Invisible Pen
Invisible Pen
Embedded Files
Using the invisible pen...
Establishes discrete communication
Promotes connection
Provides system of support
Implementation
Implementation
Overview
A student or group of students are given an invisible ink pen.
This allows for a form of communication or secret message to be used between the teacher and the students.
Students should have paper or post its available to use.
This functions as a two way form of communication.
The students may write a message to their teacher with the ease of mind that no other student may be able to read it and the teacher can discreetly write a student a message of motivation or other form of feedback on behavior.
The student must use the pen to read the message. This allows for time for processing emotions, a shift in mindset, and no public shaming or embarrassment.
Core Components
Clear guidelines are established
The communication is followed up on
Expectations are defined
A system of correspondence is determined
Proactive Implementation
Proactively implementing the invisible pen starts with building a classroom culture where creative pathways of support are welcomed.
Responsive Implementation
Responsively implementing the invisible pen may stem from students needed a form of communication that feels personal and discrete. A discussion and planning should occur with the target student.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student should bring in preferred people to the strategy.
Skills Training
If the need is skill building then the pen and messaging should revolve around a target skill.
Awareness
If the need is awareness then the student may be prompted to read an invisible message as a signal to reset themselves according to the expectations.
Emotional Regulation
If the need is regulation then writing a message can be done as a coping or regulation technique. The student can also make receiving a message a prompt to initiate the use of a coping/regualtion strategy.
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
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