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The Missing CurriculumThe Missing CurriculumFreshman Advisor Training Richlands High School
Freshman Advisor Training Richlands High School
The Missing CurriculumThe Missing Curriculum
Today, there is a curriculum missing from many children’s
lives.
Today, there is a curriculum missing from many children’s
lives.The missing curriculum is the
systematic instruction in basic social and interpersonal competencies that enable individuals to interact in productive, cooperative, and respectful ways.
The missing curriculum is the systematic instruction in basic social and interpersonal competencies that enable individuals to interact in productive, cooperative, and respectful ways.
Why Teach Social Competencies
Why Teach Social Competencies
When a child comes to school without basic social competencies, his or her behavior gets in the way of the teacher’s ability to teach and the student’s ability to learn.
Social competencies increase a child’s receptivity to academic instruction.
When a child comes to school without basic social competencies, his or her behavior gets in the way of the teacher’s ability to teach and the student’s ability to learn.
Social competencies increase a child’s receptivity to academic instruction.
The Six Basic Social Competencies for Classroom
Success
The Six Basic Social Competencies for Classroom
Success1. Follow Instructions2. Pay Attention3. Get Teacher’s Attention4. Accept “No”5. Ask Permission6. Accept Correction
1. Follow Instructions2. Pay Attention3. Get Teacher’s Attention4. Accept “No”5. Ask Permission6. Accept Correction
Tools for Teaching Social Competencies
Tools for Teaching Social Competencies
Positive EnvironmentsPlanned TeachingReminder PromptsCorrective PromptsCorrection
Positive EnvironmentsPlanned TeachingReminder PromptsCorrective PromptsCorrection
Positive Environments for 9th Graders at RHS
Positive Environments for 9th Graders at RHS
Teachers are positive models Social competencies are taught Students and teachers interact
respectfully Praise is frequent Clear expectations are set for student
behavior Problem behavior is distinguished from
problem child Fairness is practiced Discipline is used judiciously
Teachers are positive models Social competencies are taught Students and teachers interact
respectfully Praise is frequent Clear expectations are set for student
behavior Problem behavior is distinguished from
problem child Fairness is practiced Discipline is used judiciously
Student-Preferred Teacher Behaviors
Student-Preferred Teacher Behaviors
Calm, pleasant voice tone
Offering help Joking, kidding Fairness Explanation of how or
what to do Smiling Explanation of why Concern Enthusiasm Politeness Brief and to the point
Calm, pleasant voice tone
Offering help Joking, kidding Fairness Explanation of how or
what to do Smiling Explanation of why Concern Enthusiasm Politeness Brief and to the point
Teacher Behaviors Students Like Least
Teacher Behaviors Students Like Least
Describing only what student did wrong
Anger/irritation Negative feedback Profanity Unfriendliness Unpleasantness Bossy/demanding Negative attitude Unpleasant physical
contact Insulting remarks No chance to speak
Describing only what student did wrong
Anger/irritation Negative feedback Profanity Unfriendliness Unpleasantness Bossy/demanding Negative attitude Unpleasant physical
contact Insulting remarks No chance to speak
Positive Communication Styles
Positive Communication Styles
Praise/positive approval
Calmness Pleasant voice tone Pleasant facial
expression Eye contact Positive body
language Use of request form Sincerity Respect
Praise/positive approval
Calmness Pleasant voice tone Pleasant facial
expression Eye contact Positive body
language Use of request form Sincerity Respect
Communication Styles to AVOID
Communication Styles to AVOID
Sarcasm Anger Loud voice tone Negative/
demeaning words (“ugly,” “awful,” “horrible,” “terrible,” etc.)
Threats
Sarcasm Anger Loud voice tone Negative/
demeaning words (“ugly,” “awful,” “horrible,” “terrible,” etc.)
Threats
Points to RememberPoints to Remember
• Positive teacher models are important.
• Deficits in social competencies do not constitute character flaws.
Every social competency deficit has a replacement behavior.
Students won’t always remember what we teach them, but they will never forget how we treat them.
Linda AlbertCooperative Discipline, 1996
• Positive teacher models are important.
• Deficits in social competencies do not constitute character flaws.
Every social competency deficit has a replacement behavior.
Students won’t always remember what we teach them, but they will never forget how we treat them.
Linda AlbertCooperative Discipline, 1996
Planned Teaching during the First 20 Days of School
Planned Teaching during the First 20 Days of School
Promotes students’ success Establishes the teacher’s
expectation for students’ behavior
Holds students accountable for their own behavior
Provides teachers with future opportunities to reinforce the student for practicing preferred behavior
Enhances students’ perception of teacher’s fairness
Creates a positive classroom environment
Promotes students’ success Establishes the teacher’s
expectation for students’ behavior
Holds students accountable for their own behavior
Provides teachers with future opportunities to reinforce the student for practicing preferred behavior
Enhances students’ perception of teacher’s fairness
Creates a positive classroom environment
Components of Planned Teaching
Components of Planned Teaching
1. Name the social competency2. Describe what you want (discrete
behaviors)3. Specify student benefit4. Ask for understanding5. Set up the practice6. Conduct the practice7. Praise the practice.
1. Name the social competency2. Describe what you want (discrete
behaviors)3. Specify student benefit4. Ask for understanding5. Set up the practice6. Conduct the practice7. Praise the practice.
Follow InstructionsFollow Instructions
1. Look at the teacher2. Nod or Say “Okay”3. Do it right away
Benefits: You get things done faster and may have more free time
1. Look at the teacher2. Nod or Say “Okay”3. Do it right away
Benefits: You get things done faster and may have more free time
Pay AttentionPay Attention
1. Stop what you are doing2. Look at the person3. Listen quietly
Benefits: You will understand what to do. You may gain helpful information. People are more likely to listen to you when you listen to them.
1. Stop what you are doing2. Look at the person3. Listen quietly
Benefits: You will understand what to do. You may gain helpful information. People are more likely to listen to you when you listen to them.
Get Teacher’s AttentionGet Teacher’s Attention
1. Look at the teacher2. Raise your hand3. Wait quietly
Benefit: Teachers are more likely to give their attention to students who raise their hands.
1. Look at the teacher2. Raise your hand3. Wait quietly
Benefit: Teachers are more likely to give their attention to students who raise their hands.
Ask PermissionAsk Permission
1. Raise your hand or go to the teacher
2. Ask the question3. Wait for the answer
Benefits: You avoid doing something that could be a problem and you increase the chance permission will be given in the future.
1. Raise your hand or go to the teacher
2. Ask the question3. Wait for the answer
Benefits: You avoid doing something that could be a problem and you increase the chance permission will be given in the future.
Accept CorrectionAccept Correction
1. Look at the teacher2. Listen quietly and remain calm3. Use the correction
Benefit: Correction is intended to help you. You can use correction to help you decide how to behave in the future.
1. Look at the teacher2. Listen quietly and remain calm3. Use the correction
Benefit: Correction is intended to help you. You can use correction to help you decide how to behave in the future.
Accept “No”Accept “No”
1. Look at the teacher2. Listen quietly3. Calmly move on
Benefit: When you accept “No” for an answer, you avoid taking up time that you could otherwise spend doing something you enjoy.
1. Look at the teacher2. Listen quietly3. Calmly move on
Benefit: When you accept “No” for an answer, you avoid taking up time that you could otherwise spend doing something you enjoy.
Building Social Competencies after Planned Teaching
Building Social Competencies after Planned Teaching
Reminder Prompts Praise
“Every hour spent in effective planning saves three to four hours in execution.”
Mayer, J.L., (1990)
Reminder Prompts Praise
“Every hour spent in effective planning saves three to four hours in execution.”
Mayer, J.L., (1990)
Reminder PromptsReminder Prompts
Verbal reminders to help students recognize they need to get ready to use a social competency that has been previously introduced.
Reminder prompts set students up for success and increase your opportunity to reinforce students for preferred behavior.
They help students perceive you as fair and concerned.
Verbal reminders to help students recognize they need to get ready to use a social competency that has been previously introduced.
Reminder prompts set students up for success and increase your opportunity to reinforce students for preferred behavior.
They help students perceive you as fair and concerned.
When to Use Reminder Prompts
When to Use Reminder Prompts
Stress during the first 20 daysPrior to a student needing to use the
social competencyEXAMPLES:Before leaving the classroomWhen entering the classroomWhen the teacher requires everyone’s
attentionBefore giving out a homework
assignment
Stress during the first 20 daysPrior to a student needing to use the
social competencyEXAMPLES:Before leaving the classroomWhen entering the classroomWhen the teacher requires everyone’s
attentionBefore giving out a homework
assignment
Components of Reminder Prompts
Components of Reminder Prompts
1. Get students’ attention2. Name the social competency3. Specify student benefit (optional)4. Ask for understanding (optional)
EX: “Barb, do you remember how to Get Teacher’s Attention?”
1. Get students’ attention2. Name the social competency3. Specify student benefit (optional)4. Ask for understanding (optional)
EX: “Barb, do you remember how to Get Teacher’s Attention?”
Praise is the mortar that holds the social competency building
blocks together.
Praise is the mortar that holds the social competency building
blocks together.
Follow Directions
Ask Permission
Accept “No” Get Teacher’sAttention
Pay AttentionAccept Correction
PraisePrincipal of Positive
Reinforcement
PraisePrincipal of Positive
Reinforcement
A behavior followed by something the student perceives as pleasant (reinforcing) will be maintained or increased.
Praise is your most powerful behavior change tool!
Praise reinforces preferred behaviors.
Praise creates positive relationships.
Praise creates a positive classroom environment
A behavior followed by something the student perceives as pleasant (reinforcing) will be maintained or increased.
Praise is your most powerful behavior change tool!
Praise reinforces preferred behaviors.
Praise creates positive relationships.
Praise creates a positive classroom environment
Examples of Praising Social Competencies
Examples of Praising Social Competencies
Discrete Behavior“Great, you started your work
immediately.”“Thanks, you remained quiet while
Mary answered the question.”
Discrete Behavior“Great, you started your work
immediately.”“Thanks, you remained quiet while
Mary answered the question.”
Examples of Praising Social Competencies
Examples of Praising Social Competencies
Social Competency“Nice job following instructions.”“Thanks for asking permission.”
Social Competency“Nice job following instructions.”“Thanks for asking permission.”
Examples of Praising Social Competencies
Examples of Praising Social Competencies
Discrete behavior linked to the social competency
“Cathy, nice job. You kept a neutral face after getting “No” for an answer.”
“Class, everyone has remained still and quiet while I went over the new vocabulary…way to pay attention when someone speaks.”
Discrete behavior linked to the social competency
“Cathy, nice job. You kept a neutral face after getting “No” for an answer.”
“Class, everyone has remained still and quiet while I went over the new vocabulary…way to pay attention when someone speaks.”
Tools for Correcting Social Competencies
Tools for Correcting Social Competencies
Use corrective teachingWhen the student has been taught
a social competency and is choosing not to use it.
When you want to replace a problem behavior with a preferred behavior.
Use corrective teachingWhen the student has been taught
a social competency and is choosing not to use it.
When you want to replace a problem behavior with a preferred behavior.
ObserveObserve
Observation allows a teacher to gather facts before objectively and specifically describing a students behavior.
Observation allows a teacher to gather facts before objectively and specifically describing a students behavior.
Dual Observations
Academic Performance
Social Performance
Describe the facts that have been gathered.
Describe the facts that have been gathered.
Verbally mirror back to the student what you observed:
Be specific- Use behaviorally specific language
“Before the bell rang, you quietly entered the room, sat in your seat, looked up at me, and said, “Good morning”
Verbally mirror back to the student what you observed:
Be specific- Use behaviorally specific language
“Before the bell rang, you quietly entered the room, sat in your seat, looked up at me, and said, “Good morning”
Be objectiveBe objective
Describe the observed action clearly and specifically without subjective garnishes.
“Jason, you are continuing to talk” instead of “Jason, talking is rude.”
Describe the observed action clearly and specifically without subjective garnishes.
“Jason, you are continuing to talk” instead of “Jason, talking is rude.”
Place ownership of behavior on student.
Place ownership of behavior on student.
The teacher is the impartial observer.
The teacher is the impartial observer.
Vague and Subjective Behavior DescriptionsVague and Subjective Behavior Descriptions
PoliteCooperativeRespectfulMannerlyHelpfulConfidentAttitude
PoliteCooperativeRespectfulMannerlyHelpfulConfidentAttitude
Non-specific and Judgmental Terms
Non-specific and Judgmental Terms
You could have done better.
You seem to be in a really bad mood
You need to get control of yourself.
You were messing around.
You have an attitude. You are being
uncooperative. You really blew it. That is so obnoxious. What is wrong with you?
You could have done better.
You seem to be in a really bad mood
You need to get control of yourself.
You were messing around.
You have an attitude. You are being
uncooperative. You really blew it. That is so obnoxious. What is wrong with you?
Benefits of Specific, Objective Behavior
Descriptions
Benefits of Specific, Objective Behavior
Descriptions1. Reduces students’ ability to shift
accountability for behavior.2. Increases students’ understanding of
teachers’ expectations.3. Decreases students’ defensive responses to
correction. Depersonalizes teacher correction.
4. Students will be clear on what behaviors to do again.
5. Students will be clear on what behaviors not to do again.
6. Decreases parental defensiveness during parent-teacher conferences.
7. Assists teachers in setting measurable objectives for students.
1. Reduces students’ ability to shift accountability for behavior.
2. Increases students’ understanding of teachers’ expectations.
3. Decreases students’ defensive responses to correction. Depersonalizes teacher correction.
4. Students will be clear on what behaviors to do again.
5. Students will be clear on what behaviors not to do again.
6. Decreases parental defensiveness during parent-teacher conferences.
7. Assists teachers in setting measurable objectives for students.
When Correcting StudentsWhen Correcting Students
Control your quality components. They could be put to the test.
Separate yourself from the student’s behavior. Do not take student behavior personally. Doing so is self-defeating.
Correct a student privately, when possible.
Always describe a replacement skill for the problem behavior.
Control your quality components. They could be put to the test.
Separate yourself from the student’s behavior. Do not take student behavior personally. Doing so is self-defeating.
Correct a student privately, when possible.
Always describe a replacement skill for the problem behavior.
Benefits of Corrective Teaching
Benefits of Corrective Teaching
Makes students aware of the teacher’s expectations for behavior.
Increases the likelihood students will use preferred behavior.
Casts teacher in a helpful role.Reduces the chance of arguments
and misunderstandings.Places responsibility on students
for their own behavior.
Makes students aware of the teacher’s expectations for behavior.
Increases the likelihood students will use preferred behavior.
Casts teacher in a helpful role.Reduces the chance of arguments
and misunderstandings.Places responsibility on students
for their own behavior.
Private Individual Correction
Private Individual Correction
Reduces the chance student behavior will escalate.
Provides the opportunity to teach private, personal matters.
Increases the likelihood the teacher will “respond” rather than “react” when correction occurs.
Reduces the chance student behavior will escalate.
Provides the opportunity to teach private, personal matters.
Increases the likelihood the teacher will “respond” rather than “react” when correction occurs.
When to Use Corrective Prompts
When to Use Corrective Prompts
Anytime you want a student to immediately engage in a preferred alternative behavior.
When a student is engaged in a low-level problem behavior.
Anytime you want a student to immediately engage in a preferred alternative behavior.
When a student is engaged in a low-level problem behavior.
Components of Corrective Prompts
Components of Corrective Prompts
1. Get student’s or class attention2. Describe what you want, i.e, discrete
behaviors/social competency.3. Praise demonstration of social
competency.EX:“Jeff, one of the expectations in this class isthat students will be in class, seated, and
ready to participate when the tardy bell rings. Youhave been late to class twice in the last twoweeks. ”
1. Get student’s or class attention2. Describe what you want, i.e, discrete
behaviors/social competency.3. Praise demonstration of social
competency.EX:“Jeff, one of the expectations in this class isthat students will be in class, seated, and
ready to participate when the tardy bell rings. Youhave been late to class twice in the last twoweeks. ”
Why Use Correction?Why Use Correction?
Teaches a preferred alternative social competency and clarifies expectations.
Facilitates immediate response at Point of Performance.
Decreases counter control from students
Reduces arguments Holds resistive students accountable for
behavior and student’s learn by experiencing consequences.
Teaches a preferred alternative social competency and clarifies expectations.
Facilitates immediate response at Point of Performance.
Decreases counter control from students
Reduces arguments Holds resistive students accountable for
behavior and student’s learn by experiencing consequences.
When to Use CorrectionWhen to Use Correction
When the problem is serious, repetitive, and escalating.
When corrective prompts have been used and the problem behavior continues.
When the class is not cooperating.
When the problem is serious, repetitive, and escalating.
When corrective prompts have been used and the problem behavior continues.
When the class is not cooperating.
Components of CorrectionComponents of Correction
Stop the problem behaviorTell the student what social
competency to use instead-replacement skills
Consequences:Planned Teaching, Now or Later,
and/or School Consequences
Stop the problem behaviorTell the student what social
competency to use instead-replacement skills
Consequences:Planned Teaching, Now or Later,
and/or School Consequences
Delayed Planned TeachingDelayed Planned Teaching
Teachers may delay correcting a student because:
1. There is no time2. The student would be more
receptive later
Make sure to describe the problem behavior before you begin teaching.
Teachers may delay correcting a student because:
1. There is no time2. The student would be more
receptive later
Make sure to describe the problem behavior before you begin teaching.
Remember…Remember…
Teacher quality components are critical. Describe only what you see. Describe the problem behavior, then
the preferred behavior. Describe the behavior that is the largest
problem first when presented with several problem behaviors, i.e, choose your battles.
Describe the behavior and avoid the content of what a student is saying.
Use specific, non-judgmental language
Teacher quality components are critical. Describe only what you see. Describe the problem behavior, then
the preferred behavior. Describe the behavior that is the largest
problem first when presented with several problem behaviors, i.e, choose your battles.
Describe the behavior and avoid the content of what a student is saying.
Use specific, non-judgmental language
Reminder Prompt
Corrective Prompt
Set expectations
Correction
Praise
Praise
Praise
Praise
