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RCI_ROAR 2012-02-26

RCI_ROAR 2012-02-26

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Published by Chris
Weekly PBIS Newsletter for RCI "ROAR" For February 26 2012
Weekly PBIS Newsletter for RCI "ROAR" For February 26 2012

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Published by: Chris on Feb 24, 2012
Copyright:Attribution Non-commercial


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With Parent-Teacher conferencescoming up the week of March 9. It seemsappropriate to guide the students to apply“ROAR” to their school work.After using the cool tools nowfor several weeks you should have a goodfeel for the process. So this week’s cooltool will just be the following steps andyou can help facilitate the dialog in class.
COOL TOOL - ROAR School Work
1.Ask students if they know what iscoming up in the next two weeks.
(if they don’t know, tell them parent-teacher conferences)
2.Ask them if they know the purpose ofParent-Teacher Conferences.
(it shuoldlead to a sharing of their work throughoutthe year and their progress)
3.Ask if they have used “
” whendoing school work.4.Guide them through applying R O A Rto working on their homework,projects, classroomactivities, etc.5.Writedowntheirdescriptors using this form
COOL TOOL - ROAR School Work
No external Cool Toolfor this week
2012 FEBRUARY 26 ISSUE 6 PAGE Respect Self and Others Act Safely And responsible
We have found that the Recovery Processloses its effectiveness when used withstudents who are not doing theirassignments.
The Recovery Process is not designed to punish, but is used strictly toeliminate annoying or disruptive behaviors
Students who are uninvolved in their lessons, but not bothering others, should remain in the classroom as long as their behavior is not interfering with the learning  process
. The fact that these students are notdoing their assignment does not mean thatthey are not soaking up at least some of theteacher’s wisdom.Unskilled teachers, or those who lackunderstanding of the brain’s role in learning,often fear that a student’s lack ofinvolvement in the lesson will rub off onothers, causing them to not want to learn.These teachers hold to the belief that kidsdon’t want to learn in the first place andmust be forced to do so. However, off- taskbehavior has far more to do with unfulfilledbasic needs and personal problems than adesire not to learn. It is a rare kid who has agoal of becoming a failure.In the event that another student in theclassroom asks,
Why do I have to do theassignment? He isn’t doing the work. Why can’tI do the same thing?
” the skilled teachersimply replies,“
 Maybe you can do the samething. All you need to do is bring a note fromyour parents telling me that you don’t need tolearn anything in my classroom, and I willconsider it
:The Recovery Process is not designed toforce kids to do their assignments.The Recovery Process is not designed tocure kids of emotional problems.The Recovery Process is strictly used tominimize a student’s ability to interferewith learning and/or teaching.A student should not get personalattention from an adult while in Recovery.This time should be devoted to gettingone’s self back together. Students shouldget time with adults when doing what isright, not when misbehaving.Do not send work with the student to doduring Recovery.The attitude of the teacher should be: “
Youare welcome to be with us for every goodminute—this means every minute you are notmaking it difficult for me to teach or for othersto learn. You are wel- come to use “Recovery”to get yourself back together. We want you inthe classroom, so return just as soon as youknow that you can be here without botheringanyone else
.”Note: It is wise to build the RecoveryProcess into the Behavior Support Plan forspecial education students. Until suchtime, give this child the opportunity totake work with him/her if the child sodesires. (Children usually don’t beg totake work with them.)It is not uncommon for kids who carry aheavy load of personal, family, and
2012 FEBRUARY 26 ISSUE 6 PAGE 2Respect Self and Others Act Safely And responsible
[At RCI we use use the recovery process differently, however, many of the same principles apply. To check it out on the website clickhere ]

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