Origin of Word
Origin of Word
Embedded Files
Using origin of word...
Deepens understanding
Provides substitutions
Educates on meaning
Implementation
Implementation
Overview
This strategy is typically used as a response to teasing, name calling, or other behaviors that result in hurtful use of words.
The student involved is asked to research the meaning and origin of the words that impacted another.
The research is then shared in a conference style with the teacher and the impact of the new findings is applied to the scenario that initiated the implementation of the strategy.
Caution should be maintained for using this strategy for more extreme or sensitive words. Check with your building level leader and then the family to communicate goals of this strategy.
Core Components
All stakeholders are including in the process
Student research is facilitated
Not administered as punishment but to increase student awareness and understanding
Processing occurs before, during, & after strategy implementation
Proactive Implementation
Proactively implementing Origin of a word may look like working with students to practice understanding the root and why of different aspects of learning. Normalizing seeking the why allows for easier access of the strategy down the line.
Responsive Implementation
Responsively implementing Origin of a Word typically results from a student, group, or class using terms that negatively impact others. These could be slang, derogatory, or demeaning. The goal is to have students build understand of the harm that these terms may have.
Bucket Fits
Bucket Fits
Connection
If the need is connection then popular vernacular may be used as a starting point to understand the origin of the terms.
Skills Training
If the need is skill building then learning alternatives to the word may be beneficial. Combine with a strategy such as Alternative Ways to Say
Awareness
If the need is awareness then the research and debrief is crucial. Students may share their findings and seek feedback to understand different perspectives on how the term impacts others.
Emotional Regulation
If the need is regulation then students may need time to process their findings combined with a preferred 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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