Sample Email Feedback
The email is based on a 5-5-3 model:
5 reinforcements, 5 refinements, 3 homework tasks
Sample Email Introduction:
Good afternoon, Bonnie!
Thank you so much for allowing me to visit your classroom, and here are my notes from today's visit!
Samples of Reinforcements
- There are times you intentionally lower your voice, and that is your appropriate “instruction” voice. We need this more often!
- “Thank you for raising your hand” praising students for desired behavior is always a good thing, follow up with a ticket or some other kind of reward/incentive. Create a process in your head, something like.. on every 3rd praise, I’m going to give out a ticket. That way you’re not doing it every time, but you are being consistent with it.
- Making a S go back to her desk and raise her hand for help; holding Ss accountable to the procedure, always a good thing!
- Excellent job on the whole class reset, coming back to the rug, and relining up to go to recess
- Reinforcing positive behavior and giving out a ticket
- Good activity: voluntary=Ss sit down, involuntary=Ss stand up; this was a great kinesthetic way to learn, provides the movement they need and a great way for you to see if they understand the content or not. 4 corners is another activity like this.
- Praising students for doing better after “Today is gonna be a good day” song; using this song as a “brain break” is very smart.
- Allowing students to stand and work
Samples of Refinements
- “Ok, I’m going to start with or without you.” Let’s use the attention getter or use a whole class reset instead of saying this. Starting a task “without you” won’t work for students, and at some point they will call your bluff. You will need to get more comfortable using your attention getter or a whole class reset more often.
- Be mindful of your voice level. You are having to be loud because of the Ss noise level. As Ss get quieter, you can get quieter. Otherwise, you will expend more energy than you should each day for instruction.
- “Carpet ready” seems to be a procedure to return to the carpet. Once the timer goes off from a brain break, have them come back to the carpet “carpet ready” in 10 seconds or less. Practice this procedure until mastery at 100% Perfection/Participation.
- Be more consistent with warnings and color changes, how do you track warnings and off-task behavior? How many warnings do Ss get each day? How do we create a consistent way to give warnings and then clip changes without it seeming like there are more clip changes as your frustration level goes up?
- “Stand up behind your desk” but I see a lot of kids moving around, very few Ss are behind their desks. Just be mindful of what you say and what you expect and have those match up.
- Have a student w/ ADHD collect papers for you. This gets the student moving, helps you complete a task, and keeps your focus on teaching and learning and you can go on to the next task quicker.
Samples of Homework (no more than 3 items per week)
- What is your procedure to ask Ss questions? I know you call on students at random and will sometimes call on students with hands raised. Do you use popsicle sticks, lucky ducks, or some other method to call on Ss to ensure that every child is asked a question at least once per day? Create a procedure so that every student, every day has an opportunity to answer a question.
- Be mindful of your “teacher voice” because it is louder than it should be. Strong voice is more about presence than volume, so turn the volume knob down about 3 levels. This will take practice and some time to master, but awareness is always the first step and you readily admitted you’ve been told this before.
- When using those small marker boards, what are students to use to erase? It looked like most were just using their hands/fingers. Also, create a procedure where the marker boards are given to one student at each table group, and then that one student places those boards where they go. This keeps you out of the procedure entirely, keeping your focus on teaching and learning.
- Let’s really zoom in on the attention getter and whole class reset, getting a feel for when to use one vs the other, using them frequently, as much as necessary for the next week or two.
- Think about your lesson planning and how we can create lesson structure where we get more stops/starts in 6-7 minute intervals. Not everything has to be 6-7 minutes long, but start thinking with that mindset. This will come easier over time.
- Incorporate being “carpet ready” into the desk to rug procedure instead of treating that as a separate thing.
- Limit your “rug time.” Have assignments, tasks, activities, at their desks, standing up, etc. Keep them moving, changing the location of tasks, don’t let them get to comfy in one spot.
- Use Ss that have ADHD tendencies to perform tasks such as the door monitor, pass out papers, etc. It gives them a chance to get up and move, but serves a purpose to help you.
Sample Email Closure:
Let me know if you have any questions or concerns with any of this information in this email; I’m happy to help clarify anything. Have a great rest of your week!