Cues and visuals are tools to help students understand and follow classroom expectations. Cues are verbal or non-verbal reminders, while visuals use pictures and materials. It is important to establish clear expectations and remind students using cues and visuals, as this supports student learning and safety. Examples of cues include hand gestures, while visuals may be signs or schedules. To set up cues and visuals effectively, expectations should be identified, cues/visuals chosen and meanings practiced with students. Cues and visuals work best when used consistently and immediately before the expected behavior.
Cues and visuals are tools to help students understand and follow classroom expectations. Cues are verbal or non-verbal reminders, while visuals use pictures and materials. It is important to establish clear expectations and remind students using cues and visuals, as this supports student learning and safety. Examples of cues include hand gestures, while visuals may be signs or schedules. To set up cues and visuals effectively, expectations should be identified, cues/visuals chosen and meanings practiced with students. Cues and visuals work best when used consistently and immediately before the expected behavior.
Cues and visuals are tools to help students understand and follow classroom expectations. Cues are verbal or non-verbal reminders, while visuals use pictures and materials. It is important to establish clear expectations and remind students using cues and visuals, as this supports student learning and safety. Examples of cues include hand gestures, while visuals may be signs or schedules. To set up cues and visuals effectively, expectations should be identified, cues/visuals chosen and meanings practiced with students. Cues and visuals work best when used consistently and immediately before the expected behavior.
Cues and visuals are tools to help students understand and follow classroom expectations. Cues are verbal or non-verbal reminders, while visuals use pictures and materials. It is important to establish clear expectations and remind students using cues and visuals, as this supports student learning and safety. Examples of cues include hand gestures, while visuals may be signs or schedules. To set up cues and visuals effectively, expectations should be identified, cues/visuals chosen and meanings practiced with students. Cues and visuals work best when used consistently and immediately before the expected behavior.
WHAT IS IT? Cues are quick verbal or non-verbal reminders of an expected classroom behavior. Visuals are materials used throughout the day to clearly communicate classroom expectations to students. Visuals can also be used for daily schedules to aid in transitions.
WHAT DOES IT LOOK LIKE?
A child excitedly pulls on a classmate’s sleeve while the class walks down the hall. When the teacher sees this, the teacher taps the child’s shoulder and clasps hands together to cue the child to keep their hands to themselves.
Two children want to use the pink unifix cubes at the same time. To remind them of the expectations, their teacher directs their attention to the visual for “Sharing” on the Classroom Rules poster.
WHY IS IT IMPORTANT? Everyone has their own cultural lens that guides their behavior and informs their expectations. Part of building a classroom community is establishing and maintaining realistic behavioral expectations to ensure that each and every student can learn and feel safe. In this process, students need support and gentle reminders to know what they are expected to do and when. Even when they know the expectations, students might need teacher scaffolding to apply them in the moment. Cues and visuals come in handy during these times because they quickly remind students what behaviors are expected (without requiring lengthy, time-consuming explanations).
Example Cues and Visuals
Here are a few examples of cues and visuals to support students in the classroom: To signal that you are going to be sharing important information Cue: Clap 3 times (and have students clap in response to show they are paying attention). Visual: Hold up a stop sign to signal students to stop and listen. To signal students to lower their voice Cue: Hold your finger to your mouth to cue a student to talk quietly. Visual: Point to a sign that has the word “Quiet” written on it. To alert students of an upcoming transition Cue: Play “clean-up” music when it is time to transition to the next activity. Visual: Point to the picture of the next activity on your visual schedule to remind what is next. To remind students of expected behavior Cue: Clasp your hands together to remind a student to keep their hands to themselves. Visual: Point to visual depictions of classroom expectations (e.g., sharing, turn-taking). Self-Regulation Guide to USING CUES & VISUALS
TIPS FOR USING CUES & VISUALS
1. SETTING UP cues and visuals Identify realistic expectations for behavior. It is often helpful to reflect on and discuss the reasons behind expectations and involve students in the decision-making process. Focus on what students should be doing (e.g., “walk” instead of “do not run”). Choose and create cues and/or visuals. Get creative or ask students for ideas! Make your own classroom drawings, photographs, or use existing templates (see Examples of Cues and Visuals or Transition Visual Cards handouts below). Be mindful that children from different cultures may interpret cues and visuals differently. Establish the meaning of cues/visuals and practice before using them. Pointing to your ear, for example, will not let students know that you want them to listen unless you have explained its meaning. You may need to review cues and visuals daily before the day begins.
2. USING cues and visuals
Use immediately before the expectation is required. For example, a teacher would wave the “walk” cue card after the class lines up to transition to the lunchroom and again when students in the class speed up while heading down the hall. Use consistently to avoid confusion around expectations. When using class-wide, follow up with extra cues/visuals for individual students as needed. When using with an individual student, do not draw attention or single them out. Use a hand signal to tell a student to “sit” rather than redirecting behavior in front of peers. Make sure to notice and reinforce students who use and respond to cues/visuals. Keep cultural, developmental and learning differences in mind when selecting which cues/visuals to use with the class and individual students
Elder President & Senior Fellow, Linda, Paul, Richard - The Thinker's Guide to Intellectual Standards_ the Words That Name Them and the Criteria That Define Them (Thinker's Guide Libra (2008, The Foundation for Cr
