Fundamental Skills
Active Supervison (Elementary)
Active Supervision (Elementary)
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students.
Active Supervison (Intermediate)
Active Supervision (Secondary)
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students.
Behavior Specific Praise
Behavior Specific Praise (Elementary)
Behavior-specific praise is a positive statement directed toward a student or students describing a desirable behavior in specific, observable, and measurable terms. Use this fundamental skill sheet to learn more about behavior-specific praise, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Behavior Specific Praise Intermediate
Behavior Specific Praise (Intermediate)
Behavior-specific praise is a positive statement directed toward a student or students describing a desirable behavior in specific, observable, and measurable terms. Use this fundamental skill sheet to learn more about behavior-specific praise, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Choice Making (Elementary)
Choice Making- Elementary
Choice making is the process through which a teacher provides a structured choice to a student in order to facilitate compliance with an instructional or behavioral request.
High Probability Requests
High Probability Requests
High Probability Requests are a sequence of requests to which a student is highly likely to respond.
Proximity Control Elementary
Proximity Control
Proximity control is a strategy in which a teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations
Proximity Control Intermediate
Proximity Control
Proximity control is a strategy in which a teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations
Virtual- PreCorrection
Precorrection
Precorrection involves determining when challenging behaviors tend to occur and then making changes to the classroom environment or providing supports for students both to prevent those behaviors from happening and to facilitate appropriate behavior.
Case StudY #1
Ms. Luna is in her second month of teaching first grade. During clean-up after art, students often get loud, wander, or argue over who cleaned up “more.” Materials end up misplaced and Ava consistently refuses to participate, hiding under her table. Ms. Luna wants to shift this pattern without escalating tension.
Challenges:
- Low engagement in routines
- Social comparisons between students
- Avoidance behaviors from one student
- Rising noise and frustration
🛠️ Precorrection: Before art ends, Ms. Luna reminds the class: “When the bell rings, we walk to our bins, use gentle hands, and help our team.” She visually models what “clean-up success” looks like.
- High-Probability Requests: She begins with requests that students reliably complete (“Everyone, touch your nose. Now take one deep breath.”), before requesting clean-up.
- Behavior-Specific Praise: She narrates success aloud: “I notice Eli is matching caps to markers—thank you for taking care of our supplies!” Choicemaking: Ava is quietly offered: “Would you like to clean up paper scraps or sort brushes today?” Active Supervision: Ms. Luna circulates with a clipboard, giving eye contact and gentle prompts, ready to redirect and reinforce on the spot.
CASE STUDY #2
Intermediate Scenario: Off-Task Transitions (6th Grade)
🛠️ Applied Skills:
- Precorrection: Before group time ends, Mr. Rivera says: “In three minutes, we’ll move to solo work. You’ll hear the bell and know to get out your math journals quietly.”
- High-Probability Requests: “Raise your hand if you’re ready to finish your group’s question!” leads into “Now quietly open your journal to page 24.”
- Behavior-Specific Praise: “Shout-out to Michaela for showing transition leadership—math journal open, voice off, ready to go.”
- Choicemaking: He offers students options: “Want to start with the word problem or the number line question?”
- Active Supervision: Mr. Rivera moves through the room strategically during transitions, making proximity corrections, nodding encouragement, and redirecting with confidence and calm.
Context:
Mr. Rivera teaches sixth grade math. After group work, students struggle to transition to independent tasks. A few linger in conversations, some groan audibly, and one student frequently wanders over to another table. Instructional time is lost, and redirection feels reactive.
Challenges:
- Inefficient transitions
- Off-task socializing
- Passive refusal
- Growing frustration on both sides
Fundamental Skills
Maria Berecin-Rascon
Created on July 22, 2025
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Transcript
Fundamental Skills
Active Supervison (Elementary)
Active Supervision (Elementary)
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students.
Active Supervison (Intermediate)
Active Supervision (Secondary)
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students.
Behavior Specific Praise
Behavior Specific Praise (Elementary)
Behavior-specific praise is a positive statement directed toward a student or students describing a desirable behavior in specific, observable, and measurable terms. Use this fundamental skill sheet to learn more about behavior-specific praise, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Behavior Specific Praise Intermediate
Behavior Specific Praise (Intermediate)
Behavior-specific praise is a positive statement directed toward a student or students describing a desirable behavior in specific, observable, and measurable terms. Use this fundamental skill sheet to learn more about behavior-specific praise, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Choice Making (Elementary)
Choice Making- Elementary
Choice making is the process through which a teacher provides a structured choice to a student in order to facilitate compliance with an instructional or behavioral request.
High Probability Requests
High Probability Requests
High Probability Requests are a sequence of requests to which a student is highly likely to respond.
Proximity Control Elementary
Proximity Control
Proximity control is a strategy in which a teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations
Proximity Control Intermediate
Proximity Control
Proximity control is a strategy in which a teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations
Virtual- PreCorrection
Precorrection
Precorrection involves determining when challenging behaviors tend to occur and then making changes to the classroom environment or providing supports for students both to prevent those behaviors from happening and to facilitate appropriate behavior.
Case StudY #1
Ms. Luna is in her second month of teaching first grade. During clean-up after art, students often get loud, wander, or argue over who cleaned up “more.” Materials end up misplaced and Ava consistently refuses to participate, hiding under her table. Ms. Luna wants to shift this pattern without escalating tension. Challenges: - Low engagement in routines - Social comparisons between students - Avoidance behaviors from one student - Rising noise and frustration
🛠️ Precorrection: Before art ends, Ms. Luna reminds the class: “When the bell rings, we walk to our bins, use gentle hands, and help our team.” She visually models what “clean-up success” looks like. - High-Probability Requests: She begins with requests that students reliably complete (“Everyone, touch your nose. Now take one deep breath.”), before requesting clean-up. - Behavior-Specific Praise: She narrates success aloud: “I notice Eli is matching caps to markers—thank you for taking care of our supplies!” Choicemaking: Ava is quietly offered: “Would you like to clean up paper scraps or sort brushes today?” Active Supervision: Ms. Luna circulates with a clipboard, giving eye contact and gentle prompts, ready to redirect and reinforce on the spot.
CASE STUDY #2
Intermediate Scenario: Off-Task Transitions (6th Grade)
🛠️ Applied Skills: - Precorrection: Before group time ends, Mr. Rivera says: “In three minutes, we’ll move to solo work. You’ll hear the bell and know to get out your math journals quietly.” - High-Probability Requests: “Raise your hand if you’re ready to finish your group’s question!” leads into “Now quietly open your journal to page 24.” - Behavior-Specific Praise: “Shout-out to Michaela for showing transition leadership—math journal open, voice off, ready to go.” - Choicemaking: He offers students options: “Want to start with the word problem or the number line question?” - Active Supervision: Mr. Rivera moves through the room strategically during transitions, making proximity corrections, nodding encouragement, and redirecting with confidence and calm.
Context: Mr. Rivera teaches sixth grade math. After group work, students struggle to transition to independent tasks. A few linger in conversations, some groan audibly, and one student frequently wanders over to another table. Instructional time is lost, and redirection feels reactive. Challenges: - Inefficient transitions - Off-task socializing - Passive refusal - Growing frustration on both sides