The Basics:

Learning Partner

How to Engage Your Student

  • Create a designated learning space for your child

    • Make their supplies easily accessible

    • Setup the space in a place that has limited distractions

    • Post visuals that like daily/weekly schedules

  • Develop a schedule and routine

    • Post the schedule in your child’s learning space

    • Use timers or device alarms

    • Create to-do lists so your child knows what is expected of them each day

  • Take breaks and be flexible!

    • Virtual learning is new for everyone. If your child is having a hard time or visibly frustrated, have them take a break - they won’t be ready to access the learning anyway.


Resources

The 3 Rs of Teacher Language

Reinforcing

  • We use reinforcing language 60-70% of the time!

  • Proactive strategy.

  • Name concrete, specific behaviors.

  • Use a warm, professional tone.

  • Emphasize descriptions over personal approval.

          • Describe behavior (I see…, I notice…) instead of using personal approval (e.g., I love…, I am pleased…)

  • Name positives in all students.

  • Avoid naming individuals as examples for others.


Reminding

  • Reminding prompts children to do the remembering themselves.

  • Proactive or reactive strategy.

  • Establish expectations clearly (we remember things we have been taught.)

  • Phrase reminders as a question or statement.

  • Use a direct tone and neutral body language.

  • Use reminders when the child and you are both calm.

  • Be brief.

  • Watch for follow through.

  • Validate student change of action with eye contact, smile, nod. (Words are not needed.)

  • Save “please” and “thank you” when students are doing you a favor, NOT when following an expectation or redirection.


Redirecting

  • Redirecting language gives clear, non-negotiable instruction.

  • Used when behavior is off-track.

  • Used the least amount of time.

  • Early reactive strategy.

  • Be direct and specific.

  • Name the desired behavior.

  • Keep it brief.

  • Phrase it as a statement (not a question).

  • Follow through after giving a redirection.

  • Avoid naming a consequence when giving a redirection.

          • Creates a power struggle, indicates a child needs a threat to follow through