Mystery Student
Mystery Student
Embedded Files
Using the mystery student...
Communicates expectations
Creates unified connection amongst the students
Peaks interest & novelty
Elevates student models
Implementation
Implementation
Overview
A mystery student model should be introduced to the whole class.
A predetermined student will be selected for the class period without telling the class who it is.
Remind the class of the "mystery student" who is a member of the class that will be monitored for meeting expectations.
The student is not revealed if expectations are not met.
The student is revealed and a possible reward is given to the class if the student does meet expectations.
Core Components
The mystery student is not revealed if they did not meet the expectations
The reward must be class wide if the mystery student is successful in meeting the expectations
The expectations of the mystery student must be clearly outlined
Proactive Implementation
Building a classroom management strategy where mystery student is used consistently requires an introduction at the beginning of the year or semester. Students should practice the mystery student each day or week.
Responsive Implementation
Responsively implementing the mystery student may be used when students need intermittent incentives on a specific skill. This should be introduced on a daily frequency if using intermittently.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students may be highlighted for interpersonal skills.
Skills Training
If the need is skill building then a specific skill may be what elevates a student to earn the mystery student title.
Awareness
If the need is awareness then the supervising adult may recite why a particular student received the mystery student with their specific actions.
Emotional Regulation
If the need is regulation then a student who represented the use of a given coping or regualtion strategy may be
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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