1. Explain to the class that they are going to start a new program.
o Teacher says:
We’re going to be starting a new program. The program is called On-Task in a Box, and it will help the whole class learn to stay on-task. Staying on-task and working hard will help you get good grades.
2. Tell students what rewards they could earn.
o Teacher tells students which rewards they can earn. Teacher says:
You will receive one of these rewards for paying attention to the videos show and participating in the activity. We’re going to watch some short videos today. First, you’ll watch a cartoonist doing some really fast drawing. It’s a fun way to learn about on-task behavior. When it’s done, I’ll ask the question: “What is on-task behavior?” Listen and watch the video.
3. Play Fast-hands video for defining on-task and off-task behaviors.
o Stop video when the definitions are completely described. Teacher says:
There are two things that show you are on-task. What are they?
o Call on a student. If they answer correctly praise them for the right answer. If they are not correct, call on another student to help out. Correct answer: Looking at the teacher and doing your work.
We’re going to watch another fast-hands video. This time you’ll watch the artist draw how to use the MotivAider. You’ll also learn how and when to record whether you are on-task or not.
4. Play Fast-hands video for teaching how to self-record on-task and off-task behaviors.
o Stop the video when the explanation of self-recording is completed. Teacher says:
Raise you hand if you know when to put an X in the box on the self-recording form.
o Call on a student. If they answer correctly praise them for the right answer. If they are not correct, call on another student to help out. Correct answer: When I am looking at the teacher or my work and doing what my teacher wants. Teacher says:
Raise your hand if you know when to put a – in the box on the self-recording form.
o Call on a student. If they answer correctly praise them for the right answer. If they are not correct, call on another student to help out. Correct answer: When I am not looking at the teacher or my work and not doing what the teacher wants. Also
remind them that off-task includes being out of their seat, playing with things that are not relevant to the materials, and talking without permission.
5. Have students watch a peer video and practice using the MotivAider and Self- Recording Form.
You are doing great. Now you get to practice using the Self-Recording Form and the MotivAider. We’re going to watch a student on a video. Watch the student in the middle. I’ve got the MotivAider set. I’ll say, “Please record” when the MotivAider goes off, and you get to decide if the student is on or off-task. If the student is on-task, what will you write? (an
X) If the student is off-task, what will you write? (a minus)
o Play the peer video and start the MotivAider. Say “Please record” when it vibrates.
6. Play Fasthands video for teaching how to use the self-plotting graph.
o Stop the video when the explanation of self-graphing is complete. Teacher says:
If our class line is flat, what does that mean? Correct answer: We are staying the same.
We aren’t getting any better. We aren’t getting any worse.
If the line is going down, what would that mean? Correct answer: We are having a hard
time. We need to try harder.
If the line on the graph is going up, what does that mean? Correct answer: Our on-task
time if getting better.
7. Debrief the class and prepare them for self-monitoring session.
o Praise the students for their appropriate behavior during the session. o Tell students they will be recording their own on-task behavior next time. 8. Reward students for their participation.
o Have a student spin the reward spinner and give students the reward that corresponds to the number spun.
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