Master Teacher Project

One of the strategies I used with my students in the specialized classroom was determining the size of a problem. I created this book to help them understand problem-sizes and how their responses should match the actual problem size. We also made hand gestures to match problem sizes (shown in pictures) - this connected the information better and it allowed me to cue them non-verbally.

Malinda Forsberg, Master Teacher & Planning Committee,
https://www.facebook.com/malinda.probst/timeline?lst=36102883%3A1598280077%3A1565968425

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Positive responses phrases are planned responses to use when students make requests or suggestions. Sometimes their questions catch us off guard and we respond with, "No, that's not the assignment" or "No, that's not what we're doing right now. I need you to get this done first." Not only can this trigger students, but it can also be a missed opportunity for student-directed learning. By using planned, positive responses instead, we show empathy and respect while empowering students in their social, emotional, and academic growth.

I had these phrases posted in my classroom as a visual reminder to seek, recognize, and capitalize on opportunities for students to take control of their learning, download here. Some of the phrases can be used to prompt students who are engaging in undesired behaviors, such as yelling, running, or climbing. When we use these responses, students are much more likely to problem-solve calmly because they feel heard and respected.

August 21, 2019, Malinda Forsberg, Master Teacher & Planning Committee Member

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"This is a structured cool-down process that my social worker and I (Malinda Forsberg) developed. We use the process in my room, but she also uses it with students throughout the building in our Amygdala First Aid Station, which is a space she created for students to use when they are in yellow, blue, or red zone. The process is posted outside of the safe rooms in my classroom, as well as by the other cool-down spots, and all of my paraeducators are trained to implement it whenever any of students request or show the need for a cool-down. The process is designed to be trauma sensitive, with the focus on helping the student feel safe and calm before any type of debrief or consequence. On the first two days of school, I walked through the process with each of my students and the paras, and from then on we used it every time a student got upset or unsafe. It was incredible to see how students grew in their ability to recognize their need for a calming activity, request or accept one, and then discuss their trigger and how they could get their need met in a more appropriate way in the future. The structure of it also helped adults who were stressed, overwhelmed, new, or hadn't used the process in awhile. This cheat sheet simplified everything while also keeping it clear enough for them to follow even as they were trying to regulate themselves." 

June 14, 2019, shared by Malinda Forsberg

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A great way to assist students in getting a structured break from Andrew Morton! The worry was that students would want to “escape” to his room or want to go to get attention but he is keeping data and that hasn’t been the case for the vast majority. They either have scheduled breaks in his room, can voluntarily go there to “reset” or can be directed to reset by their classroom teacher in which case they do Step 4.

April  17, 2019, shared by Andrew Morton

Check out this amazing strategy from our very own Master Teacher Megan Rees. She created a visual for a student to earn reinforcement...but that's not all of course! She put observable and measurable behaviors on the chart for all of the adults as a reminder and interspersed colorful rainbows (closer to the student's break) with black and white rainbows (small reward) so the student is excited every time she gets to choose from the envelope. Plus she made this chart rainbow - which is the student's favorite. I love the quote she included on the rainbow. Thanks for sharing Megan! This and other strategies are just some of the information that you hear at the symposium and conference from MSLBD.

March 27, 2019, shared by Megan Rees

This teacher used the concept of a word wall to talk about how a feeling can manifest itself and exactly what it looks like and feels like. She then matched it with an emoji (because she's cool) and is something tangible that kids can relate to what they are feeling and know what it looks like. What a great way to label feelings for kids and explicitly teach them what it looks like. THIS content was presented by the talented Meg Tegerdine at the MSLBD symposium. You may have seen many of her other strategies on our social media page. For more tips and tricks like this, mark your calendar for Kansas City in February of 2020 and join individuals who come together to change the lives of kids---and have fun while doing it!

March 20, 2019, shared by Meg Tegerdine

We all work on calming strategies with our students a lot! This teacher has students identify at the start of the week the calming strategies that they know they use and are going to try to tap into when they are upset. She writes them for the student and photocopies them on post its (Who knew you could do that??--see pinterest) so students can take them from class to class with them and even hide them in a notebook to take outside of her classroom. It gives students a bit of autonomy and some practice with some skills with a visual reminder. Students then self monitor through tally marks when they use a strategy. The ones they don't use slowly get eliminated and as they gain more skills and more strategies they get added to the list. This way she has tangible documentation of their progress, they are self-monitoring, and she can help their calming skills be more effective for being in the LRE. This resource was created by Meg Tegerdine, a symposium participant and presenter. 

March 13, 2019, shared by Meg Tegerdine

Check out this adaptation of the "Incredible 5-Point Scale". This teacher used the scale for her entire class of students with behavioral issues during social skill instruction and then had a check-in for their "resource minutes" where they could put how they were feeling when they came inside. It gave her a visual of who needed more support and was a way to let the adults know how their time had gone outside of the room without having to verbalize it!

March 6, 2019, Modified from Buron, K.D. & Curtis, M. 2003. The Incredible 5-Point Scale. Autism Asperger Publishing Co. 

Many of you may have seen this intervention going around on the internet. What a good idea, but WE can make this better. This teacher took the idea and incorporated his knowledge of building classroom culture and community to include student input. Each one of these notes was created by his classroom community of behaviors that students wanted to see within themselves and their peers. You'll even notice specific language from their social skills. Once a behavior is demonstrated it is removed, underneath is a whole class incentive. What a positive way to build a community of learners with individual student input and common goal! What modifications have you made to this viral strategy?

February 27, 2019