One on One Conferencing with Student
One on One Conferencing with Student
Embedded Files
1:1 Conferencing with Students...
Provides additional attention to reinforce expectations
Maintains a relationship with students without removal from the classroom
Gives context to perspective and harm created
Implementation
Implementation
Overview
A one on one conference is an opportunity to speak with a particular student in a PRIVATE conversation.
This may be done after a behavior of concern or as a check in with a student.
The teacher is the listener and starts the conversation from a place of "seeking to understand".
The teacher asks questions that separate the behavior from the student.
Student will be asked to remove or separate from activity/transition to meet with adult upon request.
This should be without drawing attention to the student.
The teacher may whisper or use a signal to inform a student that they will be having a conference.
Specific reason will be addressed in a calm neutral firm tone with student having the ability to explain situation from their point of view before determining consequence.
Be sure to separate the behavior from the person
Seek to understand the "why" something was said or done
Determined by teacher as needed for student to self monitor and discuss expected behavior while limiting audience.
Core Components
Discrete communication of the need for conference.
Nonconfrontational
Clear expectations discussed
Allows for all perspectives
Discussion on next steps
Proactive Implementation
Scheduling or notifying students that you will have 1:1 conference at the beginning of the year. Discussing the process with the class on what this style looks like and why it will be implemented is the key.
Responsive Implementation
When an action or behavior occurs that you wish to implement a 1:1 conference, the student will understand the structure and purpose. The teacher notifies the student discretely of when the conference will occur and continues instruction. The student should be given options in case of escalation to regulate themselves.
Bucket Fits
Bucket Fits
Connection
If the need is connection the 1:1 conference should be about repairing the harm and continuing to restore the relationship. Connection based activities such as a walk, card game, etc should be used.
Skills Training
If the need is skill building then the student should be explicitly taught the skill they need during the conference and the reason why the skill is needed.
Awareness
If the need is awareness the conference should be used to springboard an understanding of how their actions impacted the adult and lead to possible continued conversation with others affected to better understand their impact on these other students.
Emotional Regulation
If the need is regulation then the student should be allowed to utilize regulation strategies when they are notified of the conference. the conference may also include practicing the regulation tools.
Considerations & Adaptations
Considerations & Adaptations
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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