Mystery Person
Mystery Person
Embedded Files
Using the mystery person...
Allows for community rallying
Develops shared goal
Promotes collaboration
Implementation
Implementation
Overview
A mystery student is selected within the class
The mystery student must be kept secret
The criteria for the mystery student is shared. Typically in connection with expectations
After the class period ends, the expectations are reiterated and the mystery student is only revealed if those expectations were met by the secretly chosen student.
The instructor should watch the mystery student during the period to see if they meet the expectations.
Core Components
The mystery student must never be shared if the class does not meet expectations
Only one mystery student should be selected at a time
Clear and specific criteria for the mystery student must be communicated
Proactive Implementation
Proactively implementing the Mystery Person starts at the beginning of the year. Introducing the system and allowing feedback from the students on how it will run. Students must be made aware that the student will NOT be identified if the expectations are not met. Classroom expectations must be established.
Responsive Implementation
Responsively implementing the Mystery Person system typically stems from a need to promote the classroom expectations and bring the collective community of the classroom together. Time must be taken to introduce the system and the expectations should be retaught prior to implementation.
Bucket fits
Bucket fits
Connection
If the need is connection then the system should involve a collective set of expectations and random sampling of a student demonstrating the expectations. A percentage of students may be used as a mystery percentage.
Skills Training
If the need is skill building then specific skills or expectations may be highlighted as the what the supervising adult is looking for.
Awareness
If the need is awareness then the supervising adult may share why the specific student met the expectation.
Emotional Regulation
If the need is regulation then the mystery student may be chosen by how they utilize regulation skills during a specific timeframe.
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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