Create 2 sample CIM dialogues/scripts for each of the following subjects (6 total). Read the CIM Overview and the CIM examples for each subject before writing your scripts!

TIPS AND REMINDERS FOR TUTORING

 

Think about the Function:

Is the task too difficult? ( avoidance)

Task too easy/ bored? ( avoidance)

· If the function is to avoid the activity then a time out or sending them away would actually be a reward.

· If activity is too difficult then break down into smaller easier steps or adjust the demand on the student (ex. Read out loud with the group or with tutor instead of alone, read every other time, write out the beginning step of a math problem and they fill in some of other steps, etc…)

Distracting others? ( attention)

· Calling on them by name, reprimanding, giving a lecture on why their behavior is distracting, etc… gives attention to the student and reinforces their behavior

· Ignore and praise others around for showing desired behavior

 

Always use Positive Behavior Strategies:

Motivators, positive reinforcement, praise, keep students engaged

 

Avoid Punishment Based Strategies and Common Mistakes:

Think about your body positioning and seating:

First thing when you go in a classroom is thinking about where you are sitting. Make sure you are facing everybody with open body language, so your back is never turned to a child when you are talking to another one. A child that sits directly beside you can sometimes fade into the background and it’s easy to unintentionally pay more attention to the students directly in your eyesight.

 

Establish talking rules at beginning:

“When my hand is up that means its my turn to talk, When I say your name its your turn to talk, when I say everybody answer then everybody answers the question at the same time”.

Then go over what you just said:

Tutor: “What my hand is up what does it mean? Everybody answer”

Students: “It’s the teacher’s turn to talk”

Tutor: “If I say “Sarah” whose turn is it to talk? Everybody answer.”

Students: “Sarah.”

Remind them to remember it for next time: “I’m going to ask you the three talking rules next time I come, I bet you will all remember!”

 

Be Preventative:

Give students a warning before transitioning to another activity. Notice who looks bored/ not paying attention and give them a spontaneous question. Switch up the order of selection and keep them guessing.

 

Be specific with your praise:

“I love how you all remembered the three talking rules!”

“Sally and David are doing a fantastic job following along in the book with their finger/ I love how Daniel is sitting up and paying attention/ Thank you Maggie for raising your hand instead of calling out/ This group is doing a wonderful job working quietly!”)

*Give high fives or have students make up fun handshake

 

Keep students engaged

· Use choral (all answer together) and individual responding

· Surprise selection (make it a surprise who is being called on next)

· Affect (use excited voice, be animated, make learning fun)

 

Find the student’s motivation:

If they are trying to distract you with something, how can you use that distraction as motivation? For example if they are trying to get attention, give them lots of positive attention for being on task. If they are asking you questions about yourself, say you will answer the question after the task at hand.

 

Make your time there valuable and keep open communication with the teacher:

If you have a teacher that seems to not have tasks ready for you or has you just walk around the room helping children a majority of time, offer your help to help prime a student (or 2-3 students) for an upcoming activity. This means introducing a student to an activity before the rest of the class so that they are better prepare for the assignment or the skills involved in the assignment. If you find that an assignment is too difficult for the students, ask the teacher if you can break down the skills for the assignment and really teach the core skills and knowledge the students need for that particular task.

How to Use CIM During:

 

Computer lab: quiz them on what they are working on, look around for anyone who needs help, notice if they are using spell check and quiz them on how to spell the word not looking at their screen, let the students know ahead of time you will be try to spend a few minutes with each one of them going over what they are working on and checking their understanding of the assignment.

 

Reading out loud: check for comprehension and pronunciation when reading paragraphs out loud, switch up the order of reading to keep them guessing. Let them know at the beginning you will be spontaneously interrupting them to ask them comprehension questions (what does a word mean, what is the paragraph/ page about, etc..) or you might stop someone mid paragraph and ask someone else to read the next sentence so they always have to be following along. Pre-teach the meaning of words you anticipate the students will have difficulty with, before they read the passage.

 

Spelling: Make sure they are able to correctly write down the word and spell it out loud. Ask one student to start the first letter and then call on others to give you the subsequent letters so it’s a team effort to spell the word. Make sure everyone gets a chance to spell the word out loud so nobody gets let behind. Remember, knowing how to correctly spell a few words is better than only partially knowing how to spell a lot of words.

 

Math: Don’t just correct their answers, make sure they know how to set up the problem and then have them show you step by step how to do the procedure. If they make a mistake at one step, use the CIM to correct that individual step before they move on. Don’t be afraid to practice that step with several different problems so you can ensure they are confident in the procedure.

 

Writing: Check for neatness, conciseness, accuracy, and spelling.

 

*Tasks that are too challenging are like an invitation for children to act out or not pay attention. You need to amplify your praise and make sure you are going at a rapid pace with the CIM. A quick pace and a correction model that allows the students to always reach the correct answer (CIM) helps to combat these challenging tasks and impulses to get off task.

 

Using Reinforcers

 

1. Establish a child selected reinforcer

2. Establish and define the rules to earn the reinforcer

· Select behaviors that are measurable and observable (not “being good” or

· “following directions”)

· Start with small number of behaviors that are easy for the student to accomplish

· (make sure the student is capable of these behaviors

3. Keep the “contract” in sight (remind the student what they are earning)

4. Make sure you spread out the tokens or points for the entire session

· You can praise them with out giving a token.

5. Use Descriptive praise when reinforcing

6. Give student reinforcer immediately upon receiving all tokens!

· Limit time of reinforder.

 

 

Pretend group competition idea: Tell the group of students you are tutoring that you also work with another group at a different school and they want to have a competition with them. The winner gets bragging rights (and if you work with the same group of students all quarter they can also earn playing games for the last 15 minutes of the last tutoring session). Have with you everyday a sheet that has the fictional group’s team name and assign them a certain amount of points before getting to your tutoring session (make sure you have a reasonable amount of points to make it easy for them to compete). Then have your actual group come up with their own team name. Tell your group that they earn points when you “catch them being good.” Explain that this can be anything from raising their hand to ask a question, paying attention, following along, working quickly and quietly, or showing great effort. Then make sure you actually are giving them points for these good behaviors and make a point to say it out loud. For example you could say, “Thank you Suzie for raising your hand, you earned a point for your whole team!” To include the group you could say, “I love how all of you are participating and showing great effort today, you all earned another point for your team.” If they are struggling in their “good behavior” remind them about the competition; “Are you going to let team Kellogg beat you today or am I going to tell them that you guys are the champions?!” Make sure you act excited about the points and competition or else the students won’t be!

 

Other group motivation idea: Same as above, except one team is the students and the other team is you (tutor). When you “catch” them being good/ following rules/ motivated/ etc… they get a point. When you notice someone not doing what they are supposed to you give yourself a point (without saying directly who the student not on task is). Make it obvious you are giving yourself a point and then praise another student who is setting a good example of the desired behavior.

 

 

 

 

 

 

 

 

 

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Instructions for Homework 1

 

1. Create 2 sample CIM dialogues/scripts for each of the following subjects (6 total). Read the CIM Overview and the CIM examples for each subject before writing your scripts!

1. Math:

i. 1 Arithmetic example (+/-/x/÷)

ii. 1 Procedure example (how to set a problem up)

2. Reading:

i. 1 Pronunciation example (how to say the word)

ii. 1 Comprehension example (what the word means)

3. Spelling:

i. 2 Spelling script examples

 

2. Come up with your own solution (approximately 2-4 sentences) to the following behavior problems: feel free to offer more than one solution. Read HW 1 – Helpful Tips for Tutoring before answering these questions!

 

1. When you’re speaking to one student, some of the others are not paying attention.

2. One of the students refuses to do their work.

3. Some of the students keep interrupting and talking over you (or one another).

4. When one student is reading, others aren’t following along and lose their place when they’re called on.

5. Students finish their worksheets and become bored and restless waiting for others.

 

 

Grading Rubric:

 

CIM Scripts: 1 point each.

Make sure each script:

a) has written labels for each step (i.e. supply question, binary choice, etc.), and

b) contains 7 steps, going all the way down and up the staircase.

 

Behavioral Solutions: 1 point total.

Make sure each solution uses ONLY positive behavioral techniques (no reprimands, time outs, or punishments). See HW 1- Helpful Tips for Tutoring for more ideas.

 

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CIM Example: Spelling

 

 

EXAMPLE: Teaching how to spell apple

Supply question: How do you spell apple?

Binary Choice: Do you spell apple a-p-l-e or a-p-p-l-e?

Model Lead: Apple is spelled a-p-p-l-e. How do you spell apple?

Simple Imitation: Say the letters with me: a-p-p-l-e.

Model Lead: Apple is spelled a-p-p-l-e. How do you spell apple?

Binary Choice: Do you spell apple a-p-l-e or a-p-p-l-e?

Generate/Supply question: How do you spell apple?

 

 

 

 

 

 

 

 

 

 

 

 

CIM Examples: Math

 

Math [an arithmetic example (+/-/x/÷) & a procedure example (how to set a problem up)]

Jenny went trick or treating and got 2 candies at every house. If she went to 12 houses, how much candy did she get? How would you set up this problem? So your desired answer would be 2×12 (not the answer: 24)

 

 

If you don’t have an example problem, come up with your own. When teaching procedures you must first have them show you step by step how they would solve the problem. The first step is almost always reading the problem. For example if you were teaching how to add double- digit numbers you would create an example and say, “show me how you would solve the problem 36 + 54.” Have a sheet next to you in which you check off each step they are able to successfully complete with ease. For this problem your checklist should say 1. Read problem 2. Explain what problem is asking 3.Correctly write out problem (this can be broken down into smaller steps such as line numbers up correctly, correct arithmetic sign, numbers written correctly) 4. Begin at the right side of the problem 5. Adds 6+4 correctly to get 10 6. Writes 0 in the correct place 7. Carries the 1 over 8. Adds 3+5+1 correctly 9. Writes answer in correct place 10. Can verbally answer what 36 +54 equals. When you reach a step they are struggling with, you use this step to generate your supply question for CIM.

	54
+	36

 

 

EXAMPLE (STAIRCASE METHOD):

Teaching step # 7 (Carrying the 1) when they don’t get the correct answer until simple imitation

Generate/ Supply question: Where do you write the 1?

Binary Choice: Do you write the 1 over the 5 or the 4?

Model Lead: You write the 1 over the 5

Simple Imitation: Say over the 5

Model Lead: You write the 1 over the 5

Binary Choice: Do you write the 1 over the 4 or the 5?

Supply Question: Where do you write the 1?

 

 

EXAMPLE WHERE YOU GO BACK THROUGH THE STEPS (STAIRCASE METHOD)

 

EXAMPLE: Testing the answer to 250 divided by 5 (when they get the correct answer at Model Lead).

Generate/ Supply question: What is 250 divided by 5?

Binary Choice: Is the answer 50 or 100?

Model Lead: The answer is 50.

Binary Choice: Is the answer 50 or 100?

Supply Question: What is 250 divided by 5?

 

Ch. 6 Concepts for CIM

 

State objective in kid-friendly words: “Today we’re going to be learning how to put sounds together to create words”

 

Modeling: telling/showing kids what they are supposed to do. (e.g. let’s think of another word that starts with the same sound as man [picture for support] hmm.. mouse, mmmouse, [write both on board] yes those both start with “m”.

 

Guided practice: opportunities to go through with teacher with assistance

Use explicit praise: “very good Yvonne! Cat is spelled c-a-t”

 

Correction staircase:

1. Provide a question or task relating to the objective (supply).

2. Binary choice: yes/no or forced choice

3. Imitation/modeling. Provide a model for the correct response and then immediately repeat the original prompt (model-lead)

4. Simple imitation: “say ____”

 

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