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Sample Response

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Some of the ones that were mentioned in my group:

You give gestures to motivate. Showing enthusiasm.

Repetition

Stickers

Praise

Fun fridays

Reward system with stickers

Redirections cards for behavioral cues

Solo interventions

Praise and stickers

Make interventions into a game

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Redirection and behavior strategies

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I make tier 1 effective by making sure the kids are active participants and every kid gets a chance to talk or interact!

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Using behavioral cards.

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Gestures and cues to indicate when students should be focused

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The teacher goes over the behavior chart in the morning and i go over it before small groups.

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It blends into my teacher schedule by taking times where kids may be sitting idly/ as a transition into another room or activity. For example, when we wait in the hallway on the way to the playground or sitting waiting for lunch to served. I take advantage of those brief pauses to get a little bit more tier one into their day.

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Ask the students for 10 minutes of their time! Telling them when the intervention ends works wonders for hyper students

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It blends into the teacher schedule by allowing them to receive knowledge and help from both small groups , with the teacher and with me as well

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Give them jobs… press the timer button, put away our materials, etc

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Keep kids at eye level

Stickers

Praise

Animated voice

Ask for participation multiple times

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Setting expectations in the beginning and reminding. Redirecting with counting and doing the rolly polly olly which it works most of the times.

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I do the IRA when the teachers are setting up for lunch and the kids are sitting for circle time.

I also do small group IRA with three kids

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allowing every student the chance to talk, offering stickers, verbal, and physical praise

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I got a great tip from Rihanna and when I use my behavioral page, I say who wants to help me with my checklist and tell me what they mean. Then I pick a student to tell me an item on the list

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I incorporate stickers into my activities to keep their focus, and I've found that they really motivate the children to get involved. The anticipation of being able to choose their own stickers encourages them to participate more.

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I use stickers, sticker charts, and reward charts as my students' rewards. I also use the rule chart. Recently, I wrote a book for my student to model proper behavior. They absolutely love it.

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Animated Voice

Repetition

Sticker

Praise

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I do the greeting in the morning when they come from breakfast. My teacher writes their name on paper with a highlighter and I help them with their names. I do IRAs during free play with a small group and after they come from outside. I do songs and chants during the morning before the teacher starts her lesson. I do them while we line up to go outside. I'll do them at lunch. I'll do them at the end of the day before dismissal.

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Many different ways of Praise and Behavior Redirection

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I do an IRA every day with my students while my lead teacher serves lunch. It helps the teacher, and the students love their story time with Ms. Alexis. During circle time my lead teacher allows me to sing the Feeling Song during circle time and it has become a part of their morning routine.

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KiMya Wooten: To make it effective, I incorporate songs or engaging activities that help the material stick with the students. These methods are particularly useful because they make learning fun and memorable.

Integrating these strategies into the teacher's schedule is easy because she adds them into her daily lesson plans which makes it a natural part of the classroom routine.

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choosing books for my IRA that align with what the teacher is currently teaching

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I use the color cubes use for the math intervention as a reward. You’re being good, listening and paying attention you could get another one. And if you’re not listening I take it away, but make sure they know they can always get it back. Behavior cards

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KiMya Wooten: I incorporate stickers into my activities to keep their focus, and I've found that they really motivate the children to get involved. The anticipation of being able to choose their own stickers encourages them to participate more.

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Communicating with the lead teacher and their schedule, sitting alongside students and promoting back and forth talks and open ended questions.

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Routine of greetings, expectations,feelings song, sign in.

Then, keep asking them to repeat, to do, to participate some how...

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I found My time in transition times of the teacher

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My strategies would be to take a break and do songs or do a different type of lesson.

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I use behavioral cue cards and stickers as rewards with my students. I also pick some of the students that are doing good during the intervention to control my timer lol.

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Giving them stickers

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I normally have stickers or maybe some snacks in the class when doing my intervention.

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In my interventions, I use behavior cue cards, a reward chart, constant praise, and repetition to keep students engaged and motivated. I also incorporate routine greetings to create a positive and structured start to each session. These strategies help my students understand expectations, feel confident, and stay engaged.

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set expectations, positive affirmations throughout the intervention, keep a routine!

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One strategy is to constantly reinforce through expectations to remind the students to try to comply with expected behavior. Another strategy is to involve the students as much as possible. (Ex: sometimes the students are excited to help me carry the intervention items to our location for interventions so I often let them so they feel included)

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Expectation cards

Being present and eye contact with the students

Smile have fun with them

Call out behavior immediately before peers mirror the behavior (with the expectation cards)

Make the activity more engaging with dancing or sing song voice

Remind them about the rewards at the end

Accept some students are distracted and work with them engaging in side talk and bringing it back to the activity at hand

Doing jumping jacks beforehand with my most hyperactive student

Staying firm when I feel their energy is going to high

Take a moment to do breathing exercises before continuing

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Some of the responses I got in our break-room were:

Before beginning state behavioral expectations

Use Repetitions

Using the behavior cards

Letter of the week matches the Alphabet Knowledge

Give them independent choices

When the teachers are setting up for lunch they implement IRA and other Tier 1 activities.

After lunch time

Stickers at the end of their IRA

Wait in the hallway- Songs

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Proximity to student

Incorporating what the students have learned that day

Collaborating with the teacher

Using free centers to engage with every group about colors, sizes, how many there are, which is larger or smaller, what shape is that

Referring to the daily schedule and reminding the teacher of the time agreed to for tier 1 activities such as interactive reading

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Mirror activities that the teacher is focusing on for the week.

Pets: I read the book “Whiskers”. The activity I came up with an activity to draw whiskers.

Another strategy I use is to help with class anchor charts. Asking students about subject matter to make simple drawings.

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Creating incentives - stickers, mini prizes

Giving them choices and letting them choose - allow them to be in control

Let them help in the process - setting up, starting timer, cleaning up

Giving positive affirmations

Give off enthusiastic vibes + energy makes them reciprocate and they feel excited to participate

Repetition of expectations - I created a visual poster for this incorporates colors and favorite characters

Reinforcing gestures for when they focus/listen - high fives, hugs, thumbs up