and work with the parent to reward the student at home for school behavior.

1. Take-Out - every Friday pick up take out food from child's preferred restaurant if they have demonstrated good behavior/perfect attendance/80% points on CICO from teacher

2. Tie allowance to school behavior & participation

3. Do an art project together

4. Earn a pet by showing exceptional responsibility at school and home

5. More screen time for Television, Video games, and friends

6. Video call with a favorite family member (aunt, uncle)

7. Going for a walk with a parent

8. Choose what is for dinner that night

9. Game night (child's choice)

10. Pizza Movie night at home (child's choice)

11. Rotate your child's toys so that they can choose which toys they want out for a period of time

12. Making cookies together

13. Camping in the backyard

14. Listening to the music of choice in the car

15. Magazine subscription

16. Play music of their choice in the house

An online classroom can be a place that provides much needed human connection and belonging for students. What ideas do you have to amp up the "fun-factor," improve participation, and increase the positivity in your class?

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Positive Reinforcement for Online Classrooms: Increase Connection, Improve Behavior, and Have Fun!

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Whether teaching in person or online, it is important to build relationships and positive regard in your classroom. One fun and effective way to do this is to have a plan for providing frequent positive feedback to students. In this new virtual learning environment, make sure you reinforce students as they follow guidelines for success and demonstrate good behavior.

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3 slides per page

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2 slides per page

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To be done with teachers or parents

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Welcome to YahtzeeOnline.org, Here you can play the famous dice game Yahtzee, online and completely for free.
Yahtzee rules are easy and simple, making it one of the most popular dice games in the world.
For complete game rules - Check the link in the site's top menu.

Miss the old game? Find it here!

Yahtzee

The traditional spotted dice cube is considered to be on of the oldest form of gambling by Historians. Several variations of dice games have been invented since its origin. Yahtzee is one such game. It is a game of great chance, luck and also of smart thinking and strategy.
Like any other dice game, it involves rolling dice (five), matching them and pairing them for points.
The object of the game is to make the maximum number of points. The player with the greatest grand total wins the game and therefore earns the difference between his score and that of his opponents. It can be played by any number of people - in a large group or even by a single player (Solitaire).

So where did it all start? The exact origin of Yahtzee is not very clear. It is said to have been made by Milton Bradley in the 1950s. But according to Hasbro, the current owners of the rights of the game, it was invented in 1954 by a Canadian couple who often played it with friends on their yacht.
And in 1956, the couple is said to have visited a toy-maker called Edwin. S. Lowe and asked him to make a few samples of their infamous "Yacht game", to distribute as gifts. Lowe liked the game so much, that he offered to buy the rights for the game in exchange for the first thousand games produced. Lowe then changed the name of the game to "Yahtzee".
Initially the game did not sell too well, so Lowe started throwing Yahtzee parties, believing in the power of word of mouth. The game had to be played to be appreciated. After this over 40 million games were sold in America and around the globe. But eventually, the Milton Bradley Company bought over the Edwin Lowe Company, along with the Yahtzee rights in the 1970s. It was after this milestone that the game earned millions of fans. Currently, at least 50 million games are sold each year.

But the roots of the game go way back in game history. It is said to have been derived from a number of traditional dice games such as Puerto Rican game Genarala, and English games Cheerio and Poker Dice.

It's a simple game that is largely dependent on the players' luck. The Yahtzee player chooses a certain combination first and then rolls the dice to try and get that combination. There are 13 categories such as "three of a kind", "four of a kind", "straight", very similar to the "hands" in Poker, with a few extra ones thrown in. Each player rolls his dice up to three times per turn, in hopes of getting one of the 13 categories.
If a player rolls the dice all three times, the score of the last roll is taken into consideration. It is not always possible for every player to get a score for each of the thirteen categories, so when every player has a score or a zero entered under all 13 categories (13 rounds), the game ends and all the players' scores are totaled up.
Getting a straight five gives a player the highest score possible, which is 50 points. Also known as "Yahtzee" or "Five of a kind", if a player rolls such a combination more than once in the game he will be entitled to 100 bonus points for every time he rolls it, after the first 50 points have been earned.

Although the traditional form of the game was highly popular, many variations of the game were invented in order to maintain interest. Some of these variations are the triple, pyramid, painted, and battle Yahtzee games.
Triple is like playing three games at once. That is, three scoring columns are used simultaneously for one game. Pyramid makes use of triangular dice, while in the Battle variation you are allowed to knock other player's dice. Painted includes colors, so you need to note down the scores of the players, based on the number and color combinations they get by rolling the dice.
Whatever the variation you play, the game involves a lot of planning and strategy. It is very important to think ahead and make wise decisions about which pot (the 13 categories) to choose every time you roll. You can score big points for some of the harder pots to achieve, like a "Five of a kind". This way, it is advantageous to leave things like your one column until the very end when it is worthless.

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Welcome to YahtzeeOnline.org, Here you can play the famous dice game Yahtzee, online and completely for free. Yahtzee rules are easy and simple, making it one of the most popular dice games in the world. For complete game rules - Check the link in the site's top menu. Miss the old game?

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Implementing Tier 1 Preventative Strategies

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Multiplayer available

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Play Guess Who Multiplayer on Kizi! Guess the right character by asking clever questions in this free online HTML5 game. Play alone or in multiplayer mode.

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Multiplayer

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Four Colors | Like UNO Online 🃏Play on CrazyGames

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Four Colors lets you play the popular card game for free in your web browser. The aim of the game is to be the first player with no cards, similar to other Crazy Eights style card games. Play a game like UNO in multiplayer with 2, 3, or 4 players.

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Make a copy and save to your google drive

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Uno, connect 4, darts, battleship and more

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Copyright © Code This Lab srl 2009-2022 VAT IT06367951214 - REA NA810739 cap soc. €16'000,00 i.v. www.codethislab.com

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Article from The Art of Education

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The Best Weekly Routines for Remote Learning - The Art of Education University

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Return to Learn with The Art of Education University Remote learning is a new experience for many of us. We have been forced to identify new teaching strategies, projects, and activities to keep students engaged in a meaningful learning experience. Not only is all of this new, but many teachers are faced with balancing [...]

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Timers, calendar, clock, whiteboard

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Comprehensive Integrated Three-Tiered Model of Prevention discussion of application during COVID

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Comprehensive Integrated Three-Tiered Model of Prevention discussion of application during COVID

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For guidance on systematic screening in the COVID-19 era, please visit our new resources on the Systematic Screening tab.

At this time of uncertainty, with many schools closed due to the COVID-19 outbreak, the Ci3T Strategic Leadership Team and Ci3T Research Team are developing materials to support educators and families as we transition to a world of online and continuous learning. Our goal is to provide resources to assist you in using your Ci3T structures to facilitate positive, productive environments for students, families, educators, and administrators during the COVID-19 crisis. In the accordions below we will be uploading a series of brief practice guides that we hope you will find useful. Feel free to share these materials with fellow educators and families. We are sending positive thoughts to all our partners, colleagues, and the students you so tirelessly support.

With respect,
The Ci3T Strategic Leadership Team & Ci3T Research Team

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For guidance on systematic screening in the COVID-19 era, please visit our new resources on the Systematic Screening tab. At this time of uncertainty, with many schools closed due to the COVID-19 outbreak, the Ci3T Strategic Leadership Team and Ci3T Research Team are developing materials to support educators and families as we transition to a Read More ...

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Free digital response platform

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Flow Chart for Barriers to Curriculum and Instruction Delivery

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Flow Chart for Barriers to Curriculum and Instruction Delivery

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Flow Chard for Barriers in Curriculum Delivery

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What is the PROMPT Method?

PROMPT is a method of progressively and systematically responding to behaviors that do not immediately require sending or reporting the student to the school's main office. The aim of this method is to respond to and correct the challenging behavior using progressively more intensive strategies, while at the same time preserving the relationship with the student.

A progressive system of responding to problem behavior that includes disciplinary consequences and office support is an important aspect of an effective school-based service delivery model in addition to proactive, positive supports. This is consistent with MTSS and PBIS practices and inclusive of all students throughout the tiers of support. The purpose of establishing a progressive response system is for all staff to adopt a common approach to reacting to challenging or inappropriate behavior with the goal of correcting behavior in a fair, respectful manner that is likely to preserve the relationship with the student.

PROMPT is predicated on the research demonstrating that most challenging behaviors are normal or typical behaviors that even most adults would exhibit in school (e.g., being periodically off-task, forgetting materials, talking to peers, etc.). The goal is to get good behavior back on track and not to immediately reprimand or punish the student for initially engaging in low-level problematic or challenging behavior. Again, the PROMPT method will not be as effective if the foundational supports are not in place. It may seem like a long sequence, but the prompt can take 2 minutes or less.

PROMPT represents an acronym that outlines the sequence of procedures to be implemented:

Key Concept:

The PROMPT method will not be as effective if the foundational supports are not in place. Without the following foundational supports in place, many students will likely exhibit behavioral problems and there will be very little reason for students to self-manage and correct their behavior. The foundational supports are:

1. First, educators need to develop strong positive relationships with all students, as this relationship makes students more likely to behave well and to correct their own behavior. Often the students who exhibit challenging behavior are the students with whom educators must work the hardest to build a strong positive relationship.

2. Second, proactive classroom management procedures must be in place: educators greeting students at the door, five positive acknowledgements to every one correction (known as 5 to 1 ratios) for all students, a well-organized classroom with engaging instruction, periodic re-teaching of the 3-5 core behavior expectations (e.g., Safe, Respectful, and Responsible), and a positive reinforcement system in the classroom.

3. Lastly, educators must be aware of and reflect on their own emotional reaction to the problem in the classroom. They should reflect on how their decision-making process in the moment either helped to diffuse or escalate the problem. Also, educators should reflect on whether there are any cultural misunderstandings or problems in communication that may contribute to the challenging behavior and the student's understanding of the classroom rules.

P.R.O.M.P.T. Steps Prior to Office Support:

It is intended that the teacher and/or paraprofessional move through these steps progressively for behaviors that do not immediately require office support. If the student does not respond to the lowest level intervention (i.e., proximity control), then they would move to the next level (i.e., redirection), and so forth.

Proximity control

Proximity control involves physically standing near the student to correct behavior. For many behaviors, the first step before a verbal interaction with the student should be to stand next to the student or students who are beginning to engage in off-task, disruptive behavior. In fact, a considerable amount of behavior can be corrected with proximity control. Proximity control is used both as a response to problems that are already occurring and as a prevention of potential problems. When a teacher is mobile and moves about the classroom, students must be alert to track and pay attention to the speaker.

The idea behind proximity control is to "teach like the floor is on fire." This means that the attentive and aware teacher or paraprofessional continually moves around the room and scans for both positive behaviors to acknowledge and for the earliest warning signs of challenging behaviors. When the educator observes a challenging behavior, they can end it by simply moving next to the student without disrupting the flow of instruction.

Redirection

Redirection involves asking the student to do something different. Specifically, it is a request or instruction that has a low probability that the student would become defiant or noncompliant (and a high probability they will comply and complete the request). The aim is to gain momentum with compliance and rule following and then to get the student back to the task at hand, allowing the teacher to regain instructional control. If the student complies with the request, then the student is now under the educator's instructional control and will be more likely to stop the inappropriate behavior when redirected to appropriate behavior. Examples of redirection tasks include asking the student to hand out papers, collect papers, sharpen pencils, run an errand next door, etc.

Ongoing Monitoring

Ongoing Monitoring to shape behavior involves keeping an eye on the student to catch the student behaving well after the educator has returned the student to a task. Teachers and paraprofessionals often miss opportunities to reinforce and praise appropriate behavior after issuing a redirection or using proximity control. After using either of these tactics, the teacher should pay close attention to the student, and at the first signs of good behavior, be ready to reinforce (e.g., give points, a thumbs up, smile) and praise the student (e.g., "I really appreciate you getting your book out. Great job!").

By engaging in ongoing monitoring to shape behavior, the teacher can help establish momentum for on-task, complaint behavior instead of for challenging behavior. This is also called "catching the student behaving well." When a teacher engages in ongoing monitoring of the student to shape their behavior to be better in the class, the student is more likely to alter their behavior from inappropriate to appropriate behavior.

Prompt

Prompt involves providing a direct, explicit, and concise command to the student about what they should be doing instead of the challenging behavior. Often teachers and/or parents provide commands that are phrased as a question or involve multiple commands at once. An effective prompt of command is positively stated ("Do this" instead of "don't do that"), is singular (one direction at a time), and is a statement, not a question. Ultimately, an effective command tells the student precisely the behavior the teacher wants them to exhibit instead of the challenging behavior: this command is given a private, calm, non-threatening, respectful manner. A prompt example might be, "Kai, I need you to begin the test now."

Teaching Interaction

Teaching Interaction is a standardized method of turning instances of continuing challenging behavior into a teachable moment. As a result, a teaching interaction treats the presence of chronic challenging behavior as an opportunity for the student to learn appropriate, desired behavior. The aim of the teaching interaction is to keep the student in a calm and receptive state of mind, so that they can learn from the interaction. A successful teaching interaction should be delivered in a private, calm, non-threatening, respectful manner.

Empathy Statement & Label the Inappropriate Behavior: In a private way, begin the interaction with the student with an empathy statement that conveys that you understand the reason, motive, or emotion underlying the problem behavior. After the empathy statement give a factual description of the inappropriate behavior (e.g., "I understand that class can be boring sometimes, BUT right now you are talking out loud and distracting other students.")

Label Alternative, Appropriate Behavior: Describe the alternative, acceptable behavior (e.g., " "Instead of talking out loud, I need you to start working quietly on the assigned work.")

Provide Brief Rationale : Give a short, concise reason why the alternative behavior is better (e.g., " "When you work quietly on your work, you can get your work done, which means you don't have to take it home.")

Check for Understanding: Ask for understanding ("Do you understand?") This step is partially to gain compliance but also a quick check to see if the student is ready to cooperate. A simple nod will suffice.

Present Choice : The goal of this final step is to avoid any power struggles while at the same time providing an opportunity for the student to comply and re-engage in instruction. Providing choices in which complying with directions is more advantageous than not, is often sufficient at re-engaging the student in instruction, and when this occurs the educator should immediately acknowledge and reinforce (i.e., direct verbal praise statements "Thank you for taking out your book and getting to work"Other times the presentation of choice will be insufficient. It is in these instances where the educator is at the point in the interaction where delivering a firm, yet respectful warning of the possible looming disciplinary consequence is in order.

It is important to do this person-to-person, with no attention solicited from observers. If the student does not comply after the warning (See Teaching interaction: Option #1), follow through with the in-class disciplinary consequences (Teaching Interaction: Option #2). If the student continues with the problem behavior, or if the behavior is overtly severe/dangerous, then request office support (Teaching Interaction: Option #3).

Teaching Interaction: Option #1: After presenting the choice to the student with the warning, it is critical to allow some 'Thinking Time.' Give the student some time to decide whether or not to change to an appropriate behavior. This will put the student in a decisional dilemma. The student can make a choice to either a.) get back on task, b.) take a brief break to reset and then start engaging in the desired behavior or c.) continue with challenging behavior and receive the disciplinary consequence."Thinking Time" should be anywhere from 1 to 2 minutes in length. Be sure to give the student some space. Move away and then return and ask the student what they have decided. ("You will need to do your work to earn computer time at the end of class. You have a choice to make. You can either start working on the assigned work, you can take a brief break and then start working, or you can keep distracting other students, then no computer time after class. I'll leave you alone for a minute and come back to see what you decided." After a minute, ask, "So, what's your choice?"). If the student states or demonstrates the appropriate behavior, the educator should immediately praise/acknowledge/ and or reinforce. If the student does not comply, progress to option #2.
Teaching Interaction: Option #2: For moderate behavior or if Option 1 was unsuccessful. In-class disciplinary consequence is now delivered if the student is unable to comply. Apply the consequence calmly, yet firmly. This can include the application of a variety of consequences:

Not earning classroom privilege

Remove to time-away in the classroom for a cool down

The student provides some form of restitution. Request the student make up for the lost instructional time to assist the teacher on various tasks in the classroom

Require the student to explain how the problem happened in documentation (either in writing or private conference). Thinking About My Inappropriate Behavior (DOCX) may be used for this activity: Sometimes students need to reflect on their behavior to make it positive again. This form allows them the ability to think about their actions and their consequences

Use your colleague next door, your "Teaching Buddy". Send the student to a buddy's class to complete the Thinking About My Inappropriate Behavior (DOCX) worksheet. Instruct the student that if they do not return within the allotted amount of time (e.g., 10-minutes) it will turn into an office support referral. If you select this out of classroom option, be sure to file the form with the office. It is important that students not be out of the classroom continuously with this process, class after class. Having an office log is critical whenever a student is in an alternative setting, even for a brief period of time. The receiving teacher has a desk for this purpose, pencils available, a timer, and form nearby so that classroom disruption is minimized

School-home communication

Teaching Interaction Option #3:

For moderate behaviors where Option 2 was unsuccessful, request office support and a solution-focused process. If the behavior does not respond to the graduated sequence of steps described above, or if the behavior is overtly dangerous and requires an immediate removal, calmly refer the student.

Note: If a student has multiple recurring infractions of challenging behavior, or if behavior becomes habitual, this may be an indicator of a need for additional classroom intervention assistance. Either components of Tier 1 PBIS need to be strengthened/modified or re-evaluated, or the student may need a referral to PBIS team for Tier 2 or Tier 3 supports.
Content on the PROMPT Method was presented at the 2015 PENT Forum by Diana Browning Wright, MS, LEP and Clayton R. Cook, PhD, LP, and has been summarized here to ensure accessibility.

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PROMPT is a method of progressively and systematically responding to behaviors that do not immediately require sending or reporting the student to the school's main office. The aim of this method is to respond to and correct the challenging behavior using progressively more intensive strategies, while at the same time preserving the relationship with the student.

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Meant for children aged 7-13, this book shows how to work at problem behaviour such as obsessions or yelling, and move on to alternative positive behaviours.

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Positive Outcomes with Emotional Regulation - For Middle/high school students with mental and behavioral health needs

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Group Meeting 1: Introduction to the POWER Program Group Meeting 2: Recognizing and Labeling Emotions Group Meeting 3: Relaxation and Behavioral Activation Group Meeting 4: Understanding and Observing Thoughts Group Meeting 5: Catch-Check-Choose Strategy, Part 1 Group Meeting 6: Catch-Check-Choose Strategy, Part 2 Group Meeting 7: Planning for Success Booster Group Meeting Individual Meeting

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Prompts and Pre-corrects - Instructional Support | Let's Learn GA!

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Example of classroom reinforcement system

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Example of classroom reinforcement system

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Truth For Teachers - The World's Easiest Token System for Behavior Management

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The token system was the first behavior management plan I designed for primary grade students, and the popularity of this system continues to astound me! I posted it on my website many years ago and had no idea just how well it would resonate with other educators.

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