Students reflected on how non-academic questions during notes slow down learning, and the usefulness of a hand signal system. Students also discussed managing their impulsivity to ask questions during the Do Now, and instead working independently to recall what was learned yesterday by reviewing notes. They managed their impulsivity to socialize upon entering the classroom, and instead worked on the Do Now. On the second slide, students discussed how they "think before they act" (Costa & Kallick, 2000). On the first slide, students reflected on how they currently manage behavioral impulsivity. Below are several slides from our lesson. Please scroll down or click on the table of contents below to learn more about how managing impulsivity is explicitly taught and reinforced in my classroom each day.Īs my students and I interactively modeled how we would manage impulsivity through classroom routines, I used the below presentation as a visual on the front board, and as student handouts. Expectations are reinforced every day verbally and visually, and are tracked so that students are aware of their improvement. Then, we agreed on movement, voice, and position impulse management expectations and practice through interactive modeling. At the start of the school year, our class discussed “triggers or specific situations that make it difficult to manage impulsivity” (Johnson et al., 2005). To improve impulse management, I explicitly teach and reinforce managing impulsivity in my classroom through classroom routines, independent work, and behavior tracking. My students need to learn to manage their impulses, so that they can make informed and mature decisions. My students are less than two years away from high school graduation, so self-impulse management is essential. One of my year-long goals is for students to reduce the number of demerits they earn for poor impulse management by 50% over the course of the year.
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