Brag
Brag
Embedded Files
"Using bragging"...
Leverages connection between peers
Requires active & reflective listen
Provides a feeling of being 'seen'
Gives opportunity for students to share someone else's thoughts
Implementation
Implementation
Overview
Introduce and provide a structure where students are able to celebrate others within the class.
Allow students to "brag" about a peer's response in group work or collaborative time.
A brag is a way of building empathy and community within the class.
More students are willing to share about peers over themselves.
A brag is a compliment about how another worked, supported, or collaborated.
Core Components
"Bragging" should be taught explicitly about celebrating others ideas.
'Bragging on'
Should be about another's contributions, thoughts, or insights not your own.
Should be on topic
Completed during group or partner collaboration
Proactive Implementation
Establishing a culture of "bragging" requires building a community where all are eager and celebrating for highlighting others. Prioritizing others' successes over their own.
Responsive Implementation
Responsively implementing a "bragging" system means that students have shown an area of need where there is a lack of community and kindness. Bragging must be presented as a way of elevating others.
Bucket Fits
Bucket Fits
Connection
If the need is connection then alotting time after all group collaboartions for "bragging" to occur.
Skills Training
If the need is skill building then the students may brag about a specific still a peer showed.
Awareness
If the need is awareness then others may specific speak to a student of the day and brag about their highlights.
Emotional Regulation
If the need is regulation then students may brag about anothers ability to show regualtion skills. This may be realtime and not scheduled for when it authentically happened.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Page updated
Report abuse