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Using a Timer to Increase SATOT

Every behavior intervention plan must have the fundamental goal in mind of increasing student academic time on task (SATOT). Timers provide an effective method of making students aware of and increase academic time. It is unrealistic to expect students to increase SATOT from 20% to 100% immediately. This type of change requires consistent and patient effort on the part of the teacher.

The use of a timer provides systematic reinforcement for increasing amounts of appropriate behavior such as student academic time on task. Begin the timer program with a very short, achievable, amount of time to give the student(s) high rates of positive reinforcement with the new program. As the student(s) master the behavior with short durations of time, the timer can be gradually set for greater increments. It is important to slowly and patiently increase the time increments in short graduations. If the time is increased in too large of increments students may become frustrated and the plan could fail.

When setting up your timer program clearly explain to the student(s) the target behavior that is being reinforced. Clearly notify the students when the timer begins and immediately reinforce (using the FEEDING rules) when the timer sounds. Using highly visible charts to track the number of times the timer sounds off is very effective for setting and tracking SATOT goals.

During the time that the timer is activated and errant behavior occurs the teacher should simply walk to the timer and reset it. Do not issue a verbal warning, get emotionally charged up nor use the resetting of the timer as a punishment. When the timer sounds off and everyone has remained on task the teacher should incrementally reward the class towards an academically oriented student-valued activity. The amount of accumulated student academic time on task should be posted in a highly visible place and referred to often.

Once the target behavior has been demonstrated over time the teacher should move to the maintenance phase. In this phase the timer is set for varying times ranging from short to long increments. This phase allows the teacher to fade the program over time.

For more information on classroom management email Dr. Brian at drbrian@theprincipals-office.com

Higher, Lower - Faster, Slower

In our book, "Putting Away the Paddle: Nurturing Positive Learning Environments" we teach parents and teachers about the emotional escalation dance. It is very damaging and once in the cycle very difficult to get out of. This de-escalation strategy is taken from the book and may offer help as the year progresses.

Higher/Lower ~ Faster/Slower

“Oh sure, that sounds great in a perfect world, but I’ve got explosive students in my world!” What do you do when confronted with an out-of-control student? What do you do when confronted with a student who is demanding an emotional escalation dance? I can tell you that the Dixie Chick’s tune, “Sometimes Ya Gotta Dance” does not apply in this situation! Here’s what you should not do… Do Not Engage (DNE).

When confronted with any person demanding an emotional dance the first thing to do is consciously control your emotional physiology. Focus on your head, facial, shoulder, arms, hands, and stomach muscles - force them to relax. Focus on your breathing and heart rate and force yourself to slow down. This is a physiological exercise. Your prefrontal lobe is now speaking to your amygdala – “Hey now, relax there ol’ buddy, we’ve got this under control, pullback that adrenalin and cortisol, no need to fight or flight.”

Next, focus on reflecting back to the student the exact opposite emotion being hurled your way. The higher the pitch of the student’s voice – the lower your reflective pitch. The faster the students flow of words – the slower your reflective response.

Finally, choose your words very carefully…

1. Acknowledge the student’s feelings: “I understand, you must be upset…”
2. Remain open to communication: “I would love to talk to you…”
3. Set the parameters: “let’s talk about this when you are calm…”
4. Reissue the compliance command: “For now, you need to sit down and begin your work.”
5. Disconnect by turning away: This must be a physical disconnection. Remove all attention from the student. Refuse to engage in the emotional escalation dance. If you are fearful of a physical attack, of course do not turn away but instead walk away while keeping the student in view and get help.

I have used this strategy countless times. It has never failed me whether it is with an angry elementary student, explosive high schooler, or an angry parent in the middle of a high poverty inner-city neighborhood. The key is in the physiological control over the amygdale! Talk to her… she’ll listen!

For more information on the emotional escalation dance and how to "choose a different tune" read our book, Putting Away the Paddle: Nurturing Positive Learning Environments.

The Hidden Opportunity of Fall Break - the reset button!

Ahhh, Fall Break... the weather's changing... you've had a moment to breathe, maybe read a novel, listen to some relaxing tunes, travel the world (through the internet) and sleep! You're rejuvinated and ready for 2 more months of school until winter break.

But, the reality of your situation is this - the students have had one to two weeks off as well. Do you think the majority of them took a moment to breathe, read a novel, listen to some relaxing tunes, travel the world? No, many of them stayed up all night, slept in most mornings, got all sugared up, and have forgotten all the procedures you carefully taught them. Who was supervising the students during the last one to two weeks of fall break? Parents are working... yes, it was an older sibling or self regulation! Yikes!! They are coming back like a hurricane if you're not prepared.

The hidden opportunity of fall break is found in the moment to hit a reset button. No matter what was going on in regards to classroom and instructional management, you can hit a reset button after fall break. Here's what I suggest you do - three simple things:

1. Pretend it is the first day of school.
2. Reteach all of your classroom procudures, rules, consequences.
3. Reteach all of your instructional and learning expectations.
4. Practice, practice, practice all of your procedures and expectations until they are automatic once again.

I promise you, if you will do these simple suggestions the student academic time on task will increase along with all student achievement data!

Visit, http://www.theprincipals-office.com/ for ideas on increasing student academic time on task.

Best wishes,

Dr. Brian

Arizona Charter School Association Conference - Please join me!

I am presenting two sessions at the Arizona Charter School Association Conference. We are paying for a videographer to tape the two sessions. I would love for some beautiful people like you to join in.

Session one: Forget About the Students... How Do I Get the Faculty to Follow the Rules?
Date: 11/02/2009

Time: 1:00 PM- 2:15 PM
Location: Radisson Fort McDowell Resort -- Room 107
This workshop is a fun look at leadership and organizational management. We will explore some of the personality types in your organization and how you can use leadership and organizational management to increase the effectiveness of your faculty.

Session two: Putting Away the Paddle: Consequences That Teach
My friend and colleague Rachel Hollenbeck and I are presenting this workshop.
The concept of “Consequences That Teach” is based on the premise that all consequences teach something. This session will present a Response to Behavioral Intervention structure for developing positive school and social skills in tough kids, systematically generalizing and reinforcing those skills through positive behavior supports, and applying consequences that re-teach and reinforce previously learned skills within the general environment of the classroom. Handouts and materials will be supplied.

Hope to see you at the conference. If you haven't registered yet... come one, get the lead out!
Register at http://www.azcharters.org/pages/register-online

See you there!

Dr.Brian

The Power of Positive Energy

Some years ago I have had the most blessed opportunity to work with a school in an area of high generational poverty in a mid-west city. Nearly all of the students were black. Over the years the children got to know me and I grew to love them. When I walked on the campus many of the students would catch my eye and break into a giant smile. The mutual love and respect was not originally present, however. It took time and consistent, persistent, unconditional effort on my part to win their hearts and minds.


When I first arrived at the school for summer workshops the teachers and administrators were leery and untrusting of me. After all, who does this balding, skinny, goofy looking white-guy from the west think he is? What does he think he knows about black kids in the poverty of an urban city? During the workshop several of the teachers sat around tables reading newspapers, visiting or working on other things. Some attempted to counter me with the, “Yea, But” argument, “Yea, that may work where you’re from, but you don’t know our kids!”

When I visited the school throughout that first year most of the students were also wary. Few would talk with me and I received many strange looks. Some asked if I was there to close down the school. Some asked if I was the police. Over time, trust was gained and love, on my part at least, was nurtured.

“I love you.” What did I do to win the hearts and minds of students and faculty? I did not bring candy… I did not throw pizza or ice cream parties. I was consistent, persistent, genuine and unconditional in my verbal praise.

Early in my experience, during every interaction with a student I asked the student’s name, took the student by the hand looked him or her straight in the eyes and gave a genuine compliment. I walked around looking for reasons to praise. I smiled, winked, shook hands, gained friendly eye contact and in my mind said these words, “I love you” and meant it.

As we worked with this school the administrators, teachers and staff discovered this secret as well. Those who applied this simple, yet powerful strategy were met with remarkable success. Not only did the students benefit, but also the teachers reported that they were happier and enjoyed teaching much more when they were looking for reasons to praise.

4:1 Positive over Negative This principle has been referred to as the “Catch ‘em being good” principle. These teachers discovered that they could gain more compliance by attending to desirable behavior than they could by pointing out, nagging and attempting to “beat-out” inappropriate behavior. Furthermore, teachers who used a pleasant facial expression, gained eye contact and verbally praised students at least 4 times as often as they commanded, corrected, scolded or otherwise noticed misbehavior were much more likely to gain and maintain compliant behavior.

Verbally praise compliance. This concept seems self-evident, but it is not. First, it is easy for teachers to forget or not notice when students do comply with their requests, and they simply move on to the next task. Second, with some students, teachers feel that if they verbally reinforce the students for complying, they will stop the requested behavior (i.e., the “letting sleeping dogs lie” argument). This is incorrect. If teachers want compliance in the future, they must reward it now!

We taught the teachers to use the FEEDING rules of reinforcement and the Power Praise Phrase method as techniques for delivering verbal reinforcement. The following table outlines each of the components of effectively delivering verbal praise.


Call 480-204-7489 or email DrBrian@ThePrincipals-Office.com now - For more information on the FEEDING Rules of Reinforcement and the Power Praise Phrase method.

The 5/5 Rule

I teach graduate level ground-courses at The University of Phoenix. One of my favorites is courses with students preparing to be teachers... they are filled with energy, optimism, and a deep desire to make a difference in the lives of young people. I emphasize to them the importance of classroom management. One of the basics is the 5/5 rule.

The 5/5 rule addresses the first and last five minutes of their class time. Here's how it works. If a teacher can capture the first five minutes of every class period and control the last five minutes the middle is much easier and productive. Here are the rules to the 5/5 rule:

1) Preparation - before the students enter the classroom the teacher must be prepared with meaningful bell work on each desk or the whiteboard. There must also be quite music playing before the students enter the classroom. The music should be about 60 beats per minute and only instrumental. Classical piano, violin, or guitar have been my student's favorites.

2) Greet & instruct at the door - never let students enter your classroom until you are ready. Control their entry and exit and the middle part will be much easier and productive. Stop the students at the door. In a quiet but firm voice tell them -

"Students, when you enter the classroom I want you to do the following three things... First, enter the classroom quietly; Next, go straight to your desk; Then, begin on your bell work."

Then let your students enter the classroom. If they are unable to follow the three entry rules, have them practice the procedure again.

3) Closure - save the last five minutes of your class period for closure and an exit procedure. Your closure should heavily involve the students. There are many activities they can engage in for a quick and meaningful review of the main points. Further, give them a teaser of what's coming up in the next class period.

4) Instruct & Release - make sure students leave the classroom in an orderly manner. Once again, music assists with the tone. Quietly but firmly instruct the students -

"When you hear the music quietly pick up your backpack and line up at the door."

Start the music and coach them to begin. If the students are unable to follow the directions it is critical that you have them practice until they mastered the procedure.

Try it! I promise you, if you will control the first and last five minutes of your class the middle will be much more productive and your student academic time on task will increase. You will also find that the better you control the last five minutes the easier the first five minutes will be. And, logically, the better you control the first five minutes the easier the last five minutes will become.

Let me know how it works for you!

Dr. Brian