MODELING: A Pro-active Strategy

MODELING: A Pro-active Strategy

(Used to introduce very specific, "one-way" behaviors)

"Children are able, even eager, to rise to high standards of behavior,

but they need to know exactly what the standards are."

Chip Wood, author of Rules in Schools

Purpose

Often we assume that students know what we expect, when they may not. Using the technique of explicit modeling, we make our expectations clear and easier for students to meet.

Introducing Modeling to students

Model the behavior you want to see. From the first day, lay the foundation for a successful year by letting students know what behavior you expect. Modeling classroom routines takes time, but it's time well spent.

Procedure:

• Name the behavior.
• Demonstrate the behavior.
• Ask students what they noticed.
• Ask for student volunteers to demonstrate the behavior. Then practice it.

Example from the classroom

"Sometimes when we're busy working, I or someone else in the classroom, will need to get your attention. Here is the signal we use. The speaker will ring this chime. When you hear it, freeze in place. When the speaker says, 'You may melt,' you may return to whatever you were doing.”

Ask a child to model freezing in place and turning his/her attention to you as you ring the chime.

Ask, "What did you notice?" "Zach stopped talking and put down his book."

Have student volunteers demonstrate the behavior. Then practice the behavior with the whole class.

Some specific behaviors to model:

• carrying chairs in the classroom
• sharpening a pencil
• lining up
• shaking hands at morning meeting
• using the drinking fountain
• walking down the hall
• hanging up coats
• asking to use or borrow materials
• following the chime signal
• carrying scissors
• listening to a speaker
• walking in line
• getting in and out of auditorium chairs
• putting reading books back in bin

For more information and ideas:

Chapter 2 in Rules in Schools by Kathryn Brady, Mary Beth Forton, Deborah Porter, and Chip Woods