Instructional/Motivational Strategies

1. Give Choices & Self Monitor Area: o Reading, Math, Social Studies, Science Age/Grade Level: o This strategy was observed in a Middle/High School setting 8th-12th, but could be adapted to a variety of ages/grade levels. Reason Strategy was employed: o The strategy was employed in this particular placement to help students become responsible and take ownership for their own actions. This strategy allowed students to feel as though they were in charge of their own learning. It also taught them important problem solving skills that are essential to life after school. Description/how to facilitate: o During this strategy the teacher would verbally give the students several options, such as: Do you want to work independently, or in groups? Etc. By giving students options, they feel as though they are the ones responsible for their own learning. Even though the teacher gave options, he had a sense of what the students were going to choose. The teacher also modeled using positive comments frequently in order to reinforce good behavior. The teacher must also illustrate the classroom rules and expectations clearly with specific examples and rewards for following the rules. During various times during the day, the teacher will verbally ask students how do you think you are behaving today on a scale from 1-10? (10 being the best). After allowing appropriate wait time, the teacher then asked students how can we continue/change our behaviors? During this strategy, students will be required to choose how they wanted to learn while also informally monitoring their behaviors; including listening skills, comprehension, etc. After teacher asks the students, the students have an open discussion and talk about what is expected of them and how they will act appropriately. Students reaction: o Students have learned to take ownership and responsibility of their own learning. Since completed informally, students are used to this strategy. They respond well to the teacher and realize that it is important to be self aware of their own actions, learning and overall behavior during

school. When asked to rate their behavior, the students are honest and are open to discussion. 2. Reward listening and appropriate behaviors/Token Economy Area: o Social Skills, Behavior Management Age/Grade Level: o Observed in both 4th grade and middle/high school placements. This strategy could be easily adapted for a variety of ages and grade levels, according to students. Reason Strategy was employed: o The strategy was employed in order to enhance independence, responsibility, and maturity. For the 4th grade classroom, this strategy was used to reinforce positive behaviors (turning in their daily homework). o In the 8th-12th grade setting, this strategy was intended to be a positive reinforce for a variety of tasks; such as listening/following directions, being respectful, participating in class, outstanding behaviors, etc. Description/how to facilitate: o In the 4th grade classroom the teacher created a charted system where students would place a sticker on a chart each day they brought in completed homework. Daily, the teacher asks for students to turn in their homework assignments. If the assignments have been completed, the teacher allows the student to put a sticker next to their name on the chart. Once the student completes their homework and adds a sticker to their chart, they continue this process until they have completed ten homework assignments (they will have ten stickers on their chart). As a positive reinforcement to this behavior, students are allowed to choose a prize from the classroom prize box. o In the 8th-12th grade classroom the teacher created a ticket system (token economy). The teacher passes out tickets randomly and for a variety of behaviors, such as listening, following directions, being respectful, completing work in a timely manner, etc. At the end of each grading term, the teacher brings in prizes, and holds a drawing. Once a student receives a ticket, they write their name on it, and turn it into the lottery box in the back of the room. The students are aware that the more tickets they have in the lottery, the better the chance is that their ticket will get chosen first, therefore having a great chance to choose the prize they want first.

Students reaction: o The fourth grade students thoroughly enjoyed this system. Each day, the students would hurry to class if their homework was done and immediately put their sticker on the homework chart. It acted as a great motivation system to get students to turn in their assignments. o The 8th-12th grade students reacted just as well to their ticket system. Although they were not as concerned about earning tickets as the fourth graders were about their homework stickers, once the raffle took place, the students were elated to receive a prize.

3. Adapt classroom instruction/Use Technology! Area: o Reading, Math Age/Grade Level: o Observed in 4th/5th Grade (could use in a variety of settings, age levels and grades) Reason Strategy was employed: o The strategy was employed in a 4th and 5th grade learning support classroom. The students greatly benefited from differentiated instruction and learning from a variety of instructional styles, especially by using technology. Students often became restless, therefore the teacher would break up activities by providing iPads, or Smart Board technology in order to allow students to move around. Description/how to facilitate: o While using/facilitating this strategy there are various components for the teacher, as well as the students. The teacher demonstrated this strategy each day, in a variety of ways. This was completed through a variety of techniques such as: smart board technology, iPads, computer time, and simply breaking up lectures or instructional lessons by providing activities to keep attention in order to reduce restlessness and control focus of the students. Once the students started to become restless, the teacher either use a smart board activity for the students to

get up and interact with each other while learning, or allow students to take quick brain breaks. During this time, the students would be allowed to receive a short break in order to regain focus and attention. During transition times throughout the day, the teacher would often allow the students to get an iPad or use the computer to play educational games. This way, the students were not chained to their chairs doing work, but instead they were still working, just in a fun way for them. Once the students received an iPad or computer technology time, the students would log on to www.abcya.com, www.sumdog.com, or another educational website. The students would be allowed to choose the game or activity they wanted to play, as long as it was educational. Students reaction: o The students reacted very positively to this instructional/motivational strategy. Since this was a learning disability classroom with several students with ADD/ADHD, they thoroughly enjoyed each activity, project, game, or technology aspect that was incorporated into the lessons. Although they thought they were just playing games, the students were learning in the process.

4. Create open communication with families/Home-School Journals Area: o Communication Age/Grade Level: o Seen in 4th and 5th grade. This strategy could be adapted to a variety of settings and age/grade levels. Reason Strategy was employed: o The teacher employed this strategy in hopes to foster a positive relationship with students families. The teacher used this strategy in order to communicate with families, making sure they were all on the same page. This strategy not only fosters positive home/school relationships, but it also helps to create an extra support system for students by letting them know that their best interest is at heart. Description/how to facilitate: o The teacher created a home/school journal for each student in the class. Every day, the teacher would write in each students notebook. She would write home to the families about various things; such as how the

student behaved that day, their accomplishments, homework that needed completed or upcoming tests. Every night, the students would be responsible for taking their notebook home, having a parent/guardian/family member read the journal. The adult then will either sign the entry or respond back to the teacher. The students are responsible for bringing in their journal each day. This teaches the students responsibility, and to be held accountable.

Students reaction: o Students responded positively to this home/school journal. It made them accountable to their actions and more aware of what assignments were due. If a student misbehaved or did not complete a homework assignment, they knew that their teacher would include that in her daily journal entry to home. I feel as though this strategy helped not only foster positive relationships and open communication with families who otherwise would not take part on their childs schooling, but to also reinforce the importance of being responsible and taking something to do.

5. Collaborate with others/Co-Teaching Area: o Math, Reading Age/Grade Level: o Observed in 4th and 5th grade, but could be adapted to a variety of grade levels and ages. Reason Strategy was employed: o Strategy was employed to allow students to receive the best educational experience in the classroom. Since students in a learning support classroom are on a variety of academic levels, this strategy was employed to allow each child to receive direct instruction that is most beneficial to them. Description/how to facilitate:

o The classroom paraprofessional and teacher worked together during several instructional times throughout the day. The teacher would split up the class into two different small groups, each group consisting of no more than four-five students. The teacher and paraprofessional would both work with the group on the same topic. Although the paraprofessional was mostly out of the room during the day, the time spent in the learning support classroom she made it a point to co-teach or assist the head teacher of the classroom. Often it had been station teaching, or parallel teaching. During this time, the students would break into two groups, either by age, ability, or random. Each group would meet at a large table in the classroom and receive small group instruction with either the classroom teacher or paraprofessional. Since the paraprofessional was often out of the room, the main classroom teacher would often break up the students into two groups and set up an activity for each group. While the teacher facilitated the two stations, the students worked on one activity and were instructed when to switch to the next station. Students reaction: o The students greatly benefited from this instructional strategy. Due to the learning disabilities, and ADHD in the classroom, this strategy was helpful to not only break up activities, but it also gave the students the extra support that is needed. The instruction became more individualized in order to meet the needs of diverse learners. Instead of the students getting lost and not fully comprehending, this small group atmosphere helped the students to receive the instruction that was most beneficial to them and their needs.