1. Mentors and Protégés
October 1, 2015
Session Two

2. Ratios of Interactions
Handout
Randy’s talk with a new teacher
Video Calibration

3. Ratio of Interactions
Increasing the ratio of times you interact with students when they are engaged in desirable behaviors compared to attending to undesirable behavior is one of the most essential & effective behavior management strategies teachers can implement to improve the climate & culture within the classroom.

4. Ratio of Interactions
Research suggests that teachers should plan to use a 3:1 ratio so that for every 1 corrective or attention to inappropriate behavior, the teacher provides 3 interactions in response to appropriate behavior.

5. Rating Interactions
To determine whether an interaction is considered positive or negative always ask yourself this question:
“Did the child get attention while engaged in positive behavior or negative behavior?”
Interactions are considered positive if student behavior was positive at the time of your interaction.
Interactions are considered negative if student behavior was negative at the time of the interaction—regardless of your tone or what you say.

6. Positive or Corrective?
Always ask yourself this question:
Did the child get attention while engaged in positive behavior or negative behavior?
Student is engaged in appropriate behavior +
You acknowledge the student =
Positive Interaction
Student is engaged in a behavior error +
You respond to the student
(even if it’s in a positive manner) =
Corrective Interaction
Students receive attention and reinforcement in both instances.
Interactions are considered positive if student behavior was positive at the time of your interaction.
Interactions are considered negative if student behavior was negative at the time of the interaction—regardless of your tone or what you say.
**important to note that corrective interactions are often necessary, but the goal is to have 4 times as many positive interactions

7. The form of attention may not matter…….
Ratio of Interaction
Our students are very demanding of attention and will go to many lengths to get it.
The form of attention may not matter…….

8. Ratio of Interactions
Example: An emotionally intense reprimand may be more rewarding than a brief, objective comment.
Which is longer, more rich, and intense?
Your feedback for positive behavior or
Your corrections for negative behavior?
Think of some examples you can share with participants, e.g., a teacher who reprimands students in the hall. That student is getting a lot of one on one time with the teacher.

9. Ratios of Interactions
What is your best guess as to what the research says actually occurs in the typical classroom?

10. Ratios of Interactions
When observers have collected data in classrooms, they find that teachers interact with students much more often when students are engaged in negative behaviors.

11. Ratios of Interactions
The observed ratio ranges from 5 negatives for every positive up to 15 negatives for every positive. - + I
From:
IIII
To: I
IIIII IIIII IIIII

12. Ratio of Interactions
The single most important thing that a teacher can do to improve the overall behaviors of students in their classroom is… increase the number of positive interactions they have with each student.
So how do we increase the positive interactions? Look at the list at the bottom of the handout and select/highlight one that you can try tomorrow.

13. Ratios of Interactions
Handout
Randy’s talk with a new teacher
Video Calibration
Randy’s video is on YouTube and linked through the Teacher Induction web page under Mentor Leaders