What are some interventions you use for students who are off task in your classroom? What are some rewards you give to students who are on task in your classroom?
Give them independent work. Work that they can do on their own. Brainpop has been my solution and they take the quiz until they get 100% and email it to me as their classwork. If students are on task praise works. Sharing candy gets the boys attention.
In my classroom, I find that rewarding positive behavior and ignoring negatives is a very effective way to get students on task. Students are seated in groups in mu classroom, and I reward groups with verbal praise, stickers and pencils (by group). When students are off-task and see their classmates being rewarding for doing the right thing, they often curb their behaviors because they are seeking that attention. (Even middle schoolers love stickers.. okay, maybe not 8th graders.)
I also find that staying in constant communication with counselors and actually following through with threats concerning counselor/administrator/parent involve create an atmosphere of respect and accountability.
Students that are off task are sometimes called on to explain problems that are currently being explained as examples. I’ve noticed that they don’t like being put on the spot and perceived as less smart by their class mates, so they ask others at their tables for help in order to be to solve the problems properly. If the problem is a persistent one, then they get a negative phone call home. Those that are working hard, sometimes get a bit of free time towards the end of period. They are praised in class, and sometimes chosen to walk around the class and help those that need the extra help. And I use blackboard connect to make positive phone calls home; they seem to enjoy that very much.
I pick a Top Star student from all of my classes every week. I choose a student that has been particularly helpful or has improved academically or behaviorly in that week. The student gets a star on the wall and also extra credit. This seems to motivate some students who are off task especially on Thursday and Friday when I remind them that I am picking a top star today.
I agree with Ms. Gamez, for those students on task, positive praise is a great way to acknowledge the students that deserve the positive attention.
Last year, if I knew I had a student who is not participating in my lessons, I would have a packet ready. I give them choice, to complete the pages that they would like but they need to do a minimum of two to get participation points for the day. This way, as a teacher, you have proof you are doing your part in holding the student accountable.
With those students that are off task, they sit closer to me or I have them sit with a friend who will help them. I have the first five- those first five to get started or done leave first
One intervention with students who are off task is to rearrange seating temporarily to have them partner with more motivated students. I already have students grouped heterogeneously according to Kagan recommendations. But, sometimes just a change of tables may be enough get more work done. I also use a Fred Jones strategy to reward cooperation and productivity by the class as a whole. The strategy is called Preferred Activity Time, or P.A.T., and it involves awarding minutes of P.A.T. that can be used periodically by the class to watch a film, play chess, checkers or Concentration, or do something else. This is not effective with all groups of students.
I use popsicle sticks to call out some students to share their work. This seems to help my students stay on task since it's their responsibility to share their work. I use stickers (an idea from Ms. Turner) to give rewards to those who are on their task.
If I have aid present I have them work with 2-4 students with work they will be able to do. I give praise to students and options of independent work if they cannot handle team work.
Independent work, mostly book work, for students who have shown that they cannot pay attention, follow instructions, and participate in labs and activities. For students that are on task and ahead, I will give them a topic to go look up on a computer and share out later.
One intervention that I use in my classes is posing questions to students that I see are off-task. For example, if I see a student talking, then I may look at him and say, "what would my next step be, student". This would point out their position of being off-task, without calling them out.
I focus on positive reinforcement. I use stickers for listening skills. Every student has a sticker pad. Every time they are on task or are listening they get a sticker. Each sticker is worth one point. Each grading period I add up the stickers towards their listening skill assignment. Every time the pad is full I staple a new pad on top of the old one. By Christmas I add up all the full pads which are 10 points per pad which will be Christmas bonus points on their Listening Skill Assignment. Kids love stickers, even the 8th graders. I also use equity sticks. I am in the library typing on one of the library computers and the key pad is getting on my nerves.
Very impressed to see so many entries and strategies how to engage, give choice to students who struggle with behavior. I am impressed how overwhelming how positive your comments are these are temporary interventions and how teachers strategize how to reengage the students to cooperate and engaged in important class work.
Give them independent work that makes them feel accomplish and successful. Give student cooling time away from students and setting in an area that is visible to the adult supervising. Praise students doing positive behavior to divert the improper or bad behavior. Put a timer for a couple of minutes to cool down and continue working. Sticker chart for completed task and classdojo to show progress.
Maintain positive reinforcement disciplines and provide students with options and choices. Class Dojo is also a quite supportive tool in terms of providing the class with a solid structure and help students develop positive working habits and cooperation.
When I see students off-task in the library, I give them attention and question them about everything they can accomplish in here, such as "Do you have 2 AR books? Do you need to re-take the STAR test, do you want to take an AR quiz, and do you want to read a magazine, etc.?" As rewards, I give out bookmarks, candy like "bookworms," AR/ALEKS raffle items, and kudos!
When I see students off task, I tend to "hover" about their area. I will ask them specifics questions so that they know I am aware of them not working. If the problem is persistent I talk to the student outside and ask what the problem may be and how can I help. Also remind them about consequences for not doing work, and possible how it reflects on a not passing grade in the class.
We reward positive behaviors through class dojo. Students can earn breaks on the computer or read a book they like when they have worked for enough time. We send positive notes and texts home. We reward the students with the highest dojo points.
I use stickers. I created an assignment called "Listening Skills". Each student has a pad for stickers. Every time students listen, are on task etc. they get a sticker. By the time the grading window opens I count students stickers, one point per sticker, and add total points to the listening skill assignment. If students are not on task or talk when they are not suppose to I grey out on square. When they have 3 grey squares parents are contacted.
Just as good customer service is key in preventing theft in a retail environment, good customer service, proximity and frequent checking in is key in getting work. Many students will begin to work or catch up when I come stand next to them and begin talking. With 43 students, it's difficult to check who's doing what from a stationary place. So, circulating, standing near, and asking questions get more work. Also, excessive praise, including promises to send good call homes through Connect Ed, where students can actually see them being selected on line, are good.
So far my only strategy for students who are off task is to continue bugging them, telling them to "do you work." I will also give short, specific instructions (e.g., find 4 words you don't know the definition to) and let them know I will circle around and return to them to follow up on them completing that small task.
For students who are on task, I haven't been great at acknowledging/rewarding them other than saying in front of the whole class, "Good job, John, for updating your table of contents, thank you."
I often walk around the classroom observing students. I praise the students that are working and ask students who are not working why they are not working. It is often because they do not understand the problem. I’m fortunate to have an aide in my special day class to help work with these students. I also give extra points or a candy to students who complete their work early and help others.
I like the positive reinforcement interventions. Offering praise to students who are on task, is a great way to model. I have also used incentive charts, raffle tickets, and treats for participation. For students who are consistently off-task, I usually have brief, private conversations with them to find out why they are off-task. I find that calling-out off task kids in front of their peers can sometimes exacerbate the problem, particularly if there is an underlying issue as to why the student is off-task.
To keep students on task, i offer "raffle tickets" when students are doing their work. It costs 3 raffle tickets to use their hall pass, and each ticket is worth one point of extra credit (which never really amount to all that much).
Interventions: I separate them from their peers. Usually when a student is off task in P.E. s/he is usually literally jumping on another student or chasing/being chased, playing with a ball, throwing something, etc. Something physical involving other students and lots of laughing and attention getting. So, the simple thing to do is to have that student sit apart for awhile. Classic Time out I guess.
Rewards include allowing certain students to help set up for a game or carry equipment.
For those students who are not on task, I move closer to me to make sure that I can keep an eye on them at all times. They do not like this, so they are more likely to stay on task.
For those students who are on task, I give them positive reinforcement and praise, and show their work on the projector as example of good work. Students love showing their work under the projector.
students who are off task constantly need specialized seating and modified classwork. Giving them a feeling of success is essential. Positive praise. Easy to achieve goals.
I suppose the type of intervention used depends on the type of student. Sometimes simply circulating around the room while I’m talking, and pausing around the desk of a particular student will yield a positive result. Sometimes I’ll just stop mid-sentence, as if I was rudely disrupted and wait until the student(s) become refocused. I find that peer pressure from other students works well when one or a small group of students are holding the rest of the class from progressing (or leaving on-time). I found that some students absolutely love the idea of being able to leave as soon as the bell rings, instead of having to be excused. I’ll often reward students with this “privilege” if they are on task without having me to instruct them to do so. Sometimes, just a simple verbal recognition of being on task such as, “I really like the way group --- is working right now…” followed by providing some simple reasons why I approve. It gets the students focused on the task, because they often don’t want to be the only outcasts.
One strategy I use for students to keep on task is a group accountability. Tables mates are checking each other's work and tables move on together. It encourages the boys to work together and support each other in the learning. Students who stay on task are rewarded through first choices when it comes to activities and getting to pick the next brain break.
When students are off task, sometimes I find physical proximity is an effective way to get them back on task. I will also use verbal prompts as well. If distraction continues and I discover the student's surroundings are contributing to them being off task, I may move the student to another seat to facilitate their focus.
Regarding rewards for students who are on task, I normally acknowledge the students publicly who are on task as well as giving 'reward cards' to those students who are consistently on task. The 'rewards cards' give the students access to various benefits within the classroom, including a positive call home.
Give them independent work. Work that they can do on their own. Brainpop has been my solution and they take the quiz until they get 100% and email it to me as their classwork. If students are on task praise works. Sharing candy gets the boys attention.
ReplyDeleteIn my classroom, I find that rewarding positive behavior and ignoring negatives is a very effective way to get students on task. Students are seated in groups in mu classroom, and I reward groups with verbal praise, stickers and pencils (by group). When students are off-task and see their classmates being rewarding for doing the right thing, they often curb their behaviors because they are seeking that attention. (Even middle schoolers love stickers.. okay, maybe not 8th graders.)
ReplyDeleteI also find that staying in constant communication with counselors and actually following through with threats concerning counselor/administrator/parent involve create an atmosphere of respect and accountability.
Students that are off task are sometimes called on to explain problems that are currently being explained as examples. I’ve noticed that they don’t like being put on the spot and perceived as less smart by their class mates, so they ask others at their tables for help in order to be to solve the problems properly. If the problem is a persistent one, then they get a negative phone call home. Those that are working hard, sometimes get a bit of free time towards the end of period. They are praised in class, and sometimes chosen to walk around the class and help those that need the extra help. And I use blackboard connect to make positive phone calls home; they seem to enjoy that very much.
ReplyDeleteI pick a Top Star student from all of my classes every week. I choose a student that has been particularly helpful or has improved academically or behaviorly in that week. The student gets a star on the wall and also extra credit. This seems to motivate some students who are off task especially on Thursday and Friday when I remind them that I am picking a top star today.
ReplyDeleteI agree with Ms. Gamez, for those students on task, positive praise is a great way to acknowledge the students that deserve the positive attention.
ReplyDeleteLast year, if I knew I had a student who is not participating in my lessons, I would have a packet ready. I give them choice, to complete the pages that they would like but they need to do a minimum of two to get participation points for the day. This way, as a teacher, you have proof you are doing your part in holding the student accountable.
With those students that are off task, they sit closer to me or I have them sit with a friend who will help them. I have the first five- those first five to get started or done leave first
ReplyDeleteOne intervention with students who are off task is to rearrange seating temporarily to have them partner with more motivated students. I already have students grouped heterogeneously according to Kagan recommendations. But, sometimes just a change of tables may be enough get more work done. I also use a Fred Jones strategy to reward cooperation and productivity by the class as a whole. The strategy is called Preferred Activity Time, or P.A.T., and it involves awarding minutes of P.A.T. that can be used periodically by the class to watch a film, play chess, checkers or Concentration, or do something else. This is not effective with all groups of students.
ReplyDeleteI use popsicle sticks to call out some students to share their work.
ReplyDeleteThis seems to help my students stay on task since it's their responsibility to share their work. I use stickers (an idea from Ms. Turner) to give rewards to those who are on their task.
If I have aid present I have them work with 2-4 students with work they will be able to do. I give praise to students and options of independent work if they cannot handle team work.
ReplyDeleteIndependent work, mostly book work, for students who have shown that they cannot pay attention, follow instructions, and participate in labs and activities. For students that are on task and ahead, I will give them a topic to go look up on a computer and share out later.
ReplyDeleteIntervention: Today I will be staying late making phone calls to parents.
ReplyDeleteRewards: I choose responsible students to "help"
One intervention that I use in my classes is posing questions to students that I see are off-task. For example, if I see a student talking, then I may look at him and say, "what would my next step be, student". This would point out their position of being off-task, without calling them out.
ReplyDeleteI focus on positive reinforcement. I use stickers for listening skills. Every student has a sticker pad. Every time they are on task or are listening they get a sticker. Each sticker is worth one point. Each grading period I add up the stickers towards their listening skill assignment. Every time the pad is full I staple a new pad on top of the old one. By Christmas I add up all the full pads which are 10 points per pad which will be Christmas bonus points on their Listening Skill Assignment. Kids love stickers, even the 8th graders. I also use equity sticks. I am in the library typing on one of the library computers and the key pad is getting on my nerves.
ReplyDeleteVery impressed to see so many entries and strategies how to engage, give choice to students who struggle with behavior. I am impressed how overwhelming how positive your comments are these are temporary interventions and how teachers strategize how to reengage the students to cooperate and engaged in important class work.
ReplyDeleteGive them independent work that makes them feel accomplish and successful. Give student cooling time away from students and setting in an area that is visible to the adult supervising. Praise students doing positive behavior to divert the improper or bad behavior. Put a timer for a couple of minutes to cool down and continue working. Sticker chart for completed task and classdojo to show progress.
ReplyDeleteMaintain positive reinforcement disciplines and provide students with options and choices. Class Dojo is also a quite supportive tool in terms of providing the class with a solid structure and help students develop positive working habits and cooperation.
ReplyDeleteWhen I see students off-task in the library, I give them attention and question them about everything they can accomplish in here, such as "Do you have 2 AR books? Do you need to re-take the STAR test, do you want to take an AR quiz, and do you want to read a magazine, etc.?" As rewards, I give out bookmarks, candy like "bookworms," AR/ALEKS raffle items, and kudos!
ReplyDeleteWhen I see students off task, I tend to "hover" about their area. I will ask them specifics questions so that they know I am aware of them not working. If the problem is persistent I talk to the student outside and ask what the problem may be and how can I help. Also remind them about consequences for not doing work, and possible how it reflects on a not passing grade in the class.
ReplyDeleteWe reward positive behaviors through class dojo. Students can earn breaks on the computer or read a book they like when they have worked for enough time. We send positive notes and texts home. We reward the students with the highest dojo points.
ReplyDeleteI use stickers. I created an assignment called "Listening Skills". Each student has a pad for stickers. Every time students listen, are on task etc. they get a sticker. By the time the grading window opens I count students stickers, one point per sticker, and add total points to the listening skill assignment. If students are not on task or talk when they are not suppose to I grey out on square. When they have 3 grey squares parents are contacted.
ReplyDeleteJust as good customer service is key in preventing theft in a retail environment, good customer service, proximity and frequent checking in is key in getting work. Many students will begin to work or catch up when I come stand next to them and begin talking. With 43 students, it's difficult to check who's doing what from a stationary place. So, circulating, standing near, and asking questions get more work. Also, excessive praise, including promises to send good call homes through Connect Ed, where students can actually see them being selected on line, are good.
ReplyDeleteSo far my only strategy for students who are off task is to continue bugging them, telling them to "do you work." I will also give short, specific instructions (e.g., find 4 words you don't know the definition to) and let them know I will circle around and return to them to follow up on them completing that small task.
ReplyDeleteFor students who are on task, I haven't been great at acknowledging/rewarding them other than saying in front of the whole class, "Good job, John, for updating your table of contents, thank you."
I often walk around the classroom observing students. I praise the students that are working and ask students who are not working why they are not working. It is often because they do not understand the problem. I’m fortunate to have an aide in my special day class to help work with these students. I also give extra points or a candy to students who complete their work early and help others.
ReplyDeleteI like the positive reinforcement interventions. Offering praise to students who are on task, is a great way to model. I have also used incentive charts, raffle tickets, and treats for participation. For students who are consistently off-task, I usually have brief, private conversations with them to find out why they are off-task. I find that calling-out off task kids in front of their peers can sometimes exacerbate the problem, particularly if there is an underlying issue as to why the student is off-task.
ReplyDeleteTo keep students on task, i offer "raffle tickets" when students are doing their work. It costs 3 raffle tickets to use their hall pass, and each ticket is worth one point of extra credit (which never really amount to all that much).
ReplyDeleteInterventions: I separate them from their peers. Usually when a student is off task in P.E. s/he is usually literally jumping on another student or chasing/being chased, playing with a ball, throwing something, etc. Something physical involving other students and lots of laughing and attention getting. So, the simple thing to do is to have that student sit apart for awhile. Classic Time out I guess.
ReplyDeleteRewards include allowing certain students to help set up for a game or carry equipment.
For those students who are not on task, I move closer to me to make sure that I can keep an eye on them at all times. They do not like this, so they are more likely to stay on task.
ReplyDeleteFor those students who are on task, I give them positive reinforcement and praise, and show their work on the projector as example of good work. Students love showing their work under the projector.
students who are off task constantly need specialized seating and modified classwork.
ReplyDeleteGiving them a feeling of success is essential. Positive praise. Easy to achieve goals.
I suppose the type of intervention used depends on the type of student. Sometimes simply circulating around the room while I’m talking, and pausing around the desk of a particular student will yield a positive result. Sometimes I’ll just stop mid-sentence, as if I was rudely disrupted and wait until the student(s) become refocused. I find that peer pressure from other students works well when one or a small group of students are holding the rest of the class from progressing (or leaving on-time).
ReplyDeleteI found that some students absolutely love the idea of being able to leave as soon as the bell rings, instead of having to be excused. I’ll often reward students with this “privilege” if they are on task without having me to instruct them to do so. Sometimes, just a simple verbal recognition of being on task such as, “I really like the way group --- is working right now…” followed by providing some simple reasons why I approve. It gets the students focused on the task, because they often don’t want to be the only outcasts.
One strategy I use for students to keep on task is a group accountability. Tables mates are checking each other's work and tables move on together. It encourages the boys to work together and support each other in the learning. Students who stay on task are rewarded through first choices when it comes to activities and getting to pick the next brain break.
ReplyDeleteProximity usually works for me and at times, I have used the praise does whom are on task.
ReplyDeleteWhen students are off task, sometimes I find physical proximity is an effective way to get them back on task. I will also use verbal prompts as well. If distraction continues and I discover the student's surroundings are contributing to them being off task, I may move the student to another seat to facilitate their focus.
ReplyDeleteRegarding rewards for students who are on task, I normally acknowledge the students publicly who are on task as well as giving 'reward cards' to those students who are consistently on task. The 'rewards cards' give the students access to various benefits within the classroom, including a positive call home.