- Requesting assistance only if assistance is truly required
- Finishing just work at a moderate pace without rushing or using too much effort to perform
Action 5: determine the present phase of learning.
Before teaching an upgraded behavior, we have to figure out where in actuality the replacement behavior fits to the student’s repertoire of abilities. Thinking back again to typical ideas about behavior, students may well not show a proper behavior if he does not discover how, if he is able to in a few surroundings yet not other people, or if he does not have the inspiration. Keep in mind that teaching behavior can be like teaching a scholastic skill. Then he may not know how to do addition, he may need help with certain steps, or he may not want to do the sheet if a student is not working on his addition sheet during math class. With respect to the pupil’s level of skill, the instructor may show addition, offer assistance, or provide an incentive. Think about: Is any section of this behavior currently in his/her repertoire?
Examples in repertoire:
- Can he show section of this ability?
- Can he show this ability with help?
- Can he show this ability elsewhere?
Then think about the stages of learning. Pupils master all abilities, both educational and behavioral, through the stages of learning.
Acquisition includes new abilities, such as for instance a kindergarten pupil being trained for the time that is first raise their hand become asked.