Redirect 1
Give a look of disapproval including a side-to-side shake of the head or make eye contact. When you make eye contact, make a "calm down" gesture with your hand.
Use a non-verbal cue
PRAISE A NEIGHBOR
Be careful when using this tactic, because students may assume you are not aware or do not care about the behavior. it is important to raise the issue later with the student in private to ensure s/he understands the behavior was disruptive and unwelcome.
RESPOND BY NOT RESPONDING
Don't judge or dismiss them, whether or not you believe a student’s feelings are justified. The root of the student’s distress might lie outside the classroom and a little support and encouragement can go a long way.
BE EMPATHETIC AND NONJUDGEMENTAL
"I can understand why you were upset about what happened at recess. I would be too."
COMMON GROUND
Carry a clipboard with pre-written Post-It notes. When a student needs a reminder about their behavior, choose the appropriate note and, without interrupting your instruction, place it in front of student.
HANDOUT POST-IT NOTES
Standing directly next to a student who starts to talk to their neighbor while continuing your lesson.
PROXIMITY
Whether or not you believe a student’s feelings are justified, do not judge or dismiss them. The root of the student’s distress might lie outside the classroom and a little support and encouragement can go a long way.
EMPATHY AND NON-JUDGEMENTAL
Stand at an angle rather than facing the student directly to reduce the feeling of confrontation. You should also avoid crossing your arms or clenching your fists. Instead, keep hands open and visible to the student.
SHOW OPEN, ACCEPTING BODY LANGUAGE
"Angel, I appreciate the way you are tracking the speaker."
PRAISE A NEIGHBOR
Focus on the behavior you would like to see in a student, rather than the negative behavior.
POSITIVE FRAMING
A student is disruptive while you're speaking. Stop & wait for the disruption to stop. AVOID Saying; "I'll Wait" When the disruption has stopped continue with your lesson or statement. Be sure to follow up with the disrupting student in private, including praising them for changing to expected behavior
USE SUDDEN SILENCE
PROVIDE CHOICE
Use active listening to identify the student’s wants and needs. Then, rephrase them and build rapport by identifying authentic points of agreement.
FIND COMMON GROUND
"Right now, DeShaun, you are out of your seat. Please find your seat. Thank You"
"Tia, please put away your hairbrush and take out your journal. Thank You"
COUPLED INSTRUCTION
Teach and practice a desired skill. There is only one acceptable percentage of students following directions. Less than one-hundred, and your directions are subject to interpretations and can create a group where only some students are accountable.
100 Percent
Give one instruction that identifies (1) the specific behavior that should be terminated and (2) the expected behavior to begin immediately.
COUPLED INSTRUCTION
While student emotions can be unstable, rising and falling at inopportune times, you should always stay calm and focused.
EMOTIONAL CONSTANCY
Keep your sentences simple and brief. And give the student time to comprehend and respond before continuing. You may need to use gentle repetition to get your message to "stick."
"Kiesha, you need your eyes to be forward," instead of "Keisha, stop looking back at Tanya."
POSITIVE FRAMING
Some students may not have the reflection skills to be able to articulate why they are doing the unexpected behavior. Asking what can help lead students to reflect on their on behavior in a non-confrontational and productive way.
ASK WHAT, NOT WHY
Agree with the student upon a unique, non-verbal signal that you will use to remind the student to modify a specific behavior. Be sure to make eye contact while using your signal during class or a small group setting.
GIVE INDIVIDUAL SIGNALS
When you're both warm (concerned, caring, and thoughtful) and strict (firm, consistent and clear), you show students that you have high expectations, and that you care.
WARM/STRICT
CREATE A SAFE SPACE
"The expectation in small group is that we use respectful; language with each other" rather than "Who do you think you're talking too!"
EMOTIONAL CONSTANCY