Tips for an Effective Self Monitoring Plan

Tuesday, April 25, 2017





Do you have students that struggle with completing their work? Do you have students who struggle with asking for help on tasks? Do you have students who struggle with playing with other students?

Self-monitoring is the best tool I have found that helps improve students behavior while also help keeping students accountable for their own behavior. Self monitoring is good to work on academics, behavior, and social skills!

Self-monitoring is a low maintenance prevention strategy that works to help students improve their self management skills. Teaching students how to critically look at what they are doing and whether they are engaging in appropriate behavior at a particular time is key to success in creating greater independence.

There are a ton of variations that can be used for students in self monitoring programs. Most effective self monitoring programs usually include these 7 steps:


1. Identifying Behavior for the Self-Monitoring to Target
Focus on one area to target. Talk with the student to discuss the behavior you want them to critically look for.
Do you want to Increase the Targeted Behavior?
Or Decrease the Targeted Behavior?

Increasing behavior ideas could include:
*Playing with a peer at recess
*Staying on task to complete a task
*Complete reading assignments
*Saying nice things to peers
 *Complying with teacher directives

Decreasing behavior ideas could include:
*Talking during instruction
*Bullying another student
*Leaving an assigned area

2. Pick How to Monitor the Behavior 

There are a ton of self monitoring sheets on TeachersPayTeachers. You can choose to ask students to create a mental count in their heads, but I personal like to have students write down what they are monitoring, so they can see their improvements over time. Use some of the following free resources:

*Frequency Counts
*Rating Scales
*Checklists



3. Choose a Schedule

Does the student need to monitor for a single period? For a start of the day? During Transitions?

Make sure that you tell the student for how long they will need to monitor their behaviors. Make a plan that will work and start the monitoring. Don't be afraid to tweak the plan, if the data shows you need to! It's a working plan, so if you need to tweak it, do it!

4. Cue the Monitoring! 

The teacher and student need to pick a cue to remind the student to begin monitoring. Do you choose a teacher led cue? a Student led cue? or a timer as the cue. Decide on one, and let the cuing begin.





5. To Reward or not to Reward, that is the question!  
Some students don't need a reward for self monitoring, others need some motivation to keep that self monitoring in check. You can work with a student using a menu of rewards for them to choose from. Giving them some reinforcers to keep on track.

6. Data, Data, Data! 
A good self monitoring plan allows for time for the teacher to look over data see how things are going, and tweak if needed. Spot check the plan at random times to ensure the fidelity of the plan.


7. Bye, Bye, Bye! 
I couldn't resist using the 90's boy band titled song to help me explain the last part of a good self monitoring plan. The best plans are used and faded away once the desired outcomes have been reached. Pat the student on the back and give yourself a high five!



Whew! What a list!

What are your favorite self monitoring strategies to use in the classroom? I'd love to hear!




Using Praise to Increase Positive Behavior

Thursday, February 16, 2017







 Have you ever tried to complete a new skill but struggled immensely?

I have, and I absolutely hated the experience of not being able to do something that I wanted to learn to do.
I’ve felt this way a few times throughout my life, but no more so than in my 9th grade home economics class. Our teacher was giving us a lesson on how to sew. We practiced a few things, then we were supposed to bring in fabric to make pajama pants.

Pajama pants y’all?!




Like, I could BARELY sew the sit-upon together in 5th grade at girl scout camp and that required no hem or sewing needle point. Heck, it didn’t even require thread! We used ribbon.

If you can sew, I envy you. But I cannot. It was like herding cats. I did not have the skill. At one point, I actually sewed the pant legs together. Who does that?
My teacher was pretty good though. She had me stay after class and helped me out. She tried to show me, encouraged me, and praised me for trying. With a little more practice I finally got it. If she hadn't praised me and encouraged me, I hardly think I would have finished that pair of pajama pants.

So why does my pajama story relate to positive behavior management?
If my Home Ec. Teacher told me that I sucked at sewing, I really don’t think I would have stuck with it. If she didn’t give me any feedback either, I am not sure I would have finished the pajama pants. The praise and encouragement she gave me, was what helped me be able to complete and finish the task at hand. I think many of you can probably relate, you perform better, and feel better about yourself if you are given praise.

Kids are no different. Our students need specific praise about what they are doing. They need to feel good about their work.

So often we as teachers get stuck in a rut. I know I am guilty of this. We are so used to correcting and reacting to bad behavior that we forget to be proactive and praise the good behavior. Praising a student’s good work or behavior increases academic outcomes. With so many tasks to do, transitions to make, goals to meet, IEP's to write, it's a wonder we have time for anything else. but just a little bit of praise goes a LONG way.


There has been TONS of research on specific praise use in the classroom.
Research indicates that when implemented consistently giving students specific behavior and academic praising increases on task behavior, correct academic responses, and increases instructional time. Didn’t you always want more hours in the day? Implementing specific praise will help you gain time! Maybe not hours, but more time is always good.

 To help you understand completely what academic and behavior specific praise is I made a handy chart below!




You want to give specific praise statements, but you don’t want to overdo it. Research says that a ratio of 4:1 praise to reprimand statements is a desirable amount. Using about 6 praise statements for every 15 minutes is also a good marker of success.





1. Complete a Praise Challenge

Challenge another classroom to a challenge, whichever teaching team has the most counts after a week or even 2 has to do something for the competing team. Whether it's being them coffee, or pick up their recess duty. Make it desirable. If you win, you and your students will be rewarded.

2. Get Your Students Involved

Play the teacher/student game.  Explain to your students what you want to see. We have even done this in our MD classes. We lead by example and give students several chances to watch specific positive praise being implemented in the classroom, then we point it out to them. Once the kids get what it is, challenge them to praise off.
The teacher verse the students. Every time the teacher says a Positive Praise Statement, they get a point, if the students say them, they get a point. Points are tallied and at the end of the day see who wins. You can determine ahead of time what is on the line. Are they working for no homework? extra recess? Getting them involved will create an overall better classroom environment and students will be encouraging more positive behavior and good academic performance.



3. Squirrel!

I tried for the longest time to remember to implement more specific positive praise statements, but I failed miserably. My paraprofessionals and I had a joke at the time about how I would sometimes jump from one student to the next and sometimes would completely blank about what I was doing. It didn’t happen all the time, but I’d have those “oh, shoot!” moments on occasion. They would always whisper “squirrel!” when I did it.  I decided to put up a picture of a squirrel in my classroom. The picture was to remind me that I needed to give my students specific praise more often. Because of the pictures my parapro’s started to do it too. It’s sounds silly, but I promise it is effective.


4. Create a List

Think up a list of areas in your classroom that you feel like you are always correcting yourself with. Type or write out that list and laminate it. In fact, make two. Put them in places you will see them, so you have a quick and easy way to remember specific statements.

That’s my short list on how to improve positive behavior in your classroom through using praise. I’d love to hear what you do in your classroom! Drop me a line in the comment section below.





Joy, Anger, Disgust, Fear, & Sadness: How to Teach Self-Regulation

Saturday, January 14, 2017




My first year teaching I took my students on a field trip to the zoo. We spent weeks preparing for the trip. Each student picked an animal and researched that animal within their limitations. We also watched videos from our local zoo and completed several social stories on going on field trips, and visiting the zoo.

We took our trip and made it about 3/4ths of our time there, when in the gorilla section of the zoo, one of my students got overstimulated, and tried to bite another student, myself, and one of my paraprofessionals.

I took all the time preparing my students for the trip, but I forgot to continue my focus on self-regulation. We’d talked about what self-regulation looks like at home and at school, but never on a trip, or outside those specific places.

Self-regulation is the ability to monitor and control our own behavior, emotions, or thoughts and change them to the demands of the situation including the environment.

This was such an eye opening experience for me. It really showed me just how important it is to teach those skills and be able to help students generalize it across situations. I’ve made a list of some ideas that you can use to help teach self-monitoring.


1.     Teach students to identify their different feelings. What does anger look like? What does surprise look like? I love to pair this activity with a mirror, so students can see their own faces and what they look like as they try to convey each emotion that you talk about with them.



2.     Watch the Movie Inside Out! – If you haven’t seen this movie, it’s about a young girl and all of her emotions as she transitions to life in a different city. There are tons of great concepts to pull from and teach.

3.     Create a Brain Board! Have students draw or use different colors of play dough to signify their emotions. Then have them sort through their thoughts and what parent of there feelings belong to which emotions.

4.     Get students thinking about their thinking! One of the teachers I currently work with did this fun activity with her students to get them to work on understanding that just because you THINK it doesn’t mean you need to SAY it!

Students wrote down several things they thought on small pieces of paper. Then they drew a picture of themselves, attached an envelope with things they need to keep in their head, and cut a whole for their mouths, and attached a clear plastic bag. The “good” things they could put into their “mouths” because those things were safe to say. The students loved this activity and still talk about it 4 months later



5.     Break out the board game! – Lots of simple board games are great for working on self-regulation. Waiting, taking turns, being fair, being a good sport.

6.     Break out the Heavy Hitter!

I’ve found a wonderful curriculum over the years for working on self-regulation. Zones Of Regulation works wonders in the classroom. It does this by helping to make some of the emotions in our lives a bit more concrete. You can check it out here.


I plan to write a few more blog posts about how we use it in the classroom, but that will have to wait for another time! I’ve got IEP’s to review!



 
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