Classroom Strategies
(Part IV). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures. 

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s
SOUTHWEST ISD
SPECIAL EDUCATION
Empowering Unique Minds, Shaping Bright Futures

[Audio] Classroom strategies, part 4
This instructional module will cover.
Setting Easily Attainable Goals.
Praising Behaviorally Appropriate Students.
Providing Nonverbal Signals for Appropriate Behavior.. 

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Social Emotional Learning (SEL) consists of five competencies; self-awareness, self-management, responsible decision making,  social awareness, and relationship skills.  
 SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction and academic curriculum when supported by evidence-based programs.

This instructional module will cover:
 Setting Easily Attainable Goals
 Praising Behaviorally Appropriate    Students
 Providing Nonverbal Signals for      Appropriate Behavior

[Audio] Setting Easily Attainable Goals.
"Research." backs up the effectiveness of goal setting, both for the students themselves, for school systems overall. When teachers practice good goal setting, the benefits for their students are two-fold. "1." The students will see effective goal setting modeled. "And 2."The school itself is likely to become more effective at facilitating learning.. 

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Research backs up the effectiveness of goal setting, both for the students themselves and for school systems overall. When teachers practice good goal setting, the benefits for their students are two-fold:
 The students will see effective      goal setting modeled.
 The school itself is likely to       become more effective at       facilitating learning.

[Audio] Aside from helping them believe in themselves and setting them up for success in school, "goal setting," also benefits students in many ways, including.
Improving self-image.
Increasing awareness of the student's strengths.
Providing an experience of success.
Encouraging prioritization.
Building responsibility.
Improving decision making.. 

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Aside from helping them believe in themselves and setting them up for success in school, goal setting also  benefits students in many ways, including:
 Improving self-image.
 Increasing awareness of the  student’s strengths.
 Providing an experience of     success.
 Encouraging prioritization.
 Building responsibility.
 Improving decision making.

[Audio] "Smart Goals." The acronym SMART stands for. Specific.
Measurable.
Attainable.
Relevant.
And Time-bound.. 

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S.M.A.R.T. Goals 
 Specific
 Measurable
 Attainable
 Relevant
 Time-bound

[Audio] In the school setting, goals are developed by teachers for specific student's instruction and guidance, as well as by students for their own personal growth.. 

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In the school setting, goals are developed by teachers for specific student’s instruction and guidance, as well as by students for their own personal growth.

[Audio] Specific. – What exactly do you want to accomplish. Teacher Developed Goal:
"Juan will learn new CVC words." Rather than, "Juan is working on CVC words, and C.C.V.C. words." Student Developed Goal:
"I want a higher grade in math." Rather than, "I want better
grades.". 

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Specific – What exactly do you want to accomplish. 
 Teacher Developed Goal: “Juan will learn new CVC words.” Rather than, “Juan is working on CVC, CCVC and CVCC  words.” 
 Student Developed Goal: “I want a higher grade in  math.” Rather than, “I want better grades.”

[Audio] Goals need to be Measurable. – Make sure your goal is quantifiable. Examples.
A Teacher Developed Goal.
"Juan will learn 20 new CVC words."
Rather than, "Juan is working on
learning more CVC words." A Student Developed Goal.
"I want a B in math. Rather than, "I
want better grades.". 

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S.M.A.R.T. Goals 

 Measurable – Make sure your goal is  quantifiable. 
 Teacher Developed Goal: “Juan will learn 20 new CVC words.” Rather than, “Juan is working on learning more CVC words.” 
 Student Developed Goal: “I want a B in math. Rather than, “I want better grades.” 



 In this case, it can be measured  by looking at your report card when the next grading period ends.

[Audio] Attainable. – Keep your goals
achievable. Teacher Developed Goal.
"Juan will learn 5 new CVC words each grading period (or 9 weeks)."
Rather than, "Juan is learning "100" new
CVC words this year." Student Developed Goal.
"I want a B in math." Rather than,
"I want strait A's in all of my classes.". 

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SMART Goal Setting

 Attainable – Keep your goals achievable. 
 Teacher Developed Goal: “Juan will learn 5 new CVC words  each grading period (9 weeks).” Rather than, “Juan is learning 100  new CVC words this year.” 
 Student Developed Goal: “I want a B in math.” Rather than, “I want strait A’s in all of my  classes.” 




 Don’t say “I will make all straight A’s on my next report card,” rather say “I will raise all my grades by one letter by my next report card.”

[Audio] Relevant. – Goals need to be realistic
to achieve and relevant to the student. If the student doesn't care about
their grades, they won't care about their goal.. 

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SMART Goal Setting

 Relevant – Goals need to be realistic to achieve and relevant to the  student.  If the student doesn’t care about Their grades, they won’t care  about their goal.

[Audio] Time-bound. – Teachers and students should put a realistic time frame on their goals. Teacher Developed Goal.
"In 36 instructional weeks, Juan will learn 20 new CVC words.
Consider adding semester objectives." - Juan will learn 5 new CVC words each grading period, or 9 weeks. Student Developed Goal.
I want to have a B in math by the end of this school year.. 

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SMART Goal Setting
 Time-bound – Teachers and students should  put a realistic time frame on their goals.

Teacher Developed Goal: Goal - “In 36 instructional weeks,  Juan will learn 20 new CVC words. 	Objective - Juan will learn 5 new 	CVC words each grading period. 
 Student Developed Goal: I want a B in math by the end of  this school year.

[Audio] Praising Behaviorally Appropriate Students.
Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. A study looking at practices that reduce problem behaviors in elementary classrooms, identified teacher praise as one of the top five most effective practices.. 

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Praising Behaviorally Appropriate Students

Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. A study looking  at practices that reduce problem behaviors in elementary  classrooms, identified teacher  praise as one of the top five most effective practices.

[Audio] "Behavior-specific praise" lets students know what they are doing correctly. To give behavior-specific praise, you clearly tell students what they've done correctly. For example, if you have a student for whom organization is an issue, you could say, "Nice work getting your homework out of your "folder" and placing it in the bin the first thing this morning.". 

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Behavior-specific praise lets students know what they are doing correctly. To give behavior-specific praise, you clearly tell students what they’ve done appropriately. For example, if you have a student for whom organization is an issue, you could say, “Nice work getting your homework out of your folder and placing it in the bin the first thing this morning.”

[Audio] Providing Nonverbal Signals.
Why should a "teacher" use nonverbal signals?
It creates a working relationship with the student without calling attention to the student in a negative manner.
Is discrete and quick.
It saves instructional time.. 

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Why should a teacher use nonverbal signals?
 Creates a working relationship with      the student without calling attention to      the student in a negative manner.
 It is discrete and quick.
 It saves instructional     time.

[Audio] Why should a teacher use nonverbal signals?
It makes students more comfortable and likely to participate and be involved.
It is easy to do and effective.
It improves and builds student confidence and self-esteem.. 

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Why should a teacher use nonverbal signals?
 Makes students more comfortable    and likely to participate and be involved.
 Easy to do and effective.
 Improves and builds student     confidence and self-esteem.

[Audio] When should teachers do it?
When a student is losing attention and focus during times of instruction or independent work.
As a form of redirection from "misbehavior", "talking out of turn", or off task behaviors.. 

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When should teachers do it?
 When a student is losing attention      and focus during times of instruction     or independent work.
 As a form of redirection from     misbehavior, talking, or off task     behaviors.

[Audio] When should teachers do it?
When a student is not following, classroom or school procedures.
When a student does something good, correctly, or successfully.. 

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When should teachers do it?
 When a student is not following      classroom/school procedures.
 When a student does something      good, correctly, or successfully.

[Audio] How do I do it?
Meet with students individually to identify how you and they should communicate in a special way.
Use cues like smiles, or shaking your head "yes" to praise students for correct behaviors. For example: for participation, volunteering, or just to reassure and encourage them.. 

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How do I do it?
 Meet with students individually to identify  how you and they should communicate in a special way.
 Use cues like; smiles, or shaking  your head “yes” to praise students for correct behaviors. For example:  participation, volunteering, or  just to reassure and encourage  them.

[Audio] Use simple cues like shaking your head "no." Raising an eyebrow, giving a "one minute" finger signal. Or discretely pulling on your earlobe to "redirect" students.. 

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How do I do it?
 Use simple cues like shaking your head “no”,  Raising an eyebrow, giving a “one minute” finger signal, or discretely pulling on your earlobe to redirect students.

[Audio] Contributors.
Beya Moray, Educational Diagnostician Steffanie Sparrow, Licensed Specialist in School Psychology Mario Bernal, Licensed Specialist in School Psychology Valerie Torres, Licensed Specialist in School Psychology Ruth Viagas Graduate Student. 

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Bella More, Educational Diagnostician

Steffanie Sparrow, Licensed Specialist in
 School Psychology

Mario Bernal, Licensed Specialist
in School Psychology

Valerie Torres, Licensed 
Specialist in School Psychology                             

Ruth Villegas
Graduate Student

[Audio] End of. Classroom Strategies (Part 4). End of
Classroom Strategies
(Part IV). 

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Classroom Strategies (Part IV)

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Classroom strategies
 part 4
This instructional module will cover.
Setting Easily Attainable Goals.
Praising Behaviorally Appropriate Students.
Providing Nonverbal Signals for Appropriate Behavior.

avatar

Setting Easily Attainable Goals.
"Research." backs up the effectiveness of goal setting
 both for the students themselves
 for school systems overall. When teachers practice good goal setting
 the benefits for their students are two-fold.

"1." The students will see effective goal 
       setting modeled.

"And 2."The school itself is likely to 
       become more effective at 
       facilitating learning.

Aside from helping them believe in themselves and setting them up for success in school
 "goal setting
" also benefits students in many ways
 including.
Improving self-image.
Increasing awareness of the student's strengths.
Providing an experience of success.
Encouraging prioritization.
Building responsibility.
Improving decision making.

"Smart Goals." The acronym S-M-A-R-T stands for. 
Specific.
Measurable.
Attainable.
Relevant.
And Time-bound.

In the school setting
 goals are developed by teachers for specific student's instruction and guidance
 as well as by students for their own personal growth.

Specific. – What exactly do you want to accomplish. 
Teacher Developed Goal:
"Juan will learn new C-V-C words." Rather than
 "Juan is working on C-V-C words
 and C C V C  words." 
Student Developed Goal:
"I want a higher grade in 
math." Rather than
 "I want better
grades."

Goals need to be Measurable. – Make sure your goal is 
quantifiable. 
Examples.
A Teacher Developed Goal.
"Juan will learn 20 new C-V-C words."
Rather than
 "Juan is working on
learning more C-V-C words." 
A Student Developed Goal.
"I want a B in math. Rather than
 "I
want better grades."

Attainable. – Keep your goals
achievable. 

Teacher Developed Goal.
"Juan will learn 5 new C-V-C words 
each grading period (or 9 weeks)."
Rather than
 "Juan is learning "100" new
C-V-C words this year." 

Student Developed Goal.
"I want a B in math." Rather than

"I want strait A's in all of my 
classes."

Relevant. – Goals need to be realistic
to achieve and relevant to the 
student. 
If the student doesn't care about
their grades
 they won't care 
about their goal.

Time-bound. – Teachers and students should  put a realistic time frame on their goals. 
Teacher Developed Goal.
"In 36 instructional weeks
 Juan will learn 20 new C-V-C words.
Consider adding semester objectives."  Juan will learn 5 new C-V-C words each grading period
 or 9 weeks. 

Student Developed Goal.
I want to have a B in math by the end of this school year.

Praising Behaviorally Appropriate Students.
Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. A study looking at practices that reduce problem behaviors in elementary classrooms
 identified teacher praise as one of the top five most effective practices.

"Behavior-specific praise" lets students know what they are doing correctly. To give behavior-specific praise
 you clearly tell students what they've done correctly. For example
 if you have a student for whom organization is an issue
 you could say
 "Nice work getting your homework out of your "folder" and placing it in the bin the first thing this morning."

Providing Nonverbal Signals.
Why should a "teacher" use nonverbal signals?
It creates a working relationship with the student without calling attention to the student in a negative manner.
Is discrete and quick.
It saves instructional time.

Why should a teacher use nonverbal signals?
It makes students more comfortable and likely to participate and be involved.
It is easy to do and effective.
It improves and builds student confidence and self-esteem.

When should teachers do it?
When a student is losing attention and focus during times of instruction or independent work.
As a form of redirection from "misbehavior"
 "talking out of turn"
 or off task behaviors.

When should teachers do it?
When a student is not following
 classroom or school procedures.
When a student does something good
 correctly
 or successfully.

How do I do it?
Meet with students individually to identify how you and they should communicate in a special way.
Use cues like smiles
 or shaking your head "yes" to praise students for correct behaviors. For example: for participation
 volunteering
 or 
just to reassure and encourage them.

Use simple cues like shaking your head "no." Raising an eyebrow
 giving a "one minute" finger signal. Or discretely pulling on your earlobe to "redirect" students.

Contributors.
Beya Moray
 Educational Diagnostician  Steffanie Sparrow
 Licensed Specialist in  School Psychology  Mario Bernal
 Licensed Specialist in  School Psychology  Valerie Torres
 Licensed Specialist in  School Psychology

Ruth Viagas Graduate Student