Shortcuts 101

The key to maintaining continuity with MYD is to be certain that we all do it the same way.  That, of course, is an unrealistic and unachievable goal.  Even during the training, everyone hears what is being said but many hear it differently.  Through the years, there have many positive contributions made by teachers who have found better methods of implementation.  Some of these methods may have come from the teacher's desire to seek shortcuts because of time constraints and pressure to perform well on standardized testing.  However, in seeking these shortcuts, the critical measure for success is to determine whether the shortcut is philosophically in sync with MYD.

Few teachers have sought to shortcut the implementation of Steps.  Many have found Points to be time-consuming and cumbersome so devise methods that eliminate any "wasted" time or effort.

An example of a shortcut that maintains the integrity of the philosophy was developed by a teacher in Paradise Valley School District, Arizona, with the help of her students.  Their school schedule required them to do points every 40 minutes.  They created a language of acronyms and abbreviations for behaviors.  Some examples were "T" for talking, "O" for out of seat and "SO" for spacing out.  Observers were clueless, but the class knew exactly what was being said.

Some classrooms have eliminated the calling of names for Points until Concerns.  The students have memorized their position on the roster and quickly offer their point values, validating points earned and points not earned without prompting.

Some teachers have used Popsicle sticks with student names on them to identify the students who are expected to validate points earned.  Although, this does not give each student the opportunity to offer validation, all students were expected to give thought to their validation even though only a few were chosen.  All students who do not earn full points are expected to describe what kept them from earning full points.

When teachers in the elementary setting run late for lunch, they have done two sets of Points after lunch instead of compromising the time needed for Points. 

During Concerns, if there are Multiple Concerns, students listen carefully.  If someone in front of them addresses a Concern that is similar to theirs, they are expected to put their hand down.  It is also an effective shortcut if the teacher raises their hand during Multiple Concerns and, ideally, addresses the Concerns on behalf of the students.  Students are expected to put their hands down once their Concern has been addressed.

The most effective shortcut is following the script that is in the training manual.  The biggest reason that Points and Concerns become cumbersome, time-consuming and unproductive is when teachers allow students to argue, ramble or deviate from the expected responses during Points and Concerns.

Shortcuts that are philosophically antithetical and that will ultimately damage the system are 1) asking for general Concerns without identifying students by name, 2) cueing instead of giving students permission to go to Steps, 3) skipping Points and Concerns, 4) directing students to Steps from across the room, 5)  assigning point values to specific behaviors rather than allowing students to determine point values e.g. talking out - 1 pt. Step 2 - 2 points, etc., and 6) only asking students who have not earned full points to state their points.  (Note: for large special area classes this is an allowable exception.)

There are many shortcuts that have been developed through the years that are philosophically in sync with MYD and have enhanced the system.  It would be helpful to us and others if your school would share any shortcuts developed that enhance MYD at your school.  Please email them to us at EarlandCheryl@makeyourdays.com and we can add them to the website.

Next month, Rewards and Awards.