The Missing Curriculum Freshman Advisor Training Richlands High School Freshman Advisor Training Richlands High School

The Missing Curriculum

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.

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.

The Six Basic Social Competencies for Classroom Success 1. Follow Instructions 2. Pay Attention 3. Get Teacher’s Attention 4. Accept “No” 5. Ask Permission 6. Accept Correction 1. Follow Instructions 2. Pay Attention 3. Get Teacher’s Attention 4. Accept “No” 5. Ask Permission 6. Accept Correction

Tools for Teaching Social Competencies Positive Environments Planned Teaching Reminder Prompts Corrective Prompts Correction Positive Environments Planned Teaching Reminder Prompts Corrective Prompts Correction

Positive Environments for 9 th 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 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 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 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 Sarcasm Anger Loud voice tone Negative/demeaning words (“ugly,” “awful,” “horrible,” “terrible,” etc.) Threats

Points 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 Albert Cooperative Discipline, 1996

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 1. Name the social competency 2. Describe what you want (discrete behaviors) 3. Specify student benefit 4. Ask for understanding 5. Set up the practice 6. Conduct the practice 7. Praise the practice. 1. Name the social competency 2. Describe what you want (discrete behaviors) 3. Specify student benefit 4. Ask for understanding 5. Set up the practice 6. Conduct the practice 7. Praise the practice.

Follow Instructions 1. Look at the teacher 2. 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 teacher 2. Nod or Say “Okay” 3. Do it right away Benefits: You get things done faster and may have more free time

Pay Attention 1. Stop what you are doing 2. Look at the person 3. 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 doing 2. Look at the person 3. 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 Attention 1. Look at the teacher 2. Raise your hand 3. Wait quietly Benefit: Teachers are more likely to give their attention to students who raise their hands. 1. Look at the teacher 2. Raise your hand 3. Wait quietly Benefit: Teachers are more likely to give their attention to students who raise their hands.

Ask Permission 1. Raise your hand or go to the teacher 2. Ask the question 3. 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 question 3. 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 Correction 1. Look at the teacher 2. Listen quietly and remain calm 3. 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 teacher 2. Listen quietly and remain calm 3. 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” 1. Look at the teacher 2. Listen quietly 3. 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 teacher 2. Listen quietly 3. 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 Reminder Prompts Praise “Every hour spent in effective planning saves three to four hours in execution.” Mayer, J.L., (1990)

Reminder 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 Stress during the first 20 days Prior to a student needing to use the social competency EXAMPLES: Before leaving the classroom When entering the classroom When the teacher requires everyone’s attention Before giving out a homework assignment Stress during the first 20 days Prior to a student needing to use the social competency EXAMPLES: Before leaving the classroom When entering the classroom When the teacher requires everyone’s attention Before giving out a homework assignment

Components of Reminder Prompts 1. Get students’ attention 2. Name the social competency 3. Specify student benefit (optional) 4. Ask for understanding (optional) EX: “Barb, do you remember how to Get Teacher’s Attention?” 1. Get students’ attention 2. Name the social competency 3. 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. Follow Directions Ask Permission Accept “No” Get Teacher’s Attention Pay Attention Accept Correction

Praise Principal 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 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 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 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 Use corrective teaching When 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 teaching When 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.

Observe 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. 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 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. The teacher is the impartial observer.

Vague and Subjective Behavior Descriptions Polite Cooperative Respectful Mannerly Helpful Confident Attitude Polite Cooperative Respectful Mannerly Helpful Confident Attitude

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 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. 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 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 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 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 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 1. Get student’s or class attention 2. 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 is that students will be in class, seated, and ready to participate when the tardy bell rings. You have been late to class twice in the last two weeks. ” 1. Get student’s or class attention 2. 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 is that students will be in class, seated, and ready to participate when the tardy bell rings. You have been late to class twice in the last two weeks. ”

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 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 Correction Stop the problem behavior Tell the student what social competency to use instead-replacement skills Consequences: Planned Teaching, Now or Later, and/or School Consequences Stop the problem behavior Tell the student what social competency to use instead-replacement skills Consequences: Planned Teaching, Now or Later, and/or School Consequences

Delayed Planned Teaching Teachers may delay correcting a student because: 1. There is no time 2. 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 time 2. The student would be more receptive later Make sure to describe the problem behavior before you begin teaching.

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 Correction Set expectations Praise