Modeling Most and Least Desirable Behaviors

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This video of Christie's fourth-grade class shows the process of taking the two-dimensional I-chart for Read to Self and making it three-dimensional. When using The 10 Steps to Teaching and Learning Independence, you may wonder if Steps 4 and 5 (modeling the most-desireable behaviors, then modeling the least-desireable behaviors followed by modeling the most-desireable behaviors) are critical, especially with older students. We have found that omitting these two steps can be detrimental to the successful level of independence desired.

Students were quick to notice the incorrect model was staying in one spot and was quiet, however, he was not reading. This became a wonderful opportunity to discuss how important all the expectations are if we are to truly become better readers. 

When choosing the person to model the incorrect/correct behaviors, we choose one of our more at-risk students who we know or suspect may have difficulty eliciting the correct behaviors. By choosing an at-risk student, we can begin the training of their muscle memory. The student can begin to feel the correct behaviors as well as show the class that he/she is able to Read to Self with the correct behaviors, even for a short amount of time.

 

 

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