Cues-Sharon

8/7/2019 Cues-Sharon

http://slidepdf.com/reader/full/cues-sharon 1/4

Sharon A. Verikas

Med 6060

Presentation : Cues and Transitions

• Cues are any action, word, or sound that acts as an indicator to individuals to change their current

behavior, or activity.

• Transitions are times o f changing activities, classes, routines, assignments etc.

Key Vocabulary: -

Classroom Management , .- . , -.^

Explicit Instructions ' * - .

Routines ̂ -Procedures " . . . . . , . --̂ _ .-

Consistent - ' ^

Blank Slate _ - •

Responsibility

Techniques for Effective Transitions

Teaching Routines - Explicit teaching of expected behavior.

- Model the skills (both correct and incorrect examples)

- Provide multiple opportunities for student practice.

- Monitor and provide feedback

- Reteach as needed.

Precorrections - Quick reminders of expected behavior before the transition.

- Additional support to firm student skills.

- Can be faded or withdrawn as needed.

Positive Reinforcement Procedures - Incentives for appropriate behavior

- Specific praise can be more powerfiil than tangible rewards.

- Provide attention contingent on correct behavior.

- Ignore or quickly redirect incorrect behavior.

Active Supervision - an effective method for monitoring students- Scan,move, and interact to create a positive classroom culture.

- Avoid performing tasks or conversing with other adults in key transitions.

Note: This chart was taken from Mcintosh. K., Herman, K., Sanford, A., McGraw, K ., & Florence, K.

(2004). Teaching transitions. Teaching Exceptional Children, 37(1), 33.

Examples of Transition Routines to Teach

• Entering and exiting the classroom

• Putting materials away and preparing for the next task

• Cleaning up

• Turning in homework

• Choosing a book in the library

• Returning equipment at the end of recess

• Checking in with a mentor before or after school

Note: This chart was taken and slightly altered from Mcintosh. K ., Herman, K ., Sanford, A., McGraw, K.,

& Florence, K . (2004). Teaching transitions. Teaching Exceptional Children, 37(1), 36.

p̂ t̂ so b-) W i V ^ ^otvrjva^^^ - Walk, - i ^ oyio-f l̂ -̂



References:

• Roscoe, K. & Orr, K. (summer 2010). Frontloading classroom management Science Teacher, 77(5),

43-48.

• Marshall, M . (S/O 2005), Discipline without stress, punishments, or rewards. The Clearing House, 79(

1), 51-54.

• Babkie, A .M . (Jan 2006). 20 ways to ... be proactive in managing classroom behavior. Intervention

School Clinic, 41(3), 184-187.• Farmer, T.W., Goforth, J.B., Hives, J., Aaron, A ., Frances, J., Sgammato, A . (Spring 2006).

Competence enhancement behavior management.Reventing School Failure, 50(3), 39-44.

• Lee, D. (S/O 2006). Facilitating transitions between and within academic tasks. Remedial And Special

Education, 27(5), 312-317.

• Mcintosh. K., Herman, K., Sanford, A ., McGraw,K ., & Florence, K . (2004). Teachmg transitions.

Teaching Exceptional Children, 37(1), 32-38.

• Barbetta, P., Noma, K., Biscard, D . (Spring 2005). Classroom behavior management: A dozen

common mistakesand what to do instead. Preventing School Failure. 49(3), 11-19.

• Buck, G.H. (March 1999). Smoothing the rough edgesof classroom transitions. Intervention in School

andClinic 34(4), 224-227,235.



Cueing(Teacher uses positive, clear and effective verbal

cues to clarify, maintain, or re-direct activity.)

© 2009Brinkman-Forlini-Williams

Time Limits(Teacher identifies and communicates specific

times for begiiming and completing tasks.)

3 2009 Brinkman-Forlini-Williams

Signals(Teacher has students use kinesthetic, or no

verbal, signals to indicate when they are readfinished, or need help.)


Voice(Teacher uses positive, clear, effective

tone, pitch, and diction.)

© 2009 Brinkman-Forlini-Williams

Tasking(Teacher focuses and sharpensstudents'

engagement through questioning strategies a

purposeful and thought-provoking activities


Attention Prompt(Teacher uses prompts and position to focus

students' attention for instruction to fo l low. )

Expectations(Teacher ensures that students know

what to do and when and how to do it.)

© 2009 Brinkman-Forlini-Williamse 2009 Brinkman-Forlini-Williams



"Thank you for ..."

" I like it when you ..

"Til know you are

finished when I see ..."

"Give me a thumbs upwhen you find page . "

"You have

minutes to finish ...

'You will begin

seconds.

Questioning

Is EVERYONE thinking andresponding? O v ; ^

'Shhh!"

Too soft 0Monotone

Too loud

"OK

What does i t . . .

^̂ 55̂ ' Look Like

&

Sound Like

Signal

2-3 seconds Think Time

2 Cues

Teach!(But only i f you have everyone's attentio

Documents

Cues-Sharon