1 consulting dr. g. roy mayer. 2 four interconnected phases of consultation i. develop an...
TRANSCRIPT
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Consulting
Dr. G. Roy Mayer
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Four Interconnected Phases of ConsultationFour Interconnected Phases of ConsultationI. Develop an Environment
Conducive to Teacher Growth and Change
(Initial Steps Prior to Plan Writing and Ongoing Support Activities)
II. Jointly Develop the Program
(Development of Written Plan in Meeting)
IV. Provide Follow-Up Support
(Maintaining Success)
III. Implement the Program
(Facilitating Initial Implementation Steps After the Plan was Developed)
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Ineffective Style of Interaction
Giving advice
Being an expert
Accentuating the positive
Sharing one’s success
HO-A / page 5-3
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Role Plays
1. Giving Advice – HO-B1
2. Identifying the Problem – HO-B2
3. Being the Expert – HO-B3
4. Accentuating the Positive – HO-B4
5. Sharing Successes – HO-B5
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Phase One:Developing the Appropriate Environment
1. Do develop solutions and strategies together. Don’t offer immediate solutions or assume total responsibility for the solution.
2. Do engage in collaboration with the teacher in understanding the problem. Develop strategies together.
Don’t become an expert by developing a question and answer dialogue, or solving the problem for the teacher.
3. Do let the teachers know that you have heard and respect both their thoughts and feelings about the problem.Don’t take teachers’ mind off their problems by cheering them up. HO-C / page 5-9
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Phase One:Developing the Appropriate Environment
4. Do individualize a strategy with the teacher based on an assessment of the problem.Don’t share your past successes as a way of giving the teacher a suggestion.
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Basic Communication Skills
Paraphrasing
Clarification
Summarizing
Nonverbal
HO-D / page 5-12
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Phase One:Developing the Appropriate Environment
5. Do paraphrase what the consultee has said to convey understanding.Don’t rely on your attention alone to convey understanding.
6. Do restate your confusion and ask for clarification.
Don’t wait, hoping that your confusion will be resolved by itself.
7. Do summarize the main points the consultee has said.
Don’t depend on the consultee to remember what has been said.
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Phase One:Developing the Appropriate Environment
8. Do make frequent use of “I” messages in gathering information.Don’t rely on direct questions or requests to gather information.
9. Do reflect affect statements until the consultee indicates a readiness to pursue content.Don’t move to content areas in the face of affect expressions.
10. Do reflect both affect and content statements.Don’t move to content areas in the face of affect expressions or to affect in the face of content expressions.
11. Do sit near the consultee with a relaxed, open posture.Don’t sit opposite the consultee behind a desk, table, or table with a formal posture.
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Phase One:Developing the Appropriate Environment
12. Do write when you are speaking and say what you are writing.Don’t write when the consultee is talking, and don’t keep your notes to yourself.
13. Do use a team approach to address problem behavior. Don’t expect a teacher to address problem behavior by him-or-her self.
14. Do take a proactive approach and provide service for students at-risk.Don’t wait till the problems occur or escalate to address them.
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Four Interconnected Phases of ConsultationFour Interconnected Phases of ConsultationI. Develop an Environment
Conducive to Teacher Growth and Change
(Initial Steps Prior to Plan Writing and Ongoing Support Activities)
II. Jointly Develop the Program
(Development of Written Plan in Meeting)
IV. Provide Follow-Up Support
(Maintaining Success)
III. Implement the Program
(Facilitating Initial Implementation Steps After the Plan was Developed)
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Phase Two:Program Development
15. Do use language that communicates.
Don’t use technical language (HO-H)
16. Do provide work relief.
Don’t add a considerable amount of work to a teacher’s load.
Activity: Think-pair-share
1. Divide into dyads in your AB groups.
2. Discuss ways to accomplish #16
17. Do suggest a strategy that is not initially too different from what teacher is doing or has done.
Don’t suggest a strategy that is considerably different from what the teacher is doing or has done.
HO-C / page 5-11
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Phase Two:Program Development
18. Do give priority to strategies that build on skills the teacher already possesses.
Don’t encourage strategies that require the teacher to learn
many new skills.
19. Do determine the payoff for both the current ineffective strategy and the proposed new strategy for the consultee. Realize the effort needed to implement the new program and rally the environment to provide compensating support. Don’t request that the consultee implement a new program without providing compensating support.
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Phase Two:Program Development
20. In other words, Do tailor the program to the environment and teacher’s skills.
Don’t assume the teacher can initially implement the best program for the student. (Storytelling)
21. Do be sure the teacher starts with some degree of responsibility.
Don’t assume total responsibility for implementing the program.
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Four Interconnected Phases of ConsultationFour Interconnected Phases of ConsultationI. Develop an Environment
Conducive to Teacher Growth and Change
(Initial Steps Prior to Plan Writing and Ongoing Support Activities)
II. Jointly Develop the Program
(Development of Written Plan in Meeting)
IV. Provide Follow-Up Support
(Maintaining Success)
III. Implement the Program
(Facilitating Initial Implementation Steps After the Plan was Developed)
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Phase Three:Implementing the Program
21. Do be present on the day the strategy is initiated to assist the teacher.
Don’t wait for the teacher to implement the strategy without you.
22. Do provide cueing, reminders, and modeling to facilitate strategy implementation.
Don’t rely on verbal reminders to insure strategy implementation.
Activity: Think-pair-share
1. Divide into dyads in your AB groups.
2. Discuss ways to accomplish #16
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24.
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Phase Three:Implementing the Program
23. Do prompt just enough to bring about the response..
Don’t overuse prompts.
24. Do be available to help resolve problems that may develop.
Don’t wait for the teacher to adjust to the problems.
25. Do give immediate and frequent feedback.(Student progress alone in usually NOT sufficiently reinforcing for
teachers or aides to maintain program implementation.)
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Phase Three:Implementing the Program
26. Do use of variety of ways to provide reinforcing feedback.
Don’t rely on your verbal support to met the teacher’s need for reinforcement..
Activity: Think-pair-share
1. Divide into dyads in your AB groups.
2. Discuss ways to accomplish #26
27. Do use on-going data combined with social praise to provide feedback on successful student and teacher change.
Don’t use data only for providing feedback and monitoring change.
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Four Interconnected Phases of ConsultationFour Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher Growth and
Change
(Initial Steps Prior to Plan Writing and Ongoing Support Activities)
II. Jointly Develop the Program
(Development of Written Plan in Meeting)
IV. Provide Follow-Up Support
(Maintaining Success)
III. Implement the Program
(Facilitating Initial Implementation Steps After the Plan was Developed)
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Phase Four:Providing Follow-up Support
28. Do identify and use a variety of reinforcing sources to support and maintain desired teacher behavior.
Don’t continue to be the teacher’s only source of reinforcement or support for the programs’ maintenance and success. (Use parents, students, teachers, administrators, classroom visitors)
29. Do encourage and support teacher statements of pride and competence.
Don’t leave such outcomes to develop themselves.
30. Do use prompts, directions, cues, and modeling to facilitate the occurrence of the next step in shaping the new behavior. Don’t wait for the teacher to assume more responsibility on his/her own..
31.
32.
Activity: Think-pair-share
1. Divide into new dyads in your AB groups.
2. Discuss ways to accomplish #16
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Phase Four:Providing Follow-up Support
31. Do gradually reduce prompts and reinforcers.
Don’t abruptly reduce them.
32. Do point out similarities between situations and communicate an expectation of generalization.
Don’t leave to chance the generalization of newly acquired strategies by the teacher.
Activity: Think-pair-share
1. Divide into dyads in your AB groups.
2. Discuss ways to accomplish #32
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Potential Reinforcers for Staff
Verbal Praise
Written Praise
Tangible Rewards
Miscellaneous
Handout I – #5-17
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Handbook Resource Pages
Do’s and Don’ts of Teaching - HO J, page 5-18
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Consultation Points
Major Consultation Points: Mayer - page 5-37
Top Ten Behavioral Consulting Tips: Browning-Wright - page 5-38