5.1 high quality instruction
- 1. can and does impact the motivation of students
- 3. Teacher Communication A teacher should have four positive interactions with 4:1 Ratio students for every corrective interaction PRAISE THE CORRECT BEHAVIORS THAT OCCUR AND THEY WILL CONTINUE TO OCCUR! Instead of pointing out the inappropriate actions of one student, point out what four to five of his or her classmates are doing right, and compliment them for behaving in the manner you wish the student behaving inappropriately would behave.
- 4. Whether instructional or behavioral, all expectations of students, their work, and their actions should be: • OBSERVABLE • MEASURABLE • POSITIVELY STATED • UNDERSTANDABLE OMPUA • ALWAYS APPLICABLE
- 5. INSTRUCTIONAL Utilizing graphic organizers in a precorrective manner allows for students to connect their prior knowledge to the skills of the upcoming lesson. This can increase their interest, their connection to the material, and their engagement in the lesson. Student Engagement: Using Organizers as Precorrects Graphic organizers can be used to help with routines, procedures, and transitions between activities. Giving students time to interact with behavioral expectations in a graphic form will increase their ability to perform to expectations. BEHAVIORAL
- 6. Graphic organizers can build upon other instructional activities to encourage more engagement. They can also be used throughout a unit as guides for students to activate their prior knowledge and to connect knowledge learned throughout the unit. Graphic Organizers can be used to reinforce rules, procedures, or routines. Graphic organizers in this manner can be used to assess if students remember the rules, procedures and routines. If they do, celebrate. If they do not, teach the expectations they do not remember again.