Understanding What Your Teacher Means

What Your Teacher Says . . . / What your Teacher Means . . .
Raise your hand before speaking / Raise your hand and wait to be called on to speak.
Finish your work before you go home. / Try to get all your work done before it is time to go home so that you can ask questions if you need to and get help.
Stay in your seat. / Only get up if you need something and have asked to go and get it.
Get to work. Get back on task. / Work actively on your assignment in class without distracting yourself or others.
Work smarter, not harder / Take your time and do it correctly the first time so you don’t have to re-do the work.
Give 100% / Try your best.
Get organized / Clear off items on the top of your desk that you don’t need such as extra papers, pencils, books, etc.
This work should be your own. / Put the information into your own words. Don’t copy from the book, the internet, your classmates, or the board.
Hint, Hint / This information will most likely be on the test or quiz.

Building a Reputation

Your reputation is an important part of school and developing the person you will become later in life.

You build your reputation by creating an understanding of HOW you want other people to perceive you.

Factors that involve building a reputation include:

Who you hang out with, your role models
Activities you participate in, your responsibilities
What you talk about and the “language” you use when talking, showing respect
How you treat other people, trust
Your overall personality, self-esteem

Building a Reputation

Your reputation is an important part of school and developing the person you will become later in life.

You build your reputation by creating an understanding of HOW you want other people to perceive you.

Factors that involve building a reputation include:

Who you hang out with, your role models
Activities you participate in, your responsibilities
What you talk about and the “language” you use when talking, showing respect
How you treat other people, trust
Your overall personality, self-esteem

Positive Behavior vs. Negative Behavior

Positive Behaviors. How often do you show these behaviors in your life?

I respect others personal space
I give compliments
I take responsibility for my “out of place” behavior
I use the proper gestures when greeting new people.
I make polite requests to classmates and teachers.
I make polite requests to adults and parents.
I express “thanks”.
I am good at sports.
I am a team player.
I join groups and interact with my peers.
I apologize to others.

What about Negative Behaviors. How often do I show these in my life?

I tattle or tell on other students.
I argue or fight with other students.
I argue or fight with teacher, adults, or parents.
I make comments that may make others feel sad or angry.
I use a rude tone of voice when addressing others.
I violate others personal space.
I refuse to take responsibility for my actions and blame things on other people.

Positive Behavior vs. Negative Behavior

Positive Behaviors. How often do you show these behaviors in your life?

I respect others personal space
I give compliments
I take responsibility for my “out of place” behavior
I use the proper gestures when greeting new people.
I make polite requests to classmates and teachers.
I make polite requests to adults and parents.
I express “thanks”.
I am good at sports.
I am a team player.
I join groups and interact with my peers.
I apologize to others.

What about Negative Behaviors. How often do I show these in my life?

I tattle or tell on other students.
I argue or fight with other students.
I argue or fight with teacher, adults, or parents.
I make comments that may make others feel sad or angry.
I use a rude tone of voice when addressing others.
I violate others personal space.
I refuse to take responsibility for my actions and blame things on other people.

Executive Function Skills

Every student should have the following skills and be able to apply them in class at all times.

Emotional Control:I recognize my feeling and act on them so that I don’t hurt myself or others with my words or actions.

Take Initiation:I am able to recognize what needs to be done and how to get started.

Response Inhibition:I ignore things in my environment or chose when to respond instead of reacting with emotion.

Planning:I pay attention to sequence or steps I need to take in order to reach my goal.

Organization:I am able to identify and collect all materials needed to complete something, including where to find the needed materials in class.

Working Memory:I use my temporary workspace in my brain to manipulate and process information.

Time Management:I stay aware of how much time it is taking me to work on something so I can finish on time.

Task Initiation:I begin a task or activity and then independently generate ideas, responses and problem solving strategies, asking questions if I need to.