School is just beginning. We all know that it is important to establish ourselves as the authority figure to your students. It is critical to have clearly written expectations and clearly defined consequences. It has been demonstrated that reviewing these expectations/consequences daily for one to two weeks enhances your opportunity for ongoing behavioral success throughout the school year (as the year progress, however, it is wise to revisit the expectations daily for a week for the purpose of reinforcement). When establishing expectations, it is best to have only three to five. State them in a positive manner. For example, instead of saying, “No talking”, say, “I will sit quietly” (giving students personal ownership). Having students participate in the establishment of classroom expectations is also effective. I prefer to use the term expectations instead of rules with students. It has a more positive slant to it and the word automatically implies compliance.
However, there may come a time when all of the above is simply not sufficient to encourage compliance for a particular student. With inclusion, there are more and more children in the general education setting that need and/or would benefit by an additional support in the area of behavior management.
Read the following scenario:
Using a firm voice. “Sarah, you need to have a seat. Remember our class expectation that says we are to remain in our seat?” Sarah continues walking about the room. Once again in your teacher voice, you say, “Sarah please sit down.” Sarah continues wandering and being disruptive while you try to continue teaching. Ultimately, you have to escort Sarah to her chair and stand in close proximity while you try to teach without the use of the board. Does that sound a little bit familiar? If it doesn’t, it might one day.
There are positive ways to address this issue, and others. It is through visual cueing. When using visual cueing, you want to avoid any use of verbal cueing, unless it is absolutely necessary. In preparation for using visual cueing, you must speak to the student 1:1 to explain what you will be doing and why. You will show the visual cues that will be used. Make the opportunity to review the cues and expectations with the student several times a day for one week. Have the student repeat what the cues mean and what your expectations are. Begin using the program the first day.
I am providing you with visual cues. Implementing a plan where you use a visual cue instead of a verbal cue can help both the student and you be successful in creating the classroom you desire.
Take the time to read my directions as it explains the reasons behind the use of visual cueing for behavior management and the “how” of using the behavior cards. In this packet you will find:
Cue cards (if needed) to be cut up for the purpose of gluing them onto the most appropriate icon
One blank card to allow you to create your own behavioral cards
Student icons (created by Writing Kids Whimsy Workshop) with an assortment of skin tones, hair colors, and hair designs so that you can best match your targeted child (children) to the most appropriate icon.
A label has already been placed on each student icon. However, that can be changed easily by cutting the cards apart and gluing the selected behavior on the card.
Glue two of the same or differing cue cards on the front and back of a craft for easy handling.