Question Tickets Strategy

I bet most of us in education have encountered a student who fires off a million questions regularly.  How do I do this?  Am I doing it right? How much longer till recess/lunch?  Where do I turn this in? These students always take me back to that great scene in the movie Uncle Buck.

Try the below strategy to decrease the barrage of questions a student may ask, while teaching them to become more judicious in what they choose to ask.  First, let's take a look at the characteristics of the excessive question asker.

This student...

1. asks a lot of questions about every step of a task even if there are written/drawn reminders accessible.  They have to talk to an adult about each step again before they can move forward.
2. asks a lot of questions even though they are bright/capable and (most of the time) understand the concepts without extended explanation.
3. is most likely not disrespectful or disruptive to the class.  They know the procedures and can work effectively within the environment.

select *picture to download

Solution

1. Collect baseline data on how many questions are asked during a subject period.
2. Choose an amount that is just a few less than the average taken for baseline.  This will be the number of tickets you give the student at the beginning of that subject.
3. Explain to the student that they give you one ticket each time they have a question.  When the tickets are gone, let them know you will no longer answer a question from them during that subject period.
4. Let the student graph the number of tickets left each day/subject period. If needed, tie in a reinforcement for either having 1 or more tickets left at the end of the subject, or decreasing the amount used from the day before.  
5. As the student learns to discern which questions are really worth asking, gradually lower the amount of tickets given each time.

This strategy may sound harsh, but it helps force students to use other resources in the room.  Rather than take the easy way out and ask you, you may notice they start using great strategies such as: looking at the board, or at what other students are doing, or even ask a peer. 

*Thanks to The Learning Palette for the downloadable tickets!

Social Skills For Grades 6th-8th

Social skills...everyone needs them, but not everyone has them.  The authors of this site did an amazing job putting together lessons in many social skill areas for students.  I've taken one of their lessons for teaching "staying on task" behavior and placed it below.

Staying On Task

Educational Objective: The student will remain focused on schoolwork for an appropriate amount of time.
Language Arts Standard: Reading and Writing

Materials Needed: The Prop Box with 2 telephones Brainstorm Form (click to download) Appropriate Rubric: One for each student to complete during each role play. (click here to download student rubric)

The Lesson:

• Identify Need
• Introductory Activity: Brainstorm Worksheet
• Define Steps and Sequences of Skill
1. Eliminate distractions in your work environment, such as clearing your desk of unnecessary materials.
2. Get the instruments you'll need for the task, such as a pencil, paper, protractor, colored pens, etc.
3. Review the entire assignment. Estimate how long it will take you to complete it.
4. Break the task into smaller parts if needed. Estimate the time.
5. Look at the clock and know what time you started.
6. Focus on the work for a predetermined number of minutes.
7. Take a break as needed.
8. Reward yourself for completing an assignment.
• Model the Skill
• Role Plays/Classroom Discussion
• Applications
• Independent Uses

Rubric for the Role Plays

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________ Observer's Name:___________________________________________

Observations:	No	Yes
Did the student the eliminate distractions in his work environment?
Did the student get the instruments you'll need for the task?
Did he review the entire assignment and estimate how long it will take?
Did he break the task into smaller parts if needed?
Did he look at the clock and know what time he started?
Did he focus on the work for a predetermined number of minutes?
Did he take a break as needed?
Did he reward himself for competing an assignment?
Score/Points

Additional Comments: _______________________________________________________________________

_________________________________________________________________________________

Other Standards Address in Lesson:

6th Grade
Reading Standards
1.2 Identify and interpret figurative language and words with multiple meanings.
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting citations
Writing Strategies
1.1 Choose the form of writing (e.g. personal letter, poem or narrative) that best suits the intended purpose.
1.6 Revise writing to improve the organization and consistency of ideas.
Speaking Applications: (During the role play)
2.4 Offer a logical sequence of information and engage the listener, foster an acceptance of an idea.

7th Grade
Reading Standards
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials.
3.3 Analyze characterization as delineated through thoughts, words and speech patterns.
Writing Strategies
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses) and appropriate English usage.
Speaking Applications: (During the role play)
1.2 Determine a speaker�s attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection, tempo, enunciation and eye contact for effective communication.

8th Grade
Reading Standards
1.1 Analyze idioms, analogies, metaphors and similes to infer the literal and figurative meanings of phrases.
3.4 Analyze the relevance of the setting (e.g. place, time, customs) to the mood, tone and meaning of text.
Writing Strategies
2.1 Write a clear, coherent incident, event or situation by using well chosen details.
2.5 Present information purposely and succinctly and meet the needs of the intended audience.
Speaking Applications: (During the role play)
1.2 Paraphrase a speaker�s purpose and point of view and ask relevant questions concerning the speaker�s content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression and tone to the audience and purpose

End of the Day Jar

Aimee VanMiddlesworth created these awesome question cards for community building in the classroom.  This set of questions is for elementary, however, this is such a great idea for all ages, it may give some ideas for creating a set of questions for upper grades.  In fact, there are questions in here that are applicable to all grades.  The concept could be modified by drawing out just one question before class lets out.  If anyone makes some for MS and HS, please let me know and I'll add them to this post.  :)  When you download, you will receive 24 questions and ideas for use.

select to download materials

select to download materials

Partner Picking Cards

Check out this fun way to pair students up.  No more hurt feelings about not being chosen as a partner. Thanks to Michelle Lundy at Making It As A Middle School Teacher for the cute idea!

Click here to print

Click here to print

Click here to print