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Cueing refers to clear, positive and effective verbal cues to clarify, maintain, and redirect activity or expectations. Cueing reinforces what you want to see in your classroom by focusing on the positive vs the negative. A cue is often given during a time when students need assistance identifying appropriate social behavior or academic objective. Effective, consistent cueing helps students internalize whatever the desired behaviors or academic outcomes are for each part of your day. Cueing looks and sounds differently at the elementary vs jr high level, but can be equally effective in both settings when done mindfully.
The purposes of cueing are to...
CLARIFY or reinforce teacher expectations that have already been clearly defined.
REMIND students of expectations.
REWARD students for appropriate behavior.
MAINTAIN desired outcomes (behavior/academic).
Examples:
- I can see you or [student name] is ready to begin [task].
- Everyone at table 3 has their math books out. Thank you!
- I appreciate all of you who are working quietly right now.
- Half of the class is already showing me they have been thinking and have a response to share. Please take 30 more seconds if you need more time, and then I need all eyes up front.
- Thank you for being the first to line up quietly.
- Wow, I'm really impressed at the conversation this table is having. They are have a great discussion, allowing each person a chance to speak without interrupting.
- Congratulations, you are all in your spot in 10 seconds. I'm so impressed!
- Great! This entire table remembered to read their work to a partner when they were done. Reading aloud and getting feedback is an important step in the writing process.
Effective cueing is...
IMMEDIATE, INTENTIONAL, AND SPECIFIC.
NOTE: Cueing is not the same complimenting.
Compliment: You are such a responsible student.
Cue: You are so responsible to bring your completed assignment to class.
A compliment is more general. A cue is specific and intentional to reinforce something that you'd like others to replicate.
- Classroom application: How many different cues did you observe? Which cues were behavioral? Which were academic?
A teacher is preparing to introduce base-ten. Before distributing materials for a hands on lesson, the teacher uses an attention prompt and uses cues to reinforce expectations: "I see Brock has his eyes on me. Thank you. Sally, good work having your area cleaned and ready." The teacher then sets expectations for using manipulatives. He says, "During your lesson today, each group will have a bucket of blocks. You will work with your group to create the number that I give you. Blocks need to stay on the table and everyone is working together using a table talk voice. As soon as I give you the number you will have 10 seconds to complete your work and I will give a 5 second countdown. When you have finished arranging the number, stand up, and I will know you are ready to be checked." The teacher puts a number on the board and uses cues to countdown towards finishing. After 5 seconds he starts his countdown with cueing, "5...Group A has already started using their blocks, 4...Group C, great job sharing the work together, 3...Group D, wow! You are really thinking together and have your place values separated already. 2..,Group B you are the first to stand, excellent. 1...times up."
Source: https://issuu.com/renaedeighton/docs/the_big_8_engagement_skills-cueing
Are you interested in your positive to negative ratio? This is something I can easily come in to observe, track for you, and give you instant feedback on. Book me if you want to know exactly how often you highlighting what you want to see vs calling attention to what you don't want to see. I can help you reflect and coach you through small adjustments that have the potential to lead to big changes in your classroom!