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The Five Teaching Styles:
A.
Effective
Praise
(See Class #3 Notes)
B.
Pre-teaching
C.
Corrective
Teaching
D.
Intensive
teaching
E.
Counseling
A.
Effective Praise -This teaching style gets the best results. It is important that it be used 6-10 times
for every 1 corrective teaching interaction.
Steps:
1.
Initial
praise. (I like the way you handled that
situation. )
2.
Specific
description of appropriate skill. ( What
you just did was you looked at your sister, you kept a calm face and a calm
voice. You said OK and then dropped the
subject.)
3.
Rationales. ( Because you problem solved so well, you and
your sister will be able to have a longer play time because no one got angry.)
4.
Acknowledgment. ( Does this make sense?)
5.
Positive
consequence. (You’ve earned 15 minutes
extra of play time with your sister before bed, because you knew how to get
along.)
6.
General
Praise. ( You really did fantastic!)
7.
Quality components B Remember to use good eye contact, good voice tone,
and possibly use some touch.
B. Pre-teaching - Pre-teaching is the second most effective style of teaching. If you can pre-teach the situation before you
have a problem, then you will significantly decrease your chances of having a
problem behavior!
Steps:
1.
Initial
praise/empathy. (I know that you are
excited to go to the party...)
2.
Positive
motivation statement. (So that we will
be able to stay the whole time, we should discuss what our behavior should be
like.)
3.
Specific
description of appropriate skill. (When
you are playing with your friends outside, you usually do a lot of running and
jumping. At the party you need to walk
carefully and only sit on the furniture.
No jumping.)
4.
Rationales. ( If you start jumping on furniture and
running around we will probably not get invited to a party at Aunt Janelle’s
again, because she will be afraid that something will get broken. We will also need to leave early if you run
and jump in her house, because mom will not be able to have a good time at the
party, because she will be worried about what you are doing.)
5.
Demonstration. ( This is the best way to play with friends
at the party. Show now.)
6.
Youth practice
(3 times). ( Let’s practice. First I will be you and you get to be Aunt
Janelle. You invite me in and I will behave appropriately. Practice. Now you be you and I will be Aunt
Janelle. I will invite you in and you
behave appropriately. Practice. Now let’s practice sitting calmly on the
couch. You be you and I will be your
cousin Parker. )
7.
Practice
feedback. (You did great at practicing
your polite behavior! You Walked calmly
and sat on the couch like a lady and you even knew to talk in a quieter voice
and I didn’t even have to remind you.)
8.
Positive
consequence. (Because you did such a
great job practicing, I know that you will not need to stay right by me at the
party. I can trust you to walk around
with your cousins, because I know you know how to behave.)
9.
Cued
practice. (At the party I will come up
to you and ask you what the appropriate behavior is and I need you to be able
to tell me, OK?)
10.
General
Praise. (This was so easy for you! I
knew you were old enough to behave yourself at an adult party. Good Job!)
11. Quality
Components. Eye contact, voice tone,
touch etc.
C.
Corrective teaching: Remember that for every corrective you need
to be doing at least 6-10 effective praise interactions. If you only concentrate on corrective
teaching the youth will become discouraged and stop trying. Focusing on the successes when ever possible
increases the level of motivation. That
in mind also remember to keep your tolerances low. This means that with some children you will
need to look for anything and everything to give them praise about. ( Great job
on remembering to buckle your seat belt!
Etc.)
Steps:
1.
Initial
praise/empathy. ( You did a wonderful
job remembering to make your bed as soon as you got up.)
2.
Specific
description of inappropriate behavior.
(However, just now when I asked you to do your morning chore, you didn’t
look at me and you didn’t say OK, and you didn’t do the task immediately, and
you didn’t check back.)
3.
Consequence. (You have earned 10 minutes in time out for
not following instructions.)
4.
Positive
motivation statement. ( We are going to
talk about following instructions so that you can earn half of those minutes
back. Then you will only have to do 5
minutes instead of 10.)
5.
Specific
description of appropriate skill. ( What
you should have done was looked at the person, had a calm voice and a calm
face, said OK, done the task immediately, and checked back after you were
finished.)
6. Rationales. (If you do this you will get your chore done
much faster, because we will not need to take all of this time to talk about
it.)
7. Acknowledgment.
(Tell me why following instructions is important.)
8. Demonstration. (Let’s practice. You give me an instruction and I will show
you the correct behavior.
9. You
Practice ( 2-3 times). ( Now I am going
to give you some instructions to follow so that you can practice. For your first practice, I need you to tell
me the steps to following instructions. Practice. For your second practice, I need you to try
to rub your tummy and pat your head. Practice. Now can you please straighten the pillows on
the couch. Practice.)
10. Practice
Feedback talk during practices. ( You didn’t forget one step! You looked at the person, kept a calm voice
and a calm face, said OK, did the tasks immediately, and checked back every
time. WOW!)
11. Positive
consequence. (Because you were so
terrific, you have earned 5 minutes back.
You will only need to sit on time out for 5 minutes now instead of 10. )
12. Cued
Practice. (Some time today I will ask
you to follow another instruction that you are not planning on, so that you
will never forget how to follow instructions.)
13. General
Praise. (You really knew those steps,
Great job.)
14. Quality components. (Eye contact, calm voice, touch, etc.)
D. Intensive
teaching: This style is used when the youth is “Out of
Instructional Control.” This means that
no instructions are being followed.
(Depressed and won’t talk, yells and throws things, bad language, scowls
or cries etc.) The goal is to get the
youth calm and in control of her behaviors.
If even a small instruction will be followed, try to build on that by
praise to increase motivation. A
family economy must be set up prior to these interactions. The parents set them up and then present them
to the family in family meeting. A
separate teaching time is recommended also to help the youth understand exactly
how it works.
Steps :
1.
Quality
components. Use good eye contact, calm
pleasant voice (not happy), Use logic. It is the Adults responsibility to be
logical not the youths.
2.
Empathy/
praise. ( I can see that you are upset
and want to talk to me.)
3.
Specific
description of the youths current behavior. ( You are clenching your teeth, and
your fists, you aren’t keeping eye contact with me and you aren’t following
instructions.)
4.
Consequence
. (Because you are not able to follow
instructions right now you have earned 20 minutes in time out.)
5.
Pre-teach
. ( I am going to give you 1 minute to
get ready to follow instructions, and then I will ask you to follow an
instruction. If you don’t follow the
instruction, then you will earn 20 minutes in time out and an extra chore. Then I will ask you to follow another
instruction. If you choose not to follow
the third instruction, then you will earn 20 minutes in time out, an extra
chore, and you will loose all of your privileges for 24 hours.)
6. Second
Instruction. ( Quin, I need you to open your fists.)
**
If this goes well, then build on it.
Give specific praise and give other instructions until the youth is
completely in control. Then corrective
teach the AOut of control” behavior. Then corrective teach the initial
problem. Then follow through with what
has been earned.
6.
Description.. (You did not look at me you did not have a
calm voice and face, you did not say OK, and you didn’t check back.
7.
Consequence. (Because you are not choosing to follow
instructions yet, you have earned 20 minutes in time out and an extra chore.)
8.
Pre-teach and
empathy. ( I know that you want the
explain how you feel to me, but I can’t talk to you until you can follow
instructions. I am going to give you a
minute to get ready to follow instructions, then if you choose not to you will
earn 20 minutes time out, an extra chore and loose you privileges for 24
hours. This means that you will not be
able to attend your friend’s birthday party tomorrow. )
10. Third
Instruction. (Quin, I need you to open
your fists.)
** If this goes well, see above **
11.
Description. ( You didn’t look at
me, you didn’t have a calm voice and face, you didn’t say OK, and you didn’t check
back.)
12.
Consequence. ( Because you didn’t
follow the instruction, you have earned 20 minutes, time out, an extra chore
and have lost all your privileges for 24 hours.)
After If the youth goes all the way to losing
all of her privs, then she could stay “Out of instructional control” for some
time. Try your very best to not let the
youth monopolize your time. That is
usually what kind of control they are seeking with this kind of behavior. Keep the youth in sight. If the youth is not dangerous then do other
fun things with your other kids to reward them for their good behavior. i.e. play games, eat snacks, read a story
etc. Continue to give following instruction prompts every 10- 20 minutes.
***If
the youth attempts to hurt himself, others, or property in your home it might
be necessary to do a soft restraint. Get
them to their knees and hug firmly around their arms to control them . Tell them that you will let go when they can
follow a simple instruction. I hate
doing this! It is always the last
resort. Hopefully your child’s behavior
is not aggressive enough to have to practice this. Don’t ever give in to these behaviors, or
the length of them will increase not decrease.
If the teaching is consistent the youth will learn the system
quickly. My children rarely go beyond
the first instruction any more.
5 second rule: To keep other children away from the situation we use the “5 second
rule”. This gets rid of an audience and
keeps other children from learning bad behaviors. I call out “5 second rule,” and all the other
youth in the home go to their rooms and shut the doors until I come to get
them. They will do it, because when I
come to get them I give much praise and usually give some sort of a
reward. (Ice cream etc.) Just using this rule can stop out of control
behavior sometimes. The youth soon
realizes, that when he is bad, everyone else gets rewarded.
F.
Counseling: This is different than the
other styles of teaching, because there aren’t really exact steps to reference
to. Counseling is necessary when dealing
with a large issue for the first time.
(Dating, peer problems, school problems, drugs, etc.) Find a special time to talk one on one before
attempting to counsel. Over the dinner
table is not a good time unless you are alone.
It can be as easy as “Do you want
to come out on the porch and have a popsicle with me?”
1.
Teacher’s
responsibilities: For the most part the teacher should strike up conversation
and then be a listening ear for a while.
Try to sort out the issue using pros and cons. Then give gentle advice. Maybe tell about your youth. Together make a plan and appropriate
consequences. Don’t judge the youth for
her opinions. You will not be able to
make a plan if the youth gets angry.
Show many Quality components and speak with empathy and concern.
2. Counseling can also be effective if an issue
hasn’t come up for a long time or right after the steps for Intensive teaching
have been completed if necessary.
The skills of Preaching in a homeschooling context (But great for everyone!)
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