Secret Signal
Secret Signal
Embedded Files
Using a Secret Signal...
Allows teacher/student relationship to stay positive and intact
Avoidance of feelings of being singled out or threatened by teacher
Alleviates unnecessary questions
Implementation
Implementation
Overview
A secret signal is a nonverbal communication between teacher and student that is often mutually agreed upon.
The signal may be a "peace sign", holding up an index finger, a thumbs up, etc.
The intention is to allow the student to communicate needs without drawing attention to themselves
The teacher may use this signal for the same purpose of not drawing attention to the student AND as a reminder of maintaining expectations for the students.
Student and teacher have a secret signal gesture to allow the teacher to know a specific thing that the student is trying to convey without the knowledge of any other student.
Core Components
Conference with student to discuss reason for a secret signal
Practice implementing the signal
A discrete way of acknowledging the signal
A system for what to do once the signal is assigned or used
Proactive Implementation
Using contextual factors and prior knowledge, a secret signal can be taught to all students within a classroom or with specific students. The proactive approach is to create common understanding of the use of a secret signal including when it is to be used, who uses it, and what to do when it is acknowledged. A student or a teacher may be taught to initate the signal. The student(s) should have ownership in the crafting of the intervention.
Responsive Implementation
This may be initiated by either the student or a supervising adult. The signal will be discretely used as a cue for the student to check themselves for meeting expectations or for a process resulting in a form of a break. The initiation should be followed up with a conversation between the supervising adult and student.
Bucket Fits
Bucket Fits
Connection
If the need is connection a unique signal pertaining to the student is created. It is about the time working with a particular crafting the signal and building the relationship.
Skills Training
If the need is skill building the signal should be intended to have the student focus in on a specific skill such as communication, interpersonal skills, etc. Used as a reminder to use components of the teaching in the authentic opportunity.
Awareness
If the need is awareness the student should think, write, or discuss a set of established expectations. This intentionally connected how/if the student is meeting the expectations. The signal acts as a cue.
Emotional Regulation
If the need is regulation the student should complete a variation of a break away from what they are currently doing.
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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