Action Plan

Goals:

To build on positive relationship and self regulation skills used with Child Direct Interaction (CDI)

Provide clear expectations and address off task/disruptive behavior to produce positive child behavior

Target for Teacher

The use of TCIT allows the teacher to create positive and purposeful interactions between the teacher and student. Reaching the desired target allows the teacher to enhance relationship and classroom management skills. The use of TCIT creates teacher confidence and decreases teacher stress that can lead to teacher burnout.

Target for student

The use of TCIT creates an opportunity for the student to have a sense of control over their behavior. The target is to teach students how to make smooth transitions from one activity to another. The use of TCIT also allows students to develop predictable patterns of student compliance to directions. Reaching the desired target allows for students to benefit more fully from academic instruction.

What was implemented

The strategies chosen were components of TCIT. Specifically,Teacher Directed Interactions (TDI) and Praise, Reflect, Imitate, Describe, and Enjoy (PRIDE) skills were used. Members of the class demonstrated behaviors that would disrupt teacher instruction. The use of effective commands when instructing, accompanied with consistency, predictability, and follow through, allowed for students to self monitor and correct their behavior. The use of TCIT allowed the teacher to draw attention to students who were showing the desired behavior, which provided an opportunity for students who were off task to correct their behavior by recognizing their peer's actions.

The use of PRIDE (Praise, Reflect, Imitate, Describe, and Enjoy) skills allowed the teacher to give a student direct attention that validated the student and helped them feel seen and heard. The use of Praise allowed the teacher to recognize what the student(s) were doing correctly and acknowledge the desired behavior. For example, the teacher might say "I like how you are sitting quietly (Insert name)." The use of Reflection allowed the teacher to repeat back what the student had said. For example, if the child stated, "I colored the star pink," the teacher would reflect the statement, "You colored the star pink." Using reflection allowed the student to direct the conversation. Imitation was practiced by matching what the child was doing in an appropriate manner. For example, if a child leaned in, the teacher would imitate that action. Describing the student's behavior was stating exactly what the child was doing. For instance, if the student was writing their name, the teacher would say "You are writing your name." This helped the child to become more aware of their actions and successes. Students felt the teacher was interested in what they were doing. Finally, the skill of Enjoy allowed the student to know by the teacher's enthusiasm and expression that the teacher enjoyed the interactions with him or her.

The implementation was embedded throughout the day through all aspects of instruction, including whole group, small group, and with individuals. While the students in focus were a driving force for implementing this intervention, all students benefitted from the classroom culture established as a result of using TCIT. Each child was noticed and validated in their positive choices and the teacher became more aware of the efforts given by each child to meet classroom expectations. The students who were originally on behavioral charts received more feedback and recognition throughout the day, and they had more opportunities to be aware of their actions without judgements attached. These strategies fostered a stronger relationship between teacher and students, and it also increased the occurrence of desired behaviors with two of the three students who initially struggled to show desired behaviors.

Coaching

A coach is a trained professional in the building or district that has accomplished TCIT at a mastery level and has received training in coaching teachers on how to implement TCIT. The coach visited the classroom multiple times between January and March. First, she came in and created a baseline by observing and coding my use of TCIT, marking the effective use of the skills learned in the program. Next, the coach returned every week, placed an ear piece in my ear, and started to label exactly what behaviors I was doing that followed the TCIT protocol. This allowed me to build confidence in the process while also receiving feedback in the moment for how I was progressing at applying TCIT skills. After each observation, the coach would sit down with me and review the data. We would then set goals for our next observation.

Timeline of Action Steps

Culturally Responsive Teaching

The use of TCIT was available to all students. Each child was noticed and validated in their positive choices and the teacher became more aware of the efforts given by each child to meet classroom expectations. The practice of TCIT allowed each student to hear and experience the application of positive reinforcement in the classroom. Student behaviors were recognized through the process of PRIDE skills which allowed students to self regulate and demonstrate the desired behaviors. The implementation of TCIT created a safe and happy environment in the classroom for both students and the teacher.

Collaboration

Instructional Coach

The instructional coach played a key role in the success of the teacher being able to thrive through the use of TCIT. The teacher and instructional coach met one on one each week to conference and create a manageable goal for upcoming observations. The coaching sessions allowed for the teacher to get real-time feedback while implementing TCIT.

Teaching Team

The grade level team went through the same training for TCIT. This allowed for collaboration and discussion about what was successful and allowed for constructive feedback on how to better implement the use of TCIT. It also allowed team members to clarify thinking around any misconceptions about information from training. The team was able to learn how to show more patience and understanding when working with students. TCIT allowed the team to be vulnerable in discussing the weaknesses in each teacher's behavioral management skills. The ability to collaborate and learn together in this situation allowed for the teachers to develop an open-minded approach to achieving the skills learned through TCIT.

Associate

The associate had a crucial role in training the teacher on TCIT. The associate was able to assist in creating more opportunities for a deeper understanding of TCIT. The associate was knowledgeable and informed about TCIT which allowed the teacher to receive additional coaching during instruction. The associate was able to assist the teacher in reaching the desired goals through the use of TCIT.

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