Ideas and free posters for teaching self-monitoring to students using the 3 questions: Does it look right? Does it sound right? Does it make sense?
Behavior Self Monitoring Checklists, Behavior Worksheets
This week we tried out the “Self-monitoring Center”. I thought it was time to help the students learn to help themselves. I saw this great poster offered as a free download. It is c…
Ideas and free posters for teaching self-monitoring to students using the 3 questions: Does it look right? Does it sound right? Does it make sense?
Behavior Self Monitoring Checklists, Behavior Worksheets
The long read: Philosophers and scientists have been at war for decades over the question of what makes human beings more than complex robots
These stop to think self-regulation and impulse control worksheets are tools to support kids to help them stop and think before acting.
This is a self monitoring skills survey designed to help students evaluate their self-monitoring skills. Once students complete the survey, they will then reflect on their results by completing a short writing exercise.
So, I think I've mentioned that I've been in one school district, one school, for the past fifteen years. For the fifteen years I have been there, we have used an anthology (ahhh, can you say basal?) reading program. I never liked it. In fact, I've always hated it. It never seemed rigorous enough. Luckily, I had a great principal that allowed me to toss the anthology and teach with novels. Ahhhhhhhhhhhhhhhhhhhhhhhh! Insert Snoopy Happy Dance Here!!!!!! Well, in the past couple of years I've morphed into using the reading workshop model with my friends reading books of their choosing. I love it, but I work in a district that still uses an anthology.* With no specific curriculum to follow, other than the district's and state's standards that must be met, I've had to build my own. This is where the web has been invaluable. By putting what I find out there together with what I know, I can say it's been going well. Last week, I did a lesson on self-monitoring. It is a blend of a lesson I found online and the self-monitoring I've been teaching for years. Now, I have to say that this is not the original anchor chart. The original chart was made with my friends and was super messy not so neatly done. I found that this is a chart we refer to often. It was a chart I knew would hang in my room for a while, so after school one day I remade the chart to be way less sloppy a bit neater. I think self-monitoring is an important lesson. The first thing I do is ask if anyone has ever been reading a book and suddenly realized that they had no idea what was going on. Everyone can raise their hand on that one, teacher included. We then discuss how readers self-monitor to keep meaning. I find my most able readers do most of these unconsciously, while my getting there readers have no idea they should even be doing these things. For my getting there readers, this is an anchor chart that often comes up during individual conferencing. It takes a while for them to internalize these behaviors, so we briefly touch on one or two of them during most conferences. To explicitly explain what these self-monitoring techniques are and how they help us as readers isn't enough though. This is where the constant modeling comes in. With any read aloud or shared reading we do, I'm sure to ask one, two, a few of these questions as I read. It may not be the focus of the mini-lesson, but I want them to see that good readers constantly self-monitor. It's also a great time to model how self-monitoring helps you make deeper connections to the text. Since this chart is going to be up for a while, I decided to hang it up on the wall. Do you see it? No? Okay, look a little closer. Yeah, I was up on a six-foot ladder after school last week hanging that chart. You can bet that's one chart that won't be coming down for a while! *I should note that my district has been making some major changes in it's literacy program and is slowly implementing the reading workshop model over the course of this school year. It's not been easy to take a school so firmly entrenched in an anthology to a workshop model, but I can tell you my coworkers are true superstars. They are working so hard and doing great things!
Use the Prompt Level stamp to collect data on the level of prompting that was provided during a lesson or activity. You can use the lines to write the number of each prompt given during the lesson, or place a checkmark or X on a line to show that was the type of prompt provided. The Mrs. D's Rubber Stamp Collection not only helps teachers and service providers collect data and progress monitor IEP goals and student work, but it helps to foster and create a strong teacher-parent relationship where everyone is on the same page. No more surprises at IEP meetings or parent conferences! About the Stamp: Size: 1.3" x 1.3" Colors (choose 1): red, blue, black, green, purple Self-inking with refillable ink pads Our Story: When I taught in a self-contained classroom setting, I quickly realized the disconnect between myself and the families I serviced. I could send home a work sample from that day, knowing how the child completed the work in inclusion with a peer mentor, but when that work was sent home - the parent had no of this knowledge. I needed a quick, simple way to bridge that school-home communication gap, and that's when I created the Communication Stickers (which you can read more about here). Fast forward a few years, I had the opportunity to turn the best selling stickers into self-inking rubber stamps... and the rest is history! Shipping Details: This is a physical product that will be shipped to you. Please allow 1-3 business days for order processing. Once your order is processed, it will be shipped using the method of delivery you selected during checkout. Shipping is determined at checkout based on your location. To see our shipping policy, go here. To see our refund policy go here.
A list of 38 skills that are part of social-emotional learning & tips for how you can help teach your child social-emotional skills they're struggling with.
This explains self monitoring strategies as well as self-monitoring examples to help kids with learning and function. Includes free handouts.
special education, student self-monitoring, data collection, behavior, monitoring behavior, classroom management
Specialists recommend self-monitoring for some health problems, and there are numerous quick tests you can do to evaluate the condition o...
Self-monitoring reading comprehension is such an important skill. Here are 4 activities to teach your students to practice self-monitoring.
Add this product to your mental health workbook or therapy toolbox for a resource that will enhance your executive functioning skills. Tailored for adult ADHD this workbook integrates psychotherapy concepts and therapeutic information. Emphasizing neurodivergent perspectives, it covers executive functioning skills such as impulse control, working memory, cognitive flexibility, planning, organization, self-monitoring, task initiation, emotional control, and task completion with a visually appealing design to assist individuals in better understanding and improving their executive functioning.Whether you're a student struggling with time management, a clinician looking for infographics/handouts, or a teacher looking for strategies for their classroom, this packet is perfect for you.✦INCLUDED✦Executive Functioning WheelExecutive Functioning DefinedExecutive Functioning InfoExecutive Functioning Strategies (3 pages)Executive Functioning Strategies ChecklistTotal of 7 pages ✦ FEATURES ✦➔Printable - just print and start writing➔Digital - Computer/Laptop/Tablet - Tablet: reMarkable, iPad, etc. - Apps: GoodNotes, Notability etc. ➔Fillable PDF➔Size - US Letter 8.5x11 & A4 8.27x11.69 ✦IMPORTANT✦✧This is a digital item. No physical product will be shipped.✧Colors may vary due to different monitors & printers.✧Due to the digital nature of this item, it is impossible to return. Therefore, I'm unable to offer cancellations, refunds, or exchanges.✧For personal use ONLY. Products cannot be resold for any reason.✧‼️ If you would like to redistribute (make multiple copies) and handout to therapeutic groups, clients or interns please purchase our Redistribution License. Purchase only ONE time and it’s good for all past and future purchases at CC Digital Studios Website, Etsy and TPT. ✦LETS CONNECT✦ Subscribe for FREE Anxiety Download! © 2023 CC Digital Studios, LLC. All rights reserved.
Use the Completed with the Following Accommodations stamp to collect data on the accommodations that were provided during a lesson or activity. The Mrs. D's Rubber Stamp Collection not only helps teachers and service providers collect data and progress monitor IEP goals and student work, but it helps to foster and create a strong teacher-parent relationship where everyone is on the same page. No more surprises at IEP meetings or parent conferences! About the Stamp: Size: 1.3" x 1.3" Colors (choose 1): red, blue, black, green, purple Self-inking with refillable ink pads Our Story: When I taught in a self-contained classroom setting, I quickly realized the disconnect between myself and the families I serviced. I could send home a work sample from that day, knowing how the child completed the work in inclusion with a peer mentor, but when that work was sent home - the parent had no of this knowledge. I needed a quick, simple way to bridge that school-home communication gap, and that's when I created the Communication Stickers (which you can read more about here). Fast forward a few years, I had the opportunity to turn the best selling stickers into self-inking rubber stamps... and the rest is history! Shipping Details: This is a physical product that will be shipped to you. Please allow 1-3 business days for order processing. Once your order is processed, it will be shipped using the method of delivery you selected during checkout. Shipping is determined at checkout based on your location. To see our shipping policy, go here. To see our refund policy go here.
This explains self monitoring strategies as well as self-monitoring examples to help kids with learning and function. Includes free handouts.
Do your students need frequent redirection for blurting out? Are you losing valuable instructional time due to blurting out? Blurting out is often related to poor impulse control. Impulse control is an important executive functioning skill. It can often be improved on by using different strategies and supports. This printable resource includes visuals and self-monitoring sheets for students to set and track goals. Included: 1 printable 8.5" x 11" visual reminder poster that says, "I raise my hand to speak" 1 printable 8.5" x 11" visual reminder poster that says, "I wait my turn to speak" Printable small visual reminders that say, "I raise my hand to speak"- perfect for laminating and taping to each desk Printable small visual reminders that say, "I wait my turn to speak"- perfect for laminating and taping to each desk 2 options for self-monitoring cards in 2 different sizes (includes larger font for students with vision impairments) Blurting out can lead to lots of frustration, and can quickly escalate into power struggles with staff, or major conflicts with peers. Many students struggle with impulse control- an important executive functioning skill. The good news is that there are tools that can support students in self-monitoring. This resource includes visual supports and self-monitoring sheets for blurting out. First, this resource includes printable posters that serve as visual reminders. These can be printed on any color paper and posted in an area that is visible to students. These can be used as non-verbal prompts by pointing to the visuals or by holding them up. This resource includes printable visual reminder cards that can be laminated and taped to desks. These can also serve as non-verbal prompts as you circulate the room. Gently tap on or point to the cards as a reminder for students who are blurting out without having to stop to verbally redirect students. This can save valuable time, and it's also effective because it reduces correcting students in front of the class, which can lead to power struggles. This resource includes self-monitoring cards for students to set daily goals and to track their blurting out. At the end of the period or day (depending on your needs), students count their tallies and determine whether they have met their goals. These self-monitoring cards are extremely helpful for students who may not be aware of how frequently they are actually blurting out! They also serve as a visual reminder for students who may struggle with working memory. Printing on a bright paper is helpful for this. Some students may need extra support with marking tallies, especially in the beginning. It can be helpful if you or another staff member remain in close proximity to your student and mark the tallies with them. I have seen amazing changes in students when they have this visual in front of them. Setting goals each day allows students to take ownership of their behavior. This is powerful because the focus is on students working to beat their own best scores. To make this more effective, I suggest working with your students on earning a reward for lowering their number of blurts from the previous trial. Rewards can be anything from iPad time to positive notes home! It can also help to debrief with students at the end of each trial. Asking students if they met their goals, celebrating wins, and/or working together to create a plan to meet goals for the next day can be very positive. Bonus: This is a built in way of data collection! Save the cards from each trial for data collection. Please note: Every student is unique and their needs vary drastically. This resource can be a huge help for many, many students- but it can also be frustrating for some students who do not experience success despite their best efforts. Please monitor your students carefully while using this strategy. While failure can be a great opportunity to help your student learn to deal with frustration or to persevere, it is important to stop this strategy if it is causing significant distress. The goal is always to support our students and not to harm them.
Many teachers are familiar with decoding strategies that may emphasize the use of picture clues, meaning and self-monitoring.
behavior plan, BIP, classroom management, behavior, classroom ideas, behavior kit, behavior support, managing behaviors, difficult behaviors,
Contracts describe the kind of behavior you want to see, establish the criterion for success, and layout both the consequences and rewards for behavior.
Are you in the middle of #dataoverwhelm? Data collection is hard. How do special education teachers juggle it all and still keep their students engaged?
On A Peach for the Teach on Facebook, I invited people to ask their most challenging behavior questions. We got some great questions, each of which really tied together. Dona asked, I have a student that comes to me from second grade (I teach 1st) for my entire reading block, who likes to shout out talk back and just shuts down when you ask him to do something. He then treats his 2nd teacher with severe disrespect when he goes back to class. Rebecca asked, I have a class of 25 this year. 1 student is below K level (I teach 1st grade), 2 are identified as ADHD, we are working towards another student getting identified as ADHD, and I have 2 students who have really disrespectful attitudes. I have tried talking with parents, I have changed their seating, I have tried encouraging them and pointing out the positive......nothing seems to be working. Ideas? Lindsay asked, I need motivation tips for kids who can do the work but basically refuse to... These are such common issues that teachers face daily. I think they all tie together and have similar interventions, which led me to write this blog post-- How to Help Calling Out and "Class Clown" Behavior. "If you put a kid in the position of choosing between looking bad or looking dumb, he will choose to look bad." - Rick Lavoie, Motivation Breakthrough When a student is performing at a level lower than his peers, he is often aware of that. That could be part of the reason for the acting out. Maybe the child is embarrassed and would rather be seen as a class clown than struggling. It allows the child a sense of control over a situation where he would otherwise feel out of control. Try giving him some control in a positive way. To intervene, start with an informal play meeting. Meet with the student individually when he is calm, to play a preferred, non-academic game at the beginning or end of the day. He may be more likely to open up honestly in that type of setting through informal conversations (e.g., favorite TV shows, games, etc.). Casually ask what he likes and doesn't like about school, and "admit" to him that you always had a hard time with [insert his least preferred subject]. Try not to make it obvious that this is the whole point of your conversation. He might give you some insight into what's causing this. It's also great for establishing rapport, which will help you to get the student on your side. Give him some sort of task with which he can be successful, and give him positive attention for completing it. Avoid patronizing him or making it obviously at a level lower than the other students. Instead, try non-academic leadership positions, like a class helper, teacher's assistant, etc. Maybe give him the opportunity to call on students with questions. "Class, today we are going to try something new." Next, set limits. Start by telling the whole class that today we are going to try something new. Starting today, the teacher will no longer answer any calling out. Explain that we need to practice raising our hands and not calling out. Demonstrate, practice, and ask for volunteers to show you what hand raising looks like. Establish a non-verbal cue (e.g., a cue card with an image of a hand, or simply hold up your hand), and completely ignore calling out. Instruct the class to also ignore calling out. Have students practice calling out while you ignore it. Explain why you're doing this, so the student knows it's not just him being ignored. Ignore the behavior, not the child. You might want to give one verbal cue, such as, "I'd be happy to answer you when you raise your hand." This is your new procedure that will happen every single time a student calls out. You could still say it in a positive tone of voice, but it's all you will say. Give a Little, Get a Little Use positive language to elicit positive language. If a student is using disrespectful language, being threatening will teach the child to talk back with threatening language. Think about your reaction when somebody confronts you with doing something wrong. You initially feel a little attacked, so you want to react. Give the student the opportunity to save face. For example, instead of, "How dare you speak to me that way?" try a, "Whoops, that sounded disrespectful. I know you could ask me using nicer words," and only respond when he uses nicer words. If he doesn't, say, "I'll be over here when you're ready to use nice words to ask me." Dodge the Power Struggle To nip disrespect in the bud, we need to avoid power struggles-- even when a student questions what we're doing. That's the part that really tricks even the most skilled behavior interventionists. We want students to believe in, trust, and respect us. When they question what we're doing, we want to tell them. Please don't. You don't need to justify yourself in this moment. You may be skilled with planned ignoring, but when the child asks, "Why are you ignoring me?" it's too tempting to reply with an explanation, but resist the urge. If you planned and practiced this procedure previously, the child already knows why you're ignoring him. He may try to get you to give him anything other than the ignoring. Stick to the ignoring, and he will eventually try using nice words to get you to reply. It may also be helpful to teach a lesson on the words "disrespect" vs. "respect." Teach the meaning, and explain situations and words that are unacceptable. Teach this with empathy, and practice it. If the child uses negative language in class, prompt with a, "Please use your nice words if you need me to respond to you." Completely ignore anything else. I know that using a firm prompt followed by planned ignoring sometimes feels like you aren't doing anything to stop the behavior, but that's the best thing about it-- doing "nothing" stops the behavior. It completely eliminates the power struggle and argument. The child will be forced to use kind words to get any type of reaction out of you and to gain access to his wants/needs. This also works with whining. I told my little ones that my ears can no longer hear whining, and they all stopped whining. Now if only I could use planned ignoring on messes to make my kitchen clean itself! Words of Caution Sometimes when implementing planned ignoring, the child may initially test the limits and engage in more attention-seeking behavior. This is typical and should pass when he sees that he won't get a reaction. I got a comment on this post that really made me think and add another word of caution about this strategy-- exercise caution when using this for students with bonding and/or attachment needs. We certainly do not want to intensify feelings of abandonment, and we want to be sure that we are responding to their needs. It is vitally important to make sure that we are ignoring the behavior, not the child. Give the child plenty of positive attention for positive behavior. Make giving positive attention during appropriate behavior part of your behavior protocol for this child. When the negative behavior ends and the child begins acting positively, give positive attention. No need for a lecture at that moment. After the Procedure is Learned Once you are sure that the student understands how he will appropriately gain access to wants/needs, you can begin to address the calling out caused by impulsivity and habit. Make a T-chart, and write the positive behavior on the left and negative on the right (e.g., "Called Out" and "Raised My Hand"). Instruct the student to tally when he does each. This alone is often enough to curb the negative behavior. Other times with more severe behavior, it helps if tallies are tied to reinforcement. For example, the student can earn [something preferred] if he has more positive than negative tallies at the end of each block. You could also set goals based on baselines. For example, if the student reduces his calling out by ___% or does not exceed ___% incidents of calling out, he can earn [something preferred]. Class Dojo is another fun way to track this! The teacher can track the behaviors throughout the day, or the students can self-monitor behaviors on their T-Charts and plug them into the Dojo at the end of the day. Establish a procedure that students must earn more green (i.e., "positive") than red (i.e., "needs work"), or a certain percentage of green, in order to earn a reinforcer, positive note home, etc. Another helpful strategy is bonus free time. It's often harder for a student with ADHD and/or behavior needs to attend to instruction for a given length of time, so plan three breaks in the day. I call them "five minute free time" to play with something fun, and I end each of my subjects with it. It gives me five minutes to clean up or correct work, and it gives the students five minutes to regroup. If you're strapped for time, you could have students complete exit tickets, assessments, etc., and give the student with ADHD the special free time. It also gives him something to word toward, as he has to earn the free time. If a student engages in negative behavior or work refusal, I ask if he is earning his free time or if he is to make up his work during free time. Never underestimate the power of a question instead of a demand. A simple, "Are you earning your free time?" is often enough to set the behavior back on track. An additional motivational tool is a task chart where students rank their tasks by preference. They earn little reinforcement for easy/preferred tasks and high reinforcement for non-preferred tasks. You can download that chart for free here. What are some ideas you use in your classroom to help calling out and "class clown" behavior? Do you have any questions about behavior challenges? Please share in the comments below! A Peach for the Teach
These stop to think self-regulation and impulse control worksheets are tools to support kids to help them stop and think before acting.
Students blurting out in the classroom can be frustrating. Whether the student is talking during independent work time, or forgetting to raise his/her hand during a classroom lesson, this lack of self-control can inhibit learning. These 4 interventions will help you support your students as they wor
Help your students achieve generalization in speech therapy with these self monitoring speech therapy activities.
Help your students self monitor their progress towards goals, track feelings, manage worries and more with these pipe cleaner crafts that are perfect for school counseling!
My best tips for teaching /r/ in articulation therapy! Placement cues, product reviews and /r/ word lists to help your students succeed!
Build writing confidence, as your students take ownership of the writing process, with these FREE personal sound walls and writing folders!
Ideas and free posters for teaching self-monitoring to students using the 3 questions: Does it look right? Does it sound right? Does it make sense?
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Ideas and free posters for teaching self-monitoring to students using the 3 questions: Does it look right? Does it sound right? Does it make sense?
Use the Test/Assignment Retake stamp to let parents or guardians and the rest of the IEP team know that a work sample, lesson, or activity was redone or retaken. The Mrs. D's Rubber Stamp Collection not only helps teachers and service providers collect data and progress monitor IEP goals and student work, but it helps to foster and create a strong teacher-parent relationship where everyone is on the same page. No more surprises at IEP meetings or parent conferences! About the Stamp: Size: .78" x .78" Colors (choose 1): red, blue, black, green, purple Self-inking with refillable ink pads Our Story: When I taught in a self-contained classroom setting, I quickly realized the disconnect between myself and the families I serviced. I could send home a work sample from that day, knowing how the child completed the work in inclusion with a peer mentor, but when that work was sent home - the parent had no of this knowledge. I needed a quick, simple way to bridge that school-home communication gap, and that's when I created the Communication Stickers (which you can read more about here). Fast forward a few years, I had the opportunity to turn the best selling stickers into self-inking rubber stamps... and the rest is history! Shipping Details: This is a physical product that will be shipped to you. Please allow 1-3 business days for order processing. Once your order is processed, it will be shipped using the method of delivery you selected during checkout. Shipping is determined at checkout based on your location. To see our shipping policy, go here. To see our refund policy go here.
Fitness Tracking Mobile App designed by Shahinur Rahman for Devignedge Design Agency. Connect with them on Dribbble; the global community for designers and creative professionals.
These stop to think self-regulation and impulse control worksheets are tools to support kids to help them stop and think before acting.
7 free resources to help you take an informative and fun assessment on students Pre-K to 1st grade. Perfect for homeschool or summer supplemental learning.
One of my favorite speech therapy toys is the Fisher Price piggy bank. Check out my freebie labels to make this activity even better!
