A step-by-step guide for coaching classroom teachers in by Dana D. Marchese et al.

By Dana D. Marchese et al.

"A step by step advisor for training lecture room academics in Evidence-Based Interventions is a realistic consultant for school-based professionals"--

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Extra resources for A step-by-step guide for coaching classroom teachers in evidence-based interventions

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Teacher: Not really. It’s just a bulletin board, right? Coach: It can be. I’ve seen teachers do it a variety of ways. Some have it on a bulletin board in the classroom and some post the Tootles on the door. Other teachers have a space set up where they post Tootles as well as the Feelings Faces that you’ll talk about during the Lessons. You can really be as creative as you want, but it’s ideal to post the Tootles in a spot where the students can see them regularly. Teacher: To help provide structure during transition times, I thought that I might put a Tootle envelope on the door so that when students enter the classroom in the morning and after lunch they can pull a Tootle and begin writing.

Week 3 Enhance Students’ On-​Task Behavior Beat the Timer is the second preparatory Lesson (Lesson 3 in the manual). The Beat the Timer game challenges students to complete a task in less time than what is set on the timer, thereby increasing efficiency and decreasing off-​task student behaviors. This activity is particularly effective during transitions, such as moving from the carpet to desks, putting away materials, and lining up. Before delivering the Lesson, the coach and teacher should meet briefly to discuss the Beat the Timer challenge and to plan its introduction to students.

That’s been making it a little bit harder, but the students are still doing really well. Coach: Great! That’s exactly how it should be going. (Praise) Over time, the Game gets longer and hopefully the students get better at PAX and inhibiting Spleems. In your view, what can still be improved? (Elicit teacher perspective about areas for improvement) Teacher: There is still a lot of disruptive behavior during transitions and sometimes during instruction when we are not playing the Game. And one of my students is really not responding to the Game at all.

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