In the Classroom
A student is talking loudly and interrupting the teacher during a lesson.
Teacher Response 1:
The teacher can pause and calmly say, "Remember, we raise our hands to speak. Please raise your hand, and I’ll call on you next."
Teacher Response 2:
The teacher could gently redirect by saying, "I noticed that you’re really excited to share! Let’s wait until I ask for hands so everyone has a turn."
Teacher Response 3:
The teacher could reinforce expectations with, “Thank you for waiting for your turn, I appreciate that.” Then, praise students who are waiting appropriately.
A student is running down the hallway and not listening to directions.
Teacher Response 1:
The teacher should stop the student and say, “Remember, we walk in the hallway to keep everyone safe. Please slow down and walk with me.”
Teacher Response 2:
The teacher could gently remind, “Walking helps keep us safe and respectful. Let’s use our walking feet.”
Teacher Response 3:
The teacher could reinforce the expected behavior with, “Great job walking quietly and safely, keep it up, and remember to stay with the group.”
Students are arguing or talking back to YMCA coaches / safety supervisors.
Firm but calm response:
"Let's take a moment to remember that the YMCA coaches and safety supervisors are here to help keep everyone safe and make sure we all have a good time. I expect everyone to show them respect. If you have concerns, we can talk about it after the activity, but right now, we need to focus on following their instructions."
Encouraging responsibility:
"Everyone needs to understand that arguing with the coaches or supervisors doesn't help anyone. It's important that we respect their authority and listen to their guidance. If you disagree or have a concern, let's address it properly at the right time. Right now, let's all work together to make the activity enjoyable and safe for everyone."
Redirecting with a reminder of expectations:
"I know it can be frustrating sometimes, but we need to treat the coaches and supervisors with respect, just like we would with any adult in charge. Arguing or talking back isn't helpful, and I expect you to listen to them while you're here. If there's an issue, we can talk about it later, but for now, let’s focus on the task at hand."
These responses encourage respect, redirect behavior, and set clear expectations for students in a supportive way.
A student repeatedly is asking to use the bathroom during the same academic subject each day.
Gentle Inquiry: "I noticed you've been asking to go to the bathroom during [subject] every day. Is everything okay? Do you need a break or is there something else going on?"
Setting Clear Expectations: "I understand that you may need to use the bathroom, but it's important that we stay focused during this time to make sure we're getting through the material. Can you try to use the bathroom before class starts or during the passing period?"
Offering Alternatives: "I can see you're trying to manage the bathroom breaks, but it would help if we kept our time in class consistent. Is there a specific reason you're needing to go during this period every day? Maybe we can come up with a solution."
Problem-Solving Together: "You've been asking to go to the bathroom frequently during this class. Let’s see if we can find a way to balance both your needs and the flow of class time. What do you think would help?"
A student is throwing food or food wrappers across the table.
Teacher Response 1:
The teacher should calmly approach and say, “We keep our food on the table, not in the air. Let’s clean this up and make sure we’re respectful.”
Teacher Response 2:
The teacher might add, “We need to treat our lunchroom with respect, including not wasting or throwing food. Let’s pick that up together.”
Teacher Response 3:
The teacher could reinforce with, “I’m glad you’re helping to clean up! Let’s all make sure to keep our food where it belongs.”
A student is off-task, doodling instead of working during independent work time.
Teacher Response 1:
The teacher could approach the student and ask, “Can you tell me how your work is going? Let’s focus on the assignment, and you can doodle when you finish.”
Teacher Response 2:
The teacher could give a reminder, “You can finish your work first, and then you can take a break and doodle if you still have time.”
Teacher Response 3:
The teacher can offer positive reinforcement for staying focused, saying, “I’m really impressed with how focused you are on your work. Keep it up!”
A student is making loud noises and being disruptive in the hallway.
Teacher Response 1:
The teacher can remind the student, “We need to be quiet in the hallway so we don’t disturb other classes. Let’s use our inside voices.”
Teacher Response 2:
The teacher can say, “If we continue being loud, we may need to go back and start over. Let’s try again, walking quietly this time.”
Teacher Response 3:
The teacher could praise students who are being quiet, “I really appreciate how quiet you are in the hallway. You’re setting a good example!”
Two students are arguing over a ball, and neither wants to let go.
Teacher Response 1:
The teacher should intervene and say, “Let’s take a deep breath. How can you solve this problem? Can you take turns?”
Teacher Response 2:
The teacher can model conflict resolution, “It’s important to work out our differences respectfully. Let’s decide together how to share the ball.”
Teacher Response 3:
The teacher can offer a choice, “One of you can play now, and the other can play after five minutes. Does that work?”
A student is being inappropriate in the bathroom, spitting, hitting, or kicking other students.
Focusing on Solutions: "What happened in the bathroom today is concerning. I know you can do better than this, so let’s work together to come up with a plan. How can we make sure you’re handling situations in the bathroom in a more positive way from now on?"
Reinforcing Accountability: "It’s not okay to hurt others, whether it’s in the bathroom or anywhere else. You need to take responsibility for your actions and understand that this behavior affects others. We need to find a way to make sure this doesn’t happen again."
A student is loudly talking, disrupting others who are trying to eat.
Teacher Response 1:
The teacher could calmly remind, “We need to use inside voices in the lunchroom so everyone can enjoy their meal.”
Teacher Response 2:
The teacher could model the behavior by saying, “Let’s all try speaking quietly so we don’t disturb others. You can share stories at a lower volume.”
Teacher Response 3:
The teacher could follow up with, “I see some students using their quiet voices and being respectful. That’s the kind of behavior we expect.”
A student is shouting out answers without raising their hand.
Teacher Response 1:
The teacher should calmly remind the student, “Remember to raise your hand before speaking so everyone has a chance to share.”
Teacher Response 2:
The teacher could say, “Thank you for having an answer ready, but we need to use the raise-your-hand rule. Let’s try that next time.”
Teacher Response 3:
To reinforce, the teacher could point out, “I saw you raise your hand, that’s awesome! Keep it up, everyone!”
A student is pushing other students to be first in line during dismissal.
Teacher Response 1:
The teacher should stop the student and say, “We wait our turn in line. Please step back and give others space.”
Teacher Response 2:
The teacher can reinforce, “You are doing a great job waiting your turn, and I’ll let you know when it’s your time to go.”
Teacher Response 3:
To remind the whole group, the teacher could say, “Everyone needs to stay in line. Let’s make sure we are all patient and wait for our turn.”
A student is not following the rules of a game and is changing the rules without asking.
Teacher Response 1:
The teacher could calmly say, “Remember, we play games with the same rules. Let’s check with the group before changing any rules.”
Teacher Response 2:
The teacher can ask the student to explain the rule changes, “Can you share with the group why you changed the rules? Let’s make sure everyone agrees.”
Teacher Response 3:
The teacher can reinforce by saying, “Great job following the rules! Let’s make sure everyone knows the rules before we start.”
A student is spending too much time in the bathroom, delaying their return to class.
Teacher Response 1:
The teacher could say, “You need to finish quickly and return to class so we don’t lose time for learning.”
Teacher Response 2:
The teacher might gently redirect, “If you need help, ask me. But we do need to make sure you're back in class on time.”
Teacher Response 3:
The teacher could give a positive reminder, “Let’s make sure we’re using the bathroom and returning quickly so we can continue with our lesson.”
A student is cutting in line and not waiting their turn.
Teacher Response 1:
The teacher can calmly say, “Remember, we wait our turn in line to be respectful of everyone else. Please go to the end of the line.”
Teacher Response 2:
The teacher might use a friendly but firm reminder, “It’s important to be fair. Let’s go to the back of the line and wait our turn like everyone else.”
Teacher Response 3:
The teacher could praise other students in line, “I’m so proud of everyone for being patient and waiting their turn!”
A student is talking to a classmate during independent reading time.
Teacher Response 1:
The teacher can give a quiet reminder, “Remember, we need to be silent during reading time so everyone can concentrate. Please save your conversation for later.”
Teacher Response 2:
The teacher could give a non-verbal cue like moving closer to the student to signal the need to focus and work quietly.
Teacher Response 3:
The teacher could follow up with, “I noticed you’re talking again. If you continue to talk, you may need to move to a different spot to focus better.”
A student is dawdling during dismissal, causing delays for the rest of the class.
Teacher Response 1:
The teacher should say, “Let’s keep moving so we don’t hold up the group. We need to get to the bus on time.”
Teacher Response 2:
The teacher could redirect by saying, “I notice you’re not ready yet. Let’s move quickly so everyone can leave on time.”
Teacher Response 3:
The teacher could offer assistance with getting ready, “I can help you gather your things quickly. Let’s hurry up so we don’t miss anything.”
A student is throwing woodchips at others.
Teacher Response 1:
The teacher should immediately intervene, “We do not throw sand. Sand is for playing, not for throwing. Please put it back where it belongs.”
Teacher Response 2:
The teacher could explain, “Throwing sand hurts people. Let’s make sure we’re using the sand for building or playing nicely.”
Teacher Response 3:
The teacher could remind the group, “Let’s all play safely today. We’re here to have fun, not hurt anyone.”
A student is making noise in the bathroom with others.
Teacher Response 1:
The teacher could remind the student, “Please use your inside voice in the bathroom so everyone can enjoy their time.”
Teacher Response 2:
The teacher should say, “We need to keep the bathroom quiet to respect others who are using it. Let’s keep it calm.”
Teacher Response 3:
The teacher could follow up with, “Thank you for using a quiet voice! Let’s continue to be respectful of everyone in the space.”
A student is leaving their table and walking around the lunchroom while eating.
Teacher Response 1:
The teacher should say, “Please stay at your seat while eating. You can talk with friends, but let’s stay in our spot while eating.”
Teacher Response 2:
The teacher might add, “We need to stay seated so everyone is safe and the lunchroom stays organized.”
Teacher Response 3:
The teacher could reinforce, “I see many of you sitting nicely and eating. Keep it up!”
A student is unable to get along with their peers and is disrupting and/or refusing to participate in groups.
Gentle Inquiry: "I've noticed that you've been having some trouble with your group work lately. Is there something specific about working with others that’s been challenging for you? Let’s talk about what might be going on."
Setting Clear Expectations: "I understand that working in groups can be tricky sometimes, but it's important to try and participate and work together. Can we talk about what’s making it difficult for you to join in, so we can find a way to make it better?"
Offering Support: "It seems like you’re having a hard time getting along with your group. I want to make sure you feel heard and respected, so let's figure out what’s causing the conflict. How can I help you feel more comfortable participating?"
Problem-Solving Together: "I can tell you’re struggling with the group work today. What do you think is making it hard to participate? Maybe we can come up with a plan together to make sure everyone’s voice is heard and that you feel more comfortable."
A group of upper-grade students is using their cell phones during dismissal while walking in the hallway. They are distracted, not paying attention to where they are going, and blocking the flow of students leaving the building.
Teacher Response 1:
The teacher should calmly address the students, saying, “Cell phones need to be put away during dismissal. We need to stay focused and safe as we move through the hallway. Please put your phone in your pocket or bag until you’re outside.”
Teacher Response 2:
The teacher can remind, “It’s important to be mindful of the rules and your surroundings at dismissal. Cell phones are for after-school use, so please put them away now and follow the dismissal procedures.”
Teacher Response 3:
The teacher might add, “Thank you to those who are following the dismissal routine and keeping your phones put away. Let’s all make sure we’re focused and respectful as we leave.”
A group of upper-grade students is excluding another student from a game of basketball. They are purposely not allowing the student to join and are making fun of them for wanting to play.
Teacher Response 1:
The teacher should step in and say, “Everyone deserves a chance to participate. Let’s make sure we include everyone in the game, or we’ll find another activity for everyone to enjoy.”
Teacher Response 2:
The teacher can address the group, “Excluding others isn’t respectful. Basketball is a team game, so let’s show kindness by allowing everyone to take turns and participate.”
Teacher Response 3:
The teacher can reinforce positive behavior, “I appreciate those of you who are welcoming others to play. That’s the kind of teamwork we want to see on the playground.”
A student is leaving trash around in the bathroom.
Teacher Response 1:
The teacher should remind the student, “Please clean up after yourself and put trash in the bin.”
Teacher Response 2:
The teacher could positively reinforce, “Thank you for taking responsibility to keep our bathroom clean. I appreciate it.”
Teacher Response 3:
The teacher could give a visual reminder of the expectations: “We all share this space, so let’s make sure we keep it clean for everyone to use.”
A student is talking loudly with friends during a school assembly.
Teacher Response 1:
The teacher should say, “Please use your indoor voices during the assembly so everyone can hear. Let’s be respectful to the speaker.”
Teacher Response 2:
The teacher could calmly remind, “It’s important to be quiet and listen while others are speaking. Let’s make sure we’re all paying attention.”
Teacher Response 3:
The teacher might use positive reinforcement, “I appreciate how some of you are listening quietly. Let’s all do that to show respect.”