Barometer Behaviors

Here’s how we are proactive and reactive, and how we provide tools of support to ensure the success of every student.

Teacher builds positive relationships with students.
Students are taught social/emotional skill competencies.
Students are taught to be self-aware, and to self-manage.
Teacher explains behavioral expectations; students practice.
(CAFE) Teacher individually confers with student(s) who are showing off-task behavior, identifying and teaching self-management skills (Step 8 of the 10 Steps)

8.2 Tools to advance behavior progress

Engage students in the choice of a good-fit tool. Options include graphs, timers, stopwatch, modeling clay, I-Spy book, alternative seating, fidgets, stress ball, and others.

8.3 Teacher engagement (reactive)

Use of rewards and punishments is replaced with the following:

Loop instruction—Teacher confers with child about behavior goals, allows child to practice independently, and loops back to the child to revisit goals.
Walk-about brain break—Teacher sends student to specified location to deliver or retrieve item and promptly return (for example, to library with book, to office with note). Explain purpose to student.
Extra practice time—Teacher finds a few extra minutes to revisit behaviors with student and allows student to practice outside of class stamina-building time.
Teacher records interactions with student in conferring notebook.
Teacher offers just-right challenges (materials, assignments, and expectations that are a good fit for the student).

How Do Daily 5 and CAFE Work With Special Education Students?

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Our experience has shown they are a great match with all types of general ed students, as well as our special needs students. Here's why.

Raising Accountability for Reading Behavior

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Watch how a calm, respectful, focused conversation like this one can lead to accountability and growth.

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What happens when stamina and motivation wane during the school year? Check out what Rachel Andres does to get kids back on track.

Bumpy Behaviors After a Break

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When we keep expectations high and communicate them clearly, the class soon returns to the happy hum of purposeful work that we know and love.

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Three checklists that might help students focus during Read to Self

Instead of Time Out–Reset

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Here is a positive way to help students get back on track when their behavior gets a little bumpy.

A Strategy to Support Students Who Struggle with Getting Ideas Down

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The sand timer strategy, which has been so successful with our barometer children during Read to Self, has proved to be valuable for a reluctant writer as well.