TAGteach in the Classroom


TAGteach classroom

By Luca Canever, TAGteach Faculty

Managing the reinforcement for a group of people is one of the major difficulties that we may encounter. Especially if the people in question are 20 kids, 11 years old, with interests and personalities different from each other.

For the last two months I’ve been working in a school as a teacher. For the first time, I have the chance to use the marker with a large group — a group with no particular desire to be at school! How can we reinforce them? Some of the kids enjoy candies, some others like beads or extra time for recess. There are (they exist!) students who find study itself reinforcing, but, they are very, very, very rare.

What I have decided to do is to take a continuous rotation between different schedules of reinforcement: today we work for extra time for recess; tomorrow we will earn beads and bracelets; after that we will earn points for watching a movie, or to enjoy some favorite activity. It may seem an insurmountable obstacle and demoralizing at a first glance to find reinforcers suitable for a group of people. I think it could be done with a little imagination and desire to come up with new strategies. The more we become able to grasp behaviors to reinforce the easier it will be to reinforce these behaviors.

I used TAGteach in different situations; and even if I’m not using the marker, the principles of the methodology are always present (or at least I hope so…).

TAGteach for Writing Skills

PEN HOLDING: Many students have an incorrect pen holding habit. This can cause problems with the joints of the wrist, and difficulty in writing that could translate into, “I do not like to write,” or “I cannot write.” So if we want to educate future Shakespeares properly, holding the pen properly is the first step.

 


In this case I used two tag points:

  1. Squeeze your thumb and forefinger
  2. Push with the middle finger

The pen must be taken between thumb and forefinger and then it should rest on the middle finger. I found two good targets for these behaviors on YouTube.

First: put the pen on the table with the tip facing you.

Second: use the index and middle fingers of the left hand to position thumb and index of the writing hand to the correct height on the pen: exactly on the edge indicated by the index finger. The two photos show the two targets.

TAGteach for cursive writing and improving cognition

DYSGRAPHIA: One of my boys has some (fortunately light) cognitive problems. He writes in a disorderly manner and has few skills in the area of working memory. Instead of using some fallback strategies such as writing in capital letters or writing with the computer, I decided (respecting the personality and the expertise of the student), to have him write in cursive. I started with a tag point “Letters on Line,” to improve correct writing.The picture shows the first session we had. The red line shows his “standard” writing. Notice all those ups and downs? The blue line shows where I started marking (tagging “Letters on Line). The tagging session lasted throughout the green line. Then he continued on his own.

 

The difference is immediately obvious. 15 days after this intervention, the writing is still stable on the line, without me having to do other sessions. Not only that. I noticed that the way the boy is able to organize his thoughts for writing is becoming more streamlined and flowing — as if being able to write in order helps him think in order.

TAGteach for reading

READING SKILLS: Punctuation is not something that my kids are confident with. But reading with expression helps with understanding the text; and the positive experience of reading, according to the motto that I’ve just invented is, “If you can read, then you like to read.” Reading without difficulty means having the skills to study better, faster and more proficiently.
So I started to teach how to respect the pauses of punctuation with peer tagging. In peer tagging, two students work together from the same material. The exercise took place as follows: the first student reads, the second student tags his correct reading of punctuated text. The first tag point is “breathe on commas.” But it could be, at the next level, “Pause on dots,” After five tags the second peer starts reading and is tagged by the next student. That’s if you want the whole class to follow along. If you want to liven it up, just form groups of two or three students, setting shifts for the reader and for the markers with the kids doing the tagging!

About Luca

Luca Canever is luca circlea scientist, teacher and TAGteach Faculty member from Italy. Luca has been with TAGteach since the beginning and has been involved with development, application and training for many years. Luca has used TAGteach in sports, parenting, dog training and classroom teaching. He is dedicated to promotion of positive reinforcement based teaching and training. Visit his website at: http://www.tagteachitalia.com/

 

TAGteach in the Classroom Webinar with Luca

Learn more about how to use TAGteach in the classroom in this 1 hour recorded webinar with Luca. You’ll find out how to improve your learners’ success with reading and writing skills, how to encourage them to help and teach each other, how TAGteach can help with classroom management and safety drills training.

 

Register Now

 

Questions for Luca or Other TAGteachers?

Join our Facebook group: TAGteach Forum and ask Luca and the other TAGteach Faculty and practicing TAGteachers your question or share your successes.

 

 

Should We Pay Kids to Behave and Do Well at School?

kids-happy-at-school

By Karen Pryor (first published in 2010)

Last week TIME magazine ran a cover story about paying kids cash money to get better grades.
The objections to cash ‘rewards’ for schooling have been around for a long time and can lead to tremendous political uproar. There are moral objections—children should do what’s expected of them without reward. There are philosophical, theoretical, religious, and of course financial objections.

Right-click here to download pictures. To help protect your privacy, Outlook prevented automatic download of this picture from the Internet.

Well, this fellow at Harvard, economist Roland Fryer Jr., decided the first thing to do was to find out if paying kids to do better in school actually worked or not. Forget all the existing studies and opinions. Forget those specific schools where reinforcers, large and small, are built into the system. According to TIME, Dr. Fryer “did something education researchers almost never do: he ran a randomized experiment.” (Just think about THAT for a minute. They opine stuff and put it into the schools and they don’t TEST it?)

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Interview with a TAGteacher: TAGteach in an Autism School Setting

ABA session

 

 

 

Have you wondered how to apply TAGteach in a classroom setting? Will it be too noisy for the learner to hear the tags? Will the learner be too distracted by everything else going on the room? Will you need to give too many food reinforcers? Can you use TAGteach to manage aggressive and dangerous behaviors? Is it OK to let the child use the tagger and be the teacher? Listen to this month’s interview with a TAGteacher and watch the accompanying videos to get answers to these and more questions.

This month’s interview is with Anne Wormald. Anne is one of the first TAGteachers and has extensive experience from both ends of the tagger, being the daughter of Joan Orr, one of the TAGteach cofounders. Anne is working on her BCBA and is a Level 2 TAGteacher. She has many years of experience working with special needs kids and at the moment is working in home and school settings with children with autism.

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The TAGteach Approach to Challenging Behavior in the Classroom

Want great beahvior-

By Luca Canever, TAGteach Faculty

At School

A new pupil with ADHD (I’ll call him J.) arrived in my sixth grade class a while ago. As soon as I was able to find the right reinforcement for him, I was also able to strengthen “good” (for the teacher) behaviors, such as sit, write or watch what is written on the blackboard. I was able to tag (make a click sound with tagger) in order to mark (bring to his attention) his “good” behaviors and follow up with a reinforcer (something he liked and wanted to get more of). After the first hour of practice, J. understood the significance of the tag sound and began to exhibit these behaviors more consistently. There is just one problem remaining to be solved, and that is the subject of this article… transitions.

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