Large-group application

• Mrs. Fulton has several effective strategies that will provide structure and

support for the more impulsive students for learning from mistakes and internalizing

routines and procedures using positive thinking and problem solving

1.GEEK SQUAD BOARD

• She goes the extra mile by providing a bulletin board she calls the GEEK SQUAD BOARD(inspired by the tech support company)

• That is a dedicated space for students to post their imperfect work, accompanied by notes describing how they fixed their own problems.

• This gives kids bragging rights for learning from their mistakes and helps other students see new option when they experience the same type of difficulty.

2.AUTHOR’S CHAIR

Mrs. Fulton teaches her students to use the author’s chair to support and improve work rather than simply judge it.

• Students learn that grades, scores, and statements like “that was good” or ”I didn't like that” do not qualify as helpful.

• This process demonstrates how to give precise feedback on what to keep and what to change to make a piece of writing more interesting to a reader.

3. CLASS MEATINGS

• Mrs. Fulton sees that class meetings focus on solving problems without blaming anyone.

• This positive approach to problem solving is shifting the classroom climate from cliquish to caring and co-operative.

SUMMARY

SUMMARY• How well students learn to self-

monitor and manage their emotions has a lot to do with the emotional tone the teacher sets

SUMMARY• A safe, accepting, and welcoming

classroom environment makes it easier for students to control their behavior

SUMMARY• In classrooms where the teacher believes in

the students, differentiates the work, and sets up consistent supportive routines and procedures, students have a better chance of maturing both emotionally and academically

What works

• Using check-lists, rubrics, and self-questioning to reflect on actions

• Replaying experiences and analyzing

• Listening to students’ versions of events and letting them compare theirs with yours

• Teaching self-talk to help students develop an internal coach

What doesn’t work

• Assigning work that is too difficult or work that is not challenging

• Waiting long to provide corrective feedback• Not providing modeling followed by

opportunities to recover