NON-compliance-
This is a question Deb hears often so the ideas are separated into
SPED response and GenED response:
SPED response and GenED response:
Gen Ed response: I have worked with more than one teacher who uses
precision request with great success. The teacher gives a general direction
and waits about 15 seconds for compliance, praising those who comply.
Teacher or teacher's aide moves toward students who haven’t complied
and repeats request, waits about 15 seconds for compliance,
praising those who comply. Teacher or SAT moves to the student
who is still non-compliant and specifically calls the name and
firmly states the expectation. If 15 seconds more pass without compliance,
the student is told not to worry, you will talk with him/ her later.
Proceed on the lesson without this student if they are not being disruptive.
(that’s for another item). When the teacher is available, the student
is pulled aside for a teacher talk. (a good time is on their way to someplace
they want to go to, such as recess) The conversation involves the teacher
indicating why this behavior is a problem for her, for the class, for the student.
Then the student is asked how they plan to fix this problem so that it doesn’t
happen in the future. Once a plan is made, the student is allowed to go on.
If the student does not come up with a plan by end of recess, etc. let them go
and tell them not to worry, you can discuss it later. The next opportunity
involves a repeat of the conversation.
precision request with great success. The teacher gives a general direction
and waits about 15 seconds for compliance, praising those who comply.
Teacher or teacher's aide moves toward students who haven’t complied
and repeats request, waits about 15 seconds for compliance,
praising those who comply. Teacher or SAT moves to the student
who is still non-compliant and specifically calls the name and
firmly states the expectation. If 15 seconds more pass without compliance,
the student is told not to worry, you will talk with him/ her later.
Proceed on the lesson without this student if they are not being disruptive.
(that’s for another item). When the teacher is available, the student
is pulled aside for a teacher talk. (a good time is on their way to someplace
they want to go to, such as recess) The conversation involves the teacher
indicating why this behavior is a problem for her, for the class, for the student.
Then the student is asked how they plan to fix this problem so that it doesn’t
happen in the future. Once a plan is made, the student is allowed to go on.
If the student does not come up with a plan by end of recess, etc. let them go
and tell them not to worry, you can discuss it later. The next opportunity
involves a repeat of the conversation.
SPED- If the students in question are already identified and need a more
intense response, precision request can still be used. The consequence
after strike 3 can be to go to the IRC for a calm down followed by the
teacher talk in the IRC. The purpose of this intervention will be to get
the student back in a learning frame of mind and may involve a
mindfulness activity, a physical task, time to calm, de-escalation strategies, etc.
Student will return to class once a plan is made for fixing the problem,
and the IRC teacher will monitor the time frame.
intense response, precision request can still be used. The consequence
after strike 3 can be to go to the IRC for a calm down followed by the
teacher talk in the IRC. The purpose of this intervention will be to get
the student back in a learning frame of mind and may involve a
mindfulness activity, a physical task, time to calm, de-escalation strategies, etc.
Student will return to class once a plan is made for fixing the problem,
and the IRC teacher will monitor the time frame.
No comments:
Post a Comment