The Teaching Pyramid
Transitions/Collaborative Teaming
Express Emotions
Providing Directions/
Behavior Expectations/Challenging Behavior
100

Tier 1 -  universal practices for ________ children.

What is . . .  all

100

Whole class warning should be provided

What is . . .  PRIOR to the activity ?

100

Teacher validates children's emotions by ________ and help children talk about their emotions.

What is . . . . labeling or naming ?

100

Teacher's directions are simple, _______ AND specific. 

What is . . . . short ?

100

How teachers seek support for children with persistent challenging behavior.

What is . . .  start the RFA- Request for Assistance process/paperwork with the Coaching Team ?

200

Tier 2 -   _________ for some children.

What is . . .  targeted or additional social-emotional support

200

Teacher has transition activities/strategies that ensure children are _______________.

What is . . .  actively engaged?

200

Teachers should teach ____________AND _________ emotions.

What are . . .  positive and negative ?

200

When a child needs more support to participate, the teacher should ___________. 

What is . . .  scaffold instruction?

200

The list of 17 practices that teachers should never ignore that are problems that require immediate attention in the classroom.

What are . . . the Red Flags?

300

Tier 3 -  are intensive, individualized strategies for very ________ children.

What are . . . . few

300

Almost all interactions between adults are related to.

What is . . .  children or classroom activities.

300

Teacher should employ ___________ of strategies to teach children how to respond to emotions.

What is . . . .  a variety ?

300

The teacher should refer to the daily schedule, classroom rules (i.e., visuals).

What is  . . .  throughout the day or individualizing instruction.

300

      Daily Double - DOUBLE the POINTS

The teacher's role in a support plan.

  What is . . . . implementing the strategies  AND documenting the progress ! ?


400

True or False

What differentiates the Teaching Pyramid Model from Positive Behavioral Intervention & Support (PBIS) ?

What is . . . . ages  (young children)

400

A reoccurring teacher skill that guides children to know what to do and/or how they are doing.

What is . . . . positive, descriptive feedback ?

400

Teacher provides children with _________ to use when they are angry to calm down.

What is  . . . strategies

400

Teacher structures activities so there is a clear _________ , __________, and ___________.

What is . . . beginning, middle, and end.

400

The number of behavior expectations/class rules should be

What is  . . . limited in number - not more than 5

500

Used to ensure effective implementation of the Teaching Pyramid Model.

What is  . . . the TPOT ?

Teaching Pyramid Observartion Tool

500

          DAILY DOUBLE - DOUBLE the POINTS

The TPOT gives credit from observing the teacher and _____________.

     What is . . .  the teacher aide/assistant, or paraprofessional?

500

Teacher models or labels _______ emotions or appropriate ways to express emotions.

What is . . . their own 

500

Teacher describes the activity expectations to children ________ to or at the beginning of an activity.

What is  . . . prior

500

Throughout the day, the teacher should provide ___________, so children know what exactly they are doing correct.

What is  . . . specific positive discriptive feedback

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