Low level behaviors
Situation -Doesn't bring Materials to class
Create a System
Create an exchange system where scholars give you something like a school ID and lend them a pencil. Point to the wall and remind all scholars of the classroom expectations to be prepared for class.
Positive Framing
Situation: Distracting or disruptive movement or noise.
(Sometimes scholars are disruptive because the material feels above or below their current skill level , it is crucial to assume this is the cause for this action and respond accordingly)
If you think the material is above their current skill level say something along the lines of - - - - You seem distracted and I would love to help you get back on task, if you’re having difficulty please let me know and here are your resources that can help guide you to what you need to do.
If you think the material is below their current skill level say something along the lines of - - - - You seem distracted and I believe it is because you have such a strong understanding of the material. If you can show me that you can stay on task and not do things that MAY disrupt the group, you can become my teaching assistant and help scholars who might need some assistance.
Supportive Redirect
(Assume the scholar is having difficulty and/or feels as though the assignment is too easy for them)
Ask the scholar if they need assistance and ask them to review the directions. Please let me know if you need help. I will walk around and the expectation is that you have started your work or that you have listed the things you are having difficulty with and everything is not a sufficient answer. Okay now I want to see your best,You Got This!
Encourage Scholar to stay on task
Situation - Inability to work silently without bothering others
Inability to manage confusion, frustration, anger, or deal with personal discomfort effectively.
Hey scholar, I am starting to think we have a lot in common. When I am working around other people it is hard for me to stay on task and not talk to my peers. What I normally do is move my seat away from the group. I want you to try this out today just for this class and let’s see how it works.
What is important in this is that you’re not making a student feel as though they are in trouble but rather you are teammates and you’re trying to help them be successful on their current task.
Postpone and Engage
Situation :Scholar using an inappropriate response. (I.E) sucks their teeth , rolls their eyes, turn their body away from you, ect.
(Assume that the scholar has not yet learned the skill, right time and place, to provide an appropropriate response )
The most important step in the process of teaching the scholar this skill is not taking their response personally. Give the scholar some space and later return (wait time could be 2+ minutes) , and tell the scholar in a neutral tone that the way they responded could be considered as rude and you know that the scholar is not a rude person. Then tell them an appropriate way to say the equivalent of their response.
Give the scholar a role
Situation : Engages in persistent attention seeking behaviors.
When a scholar is displaying attention seeking behaviors provide them with job roles in class that will fulfill that need. (I.E) Ask them to read the text. Ask them to pass out papers. Ask them to be your teaching assistant. Have them be the person holding the resources for a group project and everyone needs to go to them to receive the resources. Tell your scholar to learn what each resource is needed for so they are learning along with fulfilling their needs for attention.
Use Effective Directives:
Situation - Initiating or joining in “sidebar” conversations.
Provide a brief statement in an unemotional tone of voice that explains the expected behavior: “Let’s remind each other - what should we see and hear when we work in small groups?”
Ask Restorative Questions
Situation -Deliberately annoying, provoking, or bothering peers.
You may want to sit with the scholar during the independent work time implemented in your lesson and ask some restorative questions. (I.E) “How do you think the things your doing is affecting our classroom community”? “ Do you think you could redirect that energy into a way that will benefit our classroom community”? What are things you can do during class to benefit our classroom community? You have a lot of skills that our community needs.”
Provide Choice
Situation : Playing around or goofing off with others.
(Providing Choices is a great option here. It is important to not call the scholars out in-front of the class. Walk up to the scholars while assuming a relaxed stance;make eye contact and put on a neutral, “flat face” (showing no emotion) and then make your statement. )
It looks like you two are having difficulty are having difficulty getting started. Take 30 seconds and try to get back on track. Otherwise, I may have to move your seats, the option is yours and it will be based off of your actions.
Use Visual Prompts and Cues
Invited contact with another student “horse play”: Flicking each other with a pencil in the arm, playfully kicking the back of each others chair”
Use Visual Prompts and Cues: While engaged in instruction, walk towards your visual posting: expectations, procedures, directions or agenda and place your hand on a specific point to redirect the student(s)