Model Appropriate Language
Model Appropriate Language
Embedded Files
Modeling appropriate language...
Demonstrates alternatives of response to certain situations
Creates a universal understanding of expected language
Implementation
Implementation
Overview
The teacher will strategically group students who model expected language and behavior with a student that struggles.
The teacher may also model appropriate language by using vocabulary substitution during interactions with students.
The teacher may express they feelings out loud and choose to vocalize the feeling and appropriate response with the student present.
Point out and identify expectations behaviors and reinforce with positive praise.
Core Components
Models are specifically chosen to support growth
Precorrection applied for expectations on targeted language
Proactive Implementation
Strategically implementing opportunities to correct yourself throughout the year may be used. For example if the class is using growth mindset then you may play to make a statement out of frustration such as "I can't do this" allowing yourself or the class to recorrect with the skill of "yet" changing your response to "I can't do this... yet". This can show that everyone can correct themselves after making a mistake.
Responsive Implementation
Responsively modeling appropriate language can consist of being self aware when you are feeling frustrated and say something in a tone or use of words you said out of frustration. You may then correct yourself in front of the class.
Bucket Fits
Bucket Fits
Connection
If the need is connection then an area of focus may be agreements between all members of a classroom including the educator to support each other in kindly correcting negative language.
Skills Training
If the need is skill building then the students may target a specific trend in language and complete an alternative ways to say strategy.
Awareness
If the need is awareness then the process of intentionally correcting yourself (educator) may involve thinking out why then did or said that. Backmapping to better be aware of the reasoning behind it.
Emotional Regulation
If the need is regulation then modeling the appropriate language for a situation may also include the use of a mindfulness strategy such as taking deep breathes.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
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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