SELF-ASSESSMENT: ENCOURAGEMENT SKILLS CHECKLIST



SELF-ASSESSMENT: ENCOURAGEMENT SKILLS CHECKLIST

|Skill |Notes and Ideas |

|Noncontingent Attention: | |

|I have considered how I will provide each of my students with noncontingent attention – | |

|including but not limited to: | |

|Using nonverbal attention. | |

|Greeting students. | |

|Giving farewells. | |

|Showing an interest in student work. | |

|Inviting students to ask for assistance. | |

|Having conversations with students when possible. | |

|Making a special effort to talk with any student with whom I interacted regarding misbehavior.| |

| | |

|I have made plans to periodically assess myself at how well I am doing at providing all | |

|students with noncontingent attention. For example: | |

|Schedule in my planning calendar when to review my skills. | |

|I plan to videotape myself with students for my review at certain times of year. | |

|Ask a trusted colleague to observe me with students and take notes. | |

|Positive Feedback: | |

|I have made a plan to make sure I am incorporating the important characteristics into the | |

|positive feedback I give students regarding academic and behavioral performance. | |

| | |

|I have practiced to ensure the following important characteristics are incorporated into my | |

|positive feedback: | |

|The feedback will be accurate. | |

|The feedback will be specific and descriptive. | |

|The feedback will be contingent. | |

|The feedback will be age-appropriate. | |

|The feedback will be authentic for my style. | |

|Skill |Notes and Ideas |

|Intermittent Celebrations: | |

|I have considered under what possible circumstances I will provide my class with intermittent | |

|celebrations. The following are circumstances to consider: | |

| | |

|When my students are in the early stages of learning a new skill. | |

|When my students have met a particular goal for the first time. (e.g. When the whole class | |

|finally turns in homework). | |

| | |

|I have identified the kinds of “rewards” that are likely to be most useful and meaningful for | |

|my students (see the charts at the end of this section). | |

|Ratio of Interactions: | |

|I understand how important it is for me to interact with each of my students at least three | |

|times more when they are behaving responsibly than when they are misbehaving. | |

|I have made a strategic plan to make sure that I am interacting with my students at a 3 to 1 | |

|ratio of positive to negative. Following are some some suggestions: | |

|Make sure to have three positive interactions with a student to every negative interaction. | |

|Identify times of the day that you will look to give positive feedback to five or six | |

|students. | |

|Schedule individual conference times with students to give positive feedback. | |

|Scan the classroom to search for behaviors that can be reinforced with positive feedback. | |

|Identify events that occur during the day to remind you to observe the class and give positive| |

|feedback. | |

|Make a plan to increase the attention a particular student receives when he/she is engaged in | |

|appropriate behavior as compared to misbehavior. | |

| | |

|I will watch for any tendency on my part to fall into the “Criticism Trap.” | |

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