Enhancing Student Engagement by Virtually Establishing, Teaching, and Reinforcing Desired Behavior

Timothy Knoster, Danielle Empson

• Publisher: Brookes Publishing
• Year: 2022
• Print ISBN:
  9781681256092
• eBook ISBN:
  9781681256146
• Edition: 1
• Topic: Pedagogía
• Subtopic: Gestión comportamental

Enrollment in virtual and blended schools is on the rise—introducing new challenges with student engagement, social–emotional wellness, and behavior management. Help is here with this laminated quick–guide, one of four concise Teacher Survival Guides on Engagement of Students in Virtual Instruction. With tips and strategies from Tim Knoster and Danielle Empson, this guide demystifies one key to success in virtual learning environments: promoting positive behavior. Teachers will learn about the interrelated components of establishing, teaching, and reinforcing desired behavior in an online classroom. They'll also get clear, actionable guidance on delivering explicit instruction and reinforcement to help students meet behavioral expectations in a trauma-informed manner. GET THE COMPLETE SERIES: The four Teacher Survival Guides on Engagement of Students in Virtual Instruction are filled with the ready–to–use guidance K–12 teachers need to boost engagement, student wellbeing, and positive behavior in virtual settings. Packed with bite–sized nuggets of insight—including keys to engagement, teaching tips, proven strategies, and FAQs—these laminated, six–panel guides will help any teacher take immediate action to support their students' academic, social–emotional, and behavioral success. Learn more about the other quick-guides in the series: Building Relationships With Students and Caregivers to Enhance Learning Through Virtual Instruction
Engaging Students in Virtual Instruction Through Opportunities to Respond
Addressing Undesired Student Behavior During Virtual Instruction

Achieving a 4:1 Ratio and Differentiating to Meet Student Needs

It is essential for you to acknowledge your students when they demonstrate expected behavior more frequently than you give corrective feedback for undesired behavior. In concept, the 4:1 ratio discussed previously seems pretty straightforward. The challenge, however, becomes navigating what is a reasonable time frame for positively acknowledging four instances of desired behavior. This time frame will likely vary from student to student depending on their current frequency of undesired behavior, or baseline. Achieving the 4:1 ratio is relatively simple with students who typically engage in prosocial behavior with little to no undesired behavior. HERE are a few practical tips for providing sufficiently frequent positive reinforcement for desired behavior with students who appear to be struggling.

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FAQS

Q: Won’t I get pushback from other students who are not being acknowledged as frequently?

A: Generally speaking, no… or at least not significant pushback IF you are achieving the 4:1 ratio with those other students so they do not feel taken for granted.

Q: Will some students require more than a 4:1 ratio?

A: Yes, but the vast majority, if not all, should sufficiently respond to the 4:1 ratio.

Q: I work with a lot of students virtually. How realistic is this?

A: In many ways, this question has less to do with the actual ratio and more to do with the nature of student grouping for virtual instruction. If achievement of the 4:1 ratio seems unrealistic with your students, start by aiming for 3:1 or even 2:1 if necessary, emphasizing preventive approaches (e.g., precorrections). Over time, you will gain momentum.

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Keys to Engagement

STRIVE FOR 4:1

Strive to achieve a 4:1 ratio with each s...

Table of contents

• Cover
• STEP1: Establish Virtual Expectations
• FAQS
• STEP 2: Teach Your Expectations
• STEP 3: Acknowledge Your Students Through Reinforcement
• Achieving a 4:1 Ratio and Differentiating to Meet Student Needs
• Wrap-Up: Virtual Expectations and Reinforcement
• References
• About the Authors
• Copyright