Four strategies for using the power of personal connection to motivate students are summarized by Jim Wright (2013) at this link, and include greeting students at the start of class, promoting positive interactions via the 3:1 positive:negative ratio, using targeted (behavior specific) praise, and using the 2 by 10 intervention (positive 2 minute conversation for 10 consecutive days). The “Banking Time” intervention incorporates important elements of all of these best practices, and adds a trauma-sensitive twist. Together, the key elements of each of these interventions represent promising practices for effective relationship-building with SCSD students.
The Banking Time intervention was developed as a component in a classroom intervention program called Students, Teachers, and Relationship Support (STARS) as a way to improve teachers’ relationships with individuals and groups of students at risk for behavior disorders and reduce teacher burn out (Pianta & Hamre, 2001).
“Its name is derived from the idea that RELATIONSHIPS CAN BE A RESOURCE that teachers and students rely on during their day-to-day interactions. When interactions are positive, THE RELATIONSHIP PROVIDES SUPPORT OR “CAPITAL” THAT CAN BE DRAWN ON in stressful circumstances” (Hamre & Pianta, 2006, p. 56).
This intervention is appropriate for use with all elementary age students, and possibly middle school students (depending on developmental levels), especially when students have trauma histories or have high levels of relational conflict with adults at school. It has been validated as a classroom-level intervention via small group format; teachers can hold Banking Time sessions with each student at least a couple times per week (Rathvon, 2008).
- Frequency of inappropriate or disruptive behaviors
- Frequency of adult reprimands during an instructional period for a target student or group of students
- WHEN? Select an already existing time from your school day during which you will regularly implement the intervention, and decide how long your sessions will be (between 5 and 15 minutes).
- WHAT? Identify a maximum of three main Banking Time messages that will guide your communication during intervention times – Banking Time messages must emphasize the caring and helpful aspects of your role with the student(s), as summarized in table below. If possible, select messages based on behavioral health consultant recommendations after observation of student-teacher interactions.
- HOW? Introduce the student(s) to the Banking Time intervention by telling them what regular part of the day you will be spending time with them in a different way (and posting on your classroom’s visual schedule), and that during this time, you’ll just be with them rather than teaching them. The rules for behavior are the same as during other classroom time.
- BEGIN!
- Hold Banking Time sessions at the pre-established time (not contingent on student(s)’ good behavior) and, to implement with fidelity, remember that the teacher’s role in Banking Time session is as follows:
- Be fully present with the student; carefully observe and take mental notes about the child’s words, feelings, and behaviors, as well as your own.
- Use narration techniques (not focused on evaluating student performance) including the following:
- REFLECTING: listen to the child and repeat their communication back in a slightly different way (e.g., “if the child says, “I hate school,” you might say, “you really haven’t been enjoying your time at school.”)
- NON-VERBAL IMITATION: watch the child carefully and follow his or her lead (e.g., if the child dances, you try to dance the way they’re dancing).
- SPORTSCASTING: watch the child carefully and describe the actions you see (e.g., if the child is organizing blocks by color, you might say, “I see that you’re putting all the red blocks together and now you’re putting all the blue ones together.”)
- REFLECTING: listen to the child and repeat their communication back in a slightly different way (e.g., “if the child says, “I hate school,” you might say, “you really haven’t been enjoying your time at school.”)
- Communicate the pre-selected relational messages (maximum of 3) to convey safety, support for exploration, reliability or other themes summarized in the table below.
Pianta, R. C., & Hamre, B. (2001). Students, teachers, and relationship support [STARS]: User’s guide. Lutz, FL: Psychological Assessment Resources, Inc.
Rathvon, N. (2008). Effective School Interventions: Evidence-Based Strategies for Improving Student Outcomes, Second Edition. New York: The Guilford Press.
SAMHSA (2018). “Trauma-Informed Approach and Trauma-Specific Interventions.” Retrieved from https://www.samhsa.gov/nctic/trauma-interventions
Strand Balunis, Tara M., (2016). "Effect of the Banking Time Intervention on Student-Teacher Relationships and Problem Behaviors in Early Childhood," Doctoral Dissertations. 639.
Wright, J. (2013). “How to Use the Power of Personal Connection to Motivate Students: 4 Strategies.” Retrieved from www.interventioncentral.org