Think of the last time you learned a new skill, where you were amazing at it right away?

Of course, we rarely excel at a new skill from the onset. This is why even though we are clear on the explicit behaviour, we need to provide students with specific instruction and plenty of pertinent practice. Hence, they develop the skills and can troubleshoot behaviour errors in a supported environment.

When others cannot be included, explain why to them and consider alternatives – was identified as the desired behaviour from our investigation of the goals for our aspiration of ‘Be Kind’.

To teach this behaviour as a tier one intervention, you would design a lesson just as any social skills lesson with –

Explicit instruction

Modelling

Practice

Trouble shooting

More practice

Review and remediation

And yet more practice

However; you would also frame the lesson around our behaviour plan.

After_________

I will ___________

And then I will celebrate because I have been kind today!

For example –

After I see someone not being included in a game.

I will explain the rules and help them find a way to join in.

And then I will celebrate because I have been kind today!

As a note, the explicit teaching of any behaviour can be enhanced through this means, not just social skills. IE

After I write my name.

I will remember to check I have written a b and not a d.

I will then celebrate because I am the kind of person who checks their work.

Or

After the bell goes.

I will put away my rubbish and clean my table.

I will then celebrate because I am the kind of person who looks after their learning space.

Develop a lesson plan or range of lesson plans to teach your explicit behaviours to students.

I recommend three different explicit behaviours are investigated during this process, and you also consider how each behaviour could be further narrowed for tier two and three.

Pick one of your explicit behaviour lessons and teach it – track if the behaviour becomes more or less frequent over a two-week period with a checklist or ABC chart.

Reflect on how the lessons went –

Is this a lesson you could share with a peer?

Did it elicit the desired behaviour?

How could you increase the motivation and ability and prompt students to engage more directly in the desired behaviour?

Develop a lesson plan or range of lesson plans to teach your explicit behaviours to students.

I recommend three different explicit behaviours are investigated during this process, and you also consider how each behaviour could be further narrowed for tier two and three.

Pick one of your explicit behaviour lessons and teach it – track if the behaviour becomes more or less frequent over a two-week period with a checklist or ABC chart.

Reflect on how the lessons went –

Is this a lesson you could share with a peer?

Did it elicit the desired behaviour?

How could you increase the motivation and ability and prompt students to engage more directly in the desired behaviour?