By Dana D. Marchese et al.
"A step by step advisor for training school room lecturers in Evidence-Based Interventions is a pragmatic consultant for school-based professionals"--
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Additional info for A step-by-step guide for coaching classroom teachers in evidence-based interventions
And most teachers have a student who appears to not respond to the Game. (Express empathy through normalization) Together, I think we can come up with a plan of action. If you think about the two issues of your student not responding and the level of disruptive behavior during your instruction time, which of these do you think you’d most like to work on over the next week? (Collaboration, narrow the focus) 37 U n i v e r sa l C o ac h i n g M o d e l | 37 Continuing the example, the coach did all of the talking, but did so in a way to summarize and validate the teacher’s experiences.
Students become too loud and disruptive during Granny’s Wacky Prizes”). , “Come up with prizes that are silent” or “End the prize immediately if students become disruptive” or “Count Spleems toward the next Game if students become disruptive”). This avoids the trap of “nothing will work” that some teachers may feel when they are stressed or frustrated. , “Hand out earplugs for others to use when the class engages in prizes”) to keep things light and to demonstrate the process of brainstorming.
Sometimes a teacher no longer intends to deliver a Lesson at the designated time. In these instances, find out more about what is interfering with Lesson delivery so that barriers can be reduced before they really interfere with program implementation. , “Most teachers are unable to deliver a scheduled Lesson at one time or another because something gets in the way. ”). Next, identify potential solutions collaboratively and assist the teacher with identifying the one that has the best chance for success.