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The End!

End of Day Conference

1. Total the positive and negative points

(Negotiate if student is on Progress Level)

2. Write daily total points on point sheet

3. Discuss r360 Daily Report with student

4. Student spends/saves points in store

De-Escalation

Motivation Systems

Strategies

Daily Points Level

Merit Level

Start with Corrective Teaching

Empathy

“I know it is hard to accept criticism.”

Reality Statements

“The sooner you are quiet, the sooner we can finish this.”

Frequency of Interactions = 10 or less positive social interactions daily

Consequence = Non-contingent 50 points per day

Advancement to Transition = Demonstrates skill proficiency and has been faded from most artificial constraints.

“Cool-Down” Time/ Prompt Self-Control Strategy

“I am going to give you about 5 minutes to use your self-control strategy. Take those deep breaths and think about how we can keep this small.”

Specific Praise

“Thanks for lowering your voice.”

Frequency of Interactions = 25-30 positive social interactions daily

Consequence = Positive/Negative points averaging 50-60 points per day

Advancement to Progress = Purchase 100 bonds at 6 points each, no office referral for 10 consecutive days

Manage Yourself

  • Use a soft voice tone
  • Be aware of body language; stand off-kilter
  • Maintain safe proximity
  • Use slow rate of speech/pacing
  • Continue to use the corrective teaching
  • Allow “cool-down” time: 2-15 minutes
  • Stay out of content = Don’t get sucked in!

Progress Level

Manage the Environment

Common Problems

De-Escalation

  • Is the student’s behavior a major infraction of a school rule that requires an immediate office referral?

  • Are the other students safe?

  • Use “cool-down” time to praise on-task behavior and/or prompt alternative plan with other students.

  • Utilize other staff when available to monitor or assist.

Frequency of Interactions

  • 100-125 Bonds = 25-30 positive social interactions daily
  • 126-150 Bonds = 20-25
  • 151-175 Bonds = 15-20
  • 176-200 Bonds = 10-15

Consequence = can negotiate for up to 70 points

Advancement to Merit: Purchase 200 bonds at 6 points each, no office referral for 10 consecutive days, complete application and community service project

  • Infrequent marking of cards
  • Inconsistent teaching/tolerances
  • Marking cards in the absence of the student
  • Awarding points without teaching
  • Using the system primarily as a reward system
  • Using the system primarily as a punishment system

If De-escalation strategies aren’t helping, continue De-Escalation.

Moderate Consequence (4-6 negatives)

“Because you… you have earned 4 negatives.”

Continue De-escalation Strategies

Referral Warning = “This is your referral warning.”

Continue De-escalation Strategies

TO THIS POINT: COMPLIANCE = PRAISE AND RETURN TO CORRECTIVE TEACHING

Referral = "You have earned an office referral, let me know when you are ready to address it."

Corrective Teaching

STEPS

7. Feedback/Positive Correction

“Because you… you earned…”

8. General Praise

4. Description of appropriate behavior

"The next time…"

"In the future..."

5. Give a reason

“It is important to…”

6. Practice

“We are going to try this again. This time…”

Try not to use the word “practice”

1. Initial praise or empathy

2. Description of inappropriate behavior

3. Negative consequence with positive correction

4. Description of appropriate behavior

5. Give a reason

6. Practice

7. Feedback/Positive Correction

8. General Praise

STEPS

Time to PRACTICE

3. Negative consequence with positive correction

"Because you… You earned…”

Issue negative point consequence

Inform of opportunity to earn ½ points back

1. Initial praise or empathy

“I understand…"

“Thank you for…"

2. Description of inappropriate behavior

"Just a minute ago…"

Effective Praise

STEPS

Relationship-Building Components

Qualities of Effective Praise

  • Make Eye Contact
  • Get on their level
  • Use appropriate facial expressions
  • Maintain safe physical proximity
  • Use pleasant voice
  • Use student’s name when appropriate

1. Specific = describe the specific behavior that the student exhibited

2. Contingent = make sure the praise fits the behavior

3. Immediate = Praise ASAP

1. Show Approval

2. Describe appropriate behavior

3. Give a reason

4. Request for Acknowledgement

5. Positive consequence

Preventative Prompt

Components of Effective Reasons

Types of Reasons

A brief reminder to students:

Just BEFORE you want students to use a skill

Just BEFORE you want students to use a procedure

Example: “I have some feedback to give you on your work. Remember to accept that criticism by just looking at me, saying ‘Okay,’ and staying calm.”

1. Avoid Negative Outcomes = “You wont have to wait as long for a teacher to help you.”

2. Benefit to Self = “You will be able to get what you need sooner.”

3. Concern for Others = “You won’t distract others.”

  • Personal to the student

  • Skill focused = think of 5 reasons for each skill

  • Brief = choose one; avoid lecturing

  • Can be generalized = avoid using points as reasons

Boys Town Educational Model

Key Points

  • The magic is in the TEACHING; not the points.

  • No secrets with the procedures of Boy’s Town; Students should know all about it!

  • Praise to Correction ratios: 5:1 for Daily Points level, 8:1 for Progress level

  • Strive for the same tolerance line; Students need consistency.

Specialized Classroom Management

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