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Discussing differences:

Imagine that all of your interactions with this child were more like this. How do you think that would impact your teaching day? How do you think his/her day might be different? (Probe for thoughts about both academic and social implications.)

Identifying and Promoting Change in Relational Patterns

When I ,

the child .

· Possible Alternative Response(s):

· Results:

When the child ,

I .

· Possible Alternative Response (s):

· Results:

The child frequently .

· Possible Alternative Response (s):

· Results:

I tend to .

· Possible Alternative Response(s):

· Results:

Scheduling Banking Time Sessions

Teacher: ______________________ Child: ________________________

Session 1 Session 2 Session 3 Session 4

Date: _________ Date: _________ Date: _________ Date: __________

Time:_________ Time: _________ Time:_________ Time: _________

Setting:

Alternate Setting:

Possible Activities/Materials:

1.

2.

3.

4.

5.

6.

Scheduling Suggestions

Choosing a day and time

· Sessions should be approximately five to fifteen minutes long.

· Schedule as many sessions a week as you feel you have time for-make sure that you schedule at least one a week.

· Make sure this is a time that you will be able to keep from week to week.

· Choose a time in which you are relatively free from distractions.

· Do not schedule sessions during one of the child's favorite activities.

· If you anticipate that it will be difficult to end Banking Time sessions, choose a time right before a highly desirable activity, such as recess or lunch, so that the child can make an easier transition back into classroom routines.

·

Choosing a setting

· The ultimate goal of choosing a setting is to minimize distractions for both the child and the teacher. Ideally try to arrange a separate room for sessions.

· The room should be small enough to promote close communication and engagement between the teacher and child. If a larger room is used attempt to create a smaller space within the room by working at a table, placing materials all in one section, etc.

· If using the classroom, have another adult available to attend to other students.

· Choose an alternate setting in case your first choice becomes unavailable for any reason.

·

Choosing possible activities/materials

· There should be a range of age-appropriate activities available to the child.

· Keep in mind that a child may decide to play with different materials during Banking Time sessions than s/he typically plays with.

· Be careful not to be gender stereotypical in your selection of activities/materials.

· If you have to take materials with you into another room, try to have a Banking Time container which includes many different options such as art supplies, games, jump rope, construction materials, etc.

· Arrange the materials in such a way that they are easily accessible to the child.

Banking Time: Basics for the Consultant

Banking Time sessions are composed of a series of techniques, including observation, narration, and labeling of child's play, as well as the creation of relational themes. For learning purposes, these fundamental components of the sessions are described below as discrete steps. In your initial Banking Time sessions, it may be helpful to spend a little time focusing on each component. However, as you become more familiar with the style of interaction prescribed by Banking Time, you will find yourself using them simultaneously.

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