How to Get Going!
In many learning situations, either attending a reader's workshop in class or working on math problems with his favorite teacher, it is expected for students to attend, stay engaged for a pre-set amount of time, and complete some sort of assignments or tasks.
If a learner is intrinsically motivated by what is set up for his learning, that's great.
However, this is not always the case. Many educators are wondering how to motivate the other group of children in everyday learning and get them going!
These are some of the instructional strategies I have been using to support students both in general ed and special education classrooms as an antecedent package.
If a learner is intrinsically motivated by what is set up for his learning, that's great.
However, this is not always the case. Many educators are wondering how to motivate the other group of children in everyday learning and get them going!
These are some of the instructional strategies I have been using to support students both in general ed and special education classrooms as an antecedent package.
1. Schedule
Having a Daily Schedule is critical to structure a student's day and this will provide an idea of what's expected throughout the day. This great visual support will benefit any learners in a school setting with numerous built-in transitions and social demands.
Having a Daily Schedule is critical to structure a student's day and this will provide an idea of what's expected throughout the day. This great visual support will benefit any learners in a school setting with numerous built-in transitions and social demands.
Within each activity, a mini schedule can be created and utilized to structure the time as well. This will be extremely helpful for the student who struggles with planning time and staying regulated for a certain period of time for any reason.
"structuring time" is the key to success for many students.
2. Token Board
Let's look at an individual student's needs. If a student has difficulty attending to task or activity, Token Board is often utilized to get him going in activities.
Talk about "what do you want to do after this task". He may earn certain numbers of tokens to get to his preferred activity or item. Depending upon the situation and student's skill level, the reward system can be individualized.
"structuring time" is the key to success for many students.
Let's look at an individual student's needs. If a student has difficulty attending to task or activity, Token Board is often utilized to get him going in activities.
Talk about "what do you want to do after this task". He may earn certain numbers of tokens to get to his preferred activity or item. Depending upon the situation and student's skill level, the reward system can be individualized.
3. First/Then statement or visuals (Premack Principle)
What about a student who requires more immediate reinforcement and visual reminder? In this case, First/Then is often utilized in the form of 1) verbal statement: "First, let's do this task box, then, you will have a computer time"
and 2) a visual reminder.
What about a student who requires more immediate reinforcement and visual reminder? In this case, First/Then is often utilized in the form of 1) verbal statement: "First, let's do this task box, then, you will have a computer time"
and 2) a visual reminder.
Once you said, the words would go away, and be forgotten- but the physical pictures or icons would stay there as a reminder.
Also, If you have a student who needs a constant assurance of what’s is expected in the activity and what’s coming up in transitions, the First/Then card greatly supports the child!
For the First/Then card, teaching/modeling how to use this card is critical at first. This teaching procedure also is a way to gain instructional control with a particular learner.
1. Start with Preferred to Preferred activity
2. Non-preferred to Preferred activity.
3. Systemically teach Non-preferred to a neutral or non-preferred activity
2. Non-preferred to Preferred activity.
3. Systemically teach Non-preferred to a neutral or non-preferred activity
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