CO-OP GUIDE Set a clear EXPECTATION. During whole group instruction, small group instruction or independent work, have an expectation for students. Clearly state your expectations for students both academically and behaviorally at the start of every lesson or activity. Consult with the teacher, as needed Have an expectation and expect it. Restate and recommit to expectations as often as necessary during lessons and activities. Think about PREVENTION. The best was to deal with undesirable behavior is to attempt to prevent it from happening in the first place. Be proactive. If @ lesson or activity you are involved with is not successful, decide how you could prevent the same thing from happening the next time. Refer to the Strategies and More Strategies for Working with Students handout. Consult with the teacher, as needed. Reflect on IMPLEMENTATION. Strive to plan lessons or activities that are engaging and enriching. Be aware of expectations and skills that are developmentally appropriate for students. Make changes and adapt lessons as needed. Consult with teacher, as needed. Be consistent with INTERVENTION. Follow established guidelines for enforcing your expectations and class expectations by: 1. Give student or class a reminder. Be specific Give a warning, including a logical consequence. 3. Enforce the logical consequence and the established classroom consequence, such as, having the student move their magnet, returing to their seat, etc. Consult with the teacher, as needed. Taking time to practice and teach skills such as cooperation, responsibility and self-control are just as important as reading and math.MORE STRATEGIES FOR WORKING WITH STUDENTS ATTENTION GETTING STRATEGIES Give me five. Give a visual and verbal cue by counting. 1.Eyes on the speaker 2. Ears listening 3. Mouth closed 4. Mind is paying attention 5. Hands and feet are stil One, Two, Three, eyes on me. One, Two, eyes on you. In your seat, quiet and ready by 10...9...8...7... Establish attention at the beginning of EVERY lesson or activity. STOP lessons and activities as needed to re-establish attention with students. ATTENTION KEEPING STRATEGIES Eliminate Distractions * "We don't need pencils during our small group today, please return your peneill to your desk.” ‘+ *Tilhand out markers and scissors after | give instructions.” Proximity ‘© Choose the best place for you and the student/class to be for the most effective instruction. = During whole group instruction, be in close proximity to a student who is causing a distraction. © During small groups or independent work, students can be relocated or separated to eliminate distractions. Be Engaging ‘+ Have all children actively participate by requesting a thumbs up or down answer from everyone. ‘+ When doing word problems, substitute student names or interests in the story. "Sam has 62 legos...” ‘+ Adapt lessons and activities as needed to keep kids involved and attentive. Be creative. Praise Positive Behavior ‘+ ‘Isee Sam has his math book open to page 92.” “Everyone looked right at me after, One, Two, Eyes on you. Sam please put @ bouncy ballin the jar.” + "Sam, sharing your science slime with Sammie because she lost hers was being a really thoughtful friend ‘Move your magnet up to rainbow.” Give Ideas to Replace Undesirable Behavior = "When you know the answer to 10+34-6, give me a thumbs up.” ‘+ “Tiptoe back to your seat and clear off your desk to show me you are ready for your paints.” ‘When you are done with your math worksheet, stay in your seat, draw a picture or read.” Redirect and Refocus ‘+ “In two minutes, you should be finishing your problem of the day and starting on your journal.” ‘+ “Where should you be and what should you be doing right now?"STRATEGIES FOR WORKING WITH STUDENTS CATCH KIDS BEING GOOD! «Ifa student is cooperative and following outlined expectations, praise them! Give them a high five, draw a big star on their paper, have everyone give them a thumbs up., «Ifa student does something exceptionally wonderful, implement the established classroom consequence, such as having them move their magnet up to rainbow or getting a reward ticket. «Ifthe class is cooperative, working hard, and following outlined expectations, praise them, let them give each other high fives at the end of the lesson, tell their teacher and implement the established class reward, such as putting a bouncy ball in the class jar. IF NOT... 4. Give the student or class a REMINDER. Be specific. 2. Give a WARNING including a *LOGICAL CONSEQUENCE. 3. ENFORCE the “logical consequence AND the established classroom consequence such as, moving a magnet, making a mark or going in the hall. “Lopicl consequences shouldbe relevant, ological related to the students’ acon Logical consequences shoul stop the misbehavior. Logical consequences should provide an opportunity for chien to learn frm ther mistakes and reflect on or practice the desired behavior. Student Example: 1, “Sam you need to be on the carpet with your mouth closed.” 2. “Sam, you can choose to listen to the lesson quietly or, if you talk again, you will need to “listen at your desk and move your magnet down.” 3. “Sam, go “listen at your desk and move your magnet.” Class Example: 1. ‘Class, remember, you need to be using your whispering voice if you are talking while getting your work done.” 2. ‘Class if you continue to use loud voices instead of whispers during this activity, “everyone will need to work quietly by themselves and we will need to remove a bouncy ball.” 3. “Class, “everyone will now need to complete your project quietly with no talking or whispering and Sam, please remove a ball from the class jar.” MOST IMPORTANT! BE CONSISTENT. BE FIRM. BE KIND. Finally, if the student or class continues to be uncooperative, consult with the teacher.