Behavior+Strategies

**//*RtI: Behavior Interventions in the Classroom*//** Generally: The following approaches in the classroom should reduce disruption and disorder without the need to write the student up or interrupt the flow of class.
 * 1) Speak calmly and quietly to students who are misbehaving. Do not cause a confrontation in the classroom.
 * 2) Remove a student from the environment to avoid embarrassing him or her or encouraging others to engage in similar activity.
 * 3) Call home at the very first instance of misbehavior. Express concern and ask the parents for their assistance.
 * 4) Be consistent from the start of the year and make sure students know what the classroom consequences are for misbehavior.
 * 5) Explain the rationale for rules, or ask students to provide the rationale for rules, to avoid misunderstanding and deferred debate.
 * 6) Make sure teachers across a student's schedule are consistent with their approach to the student's behavior.
 * 7) Treat all students with respect. Demonstrate this by talking in an objective manner at all times. Do not personalize incidents, but instead center any discussion of behavior on the behavior itself and ways to avoid repeating it in the future. Do not criticize, but instead be honest and supportive.
 * 8) Write a classroom behavior contract with the student (or with the entire class) to clarify expectations and to increase student buy-in.
 * 9) Invite an administrator or other teacher in to observe and comment on student behavior.
 * 10) Intervene early when there is a problem to prevent a more serious problem from developing.

**Interventions for:**
 * //--cell phone violations//** (146 events) (Hawthorne 197)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Have the student review the consequences of her or his behavior with you.
 * 3) Intervene early. Don't allow the first offense to pass without comment.
 * 4) Communicate with the parents immediately. This should come from the teacher for the first and second offenses, not an administrator.
 * 5) Make certain the student is actively involved in the classroom. Assign the student a class responsibility or seat the student so he or she becomes more engaged.
 * 6) Provide constant, positive reinforcement for appropriate behavior. This can be as simple as a smile, a quick “good job,” or a word after class about a specific activity. Students who feel trusted and accepted in the classroom are more likely to stay on task.
 * 7) Ask students to take phones out and put them on their desks until the end of class. You may also have a central location for students to put phones when they arrive.


 * //--using offensive language in class//** (Hawthorne 189)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Immediately remove the student from interacting with others while cursing.
 * 3) When the student curses, explain exactly what she or he is doing wrong, what should be done (apologize, use appropriate language), and why NOT cursing is a better approach.
 * 4) Allow natural consequences to occur (not participating in class activities, seat in the hall briefly, or any other appropriate consequence).
 * 5) Be consistent when students curse. Decide on a classroom consequence and stick to it with all students.
 * 6) Teach the student to recognize when he or she is becoming upset or angry and ways (other than cursing) to express feelings. This can include asking for a time out, relocating to a different part of the room briefly, or verbalizing feelings as they arise.
 * 7) Look for the warning signs that the student is getting upset or angry and intervene to change the environment.
 * 8) Deal with the student in a calm and deliberate manner rather than in a manner that would show evidence of shock or surprise. Your response should be low-key and should not escalate the cursing into a confrontation.
 * 9) Distinguish between cursing in general and cursing at the authority figure. Refer the latter to the main office immediately.

//**--outbursts/sudden mood changes**// (Hawthorne 122, 170, 171, 174) These can sometimes lead to insubordination or disrespectful behavior if not addressed immediately.
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Allow the student to take brief break inside or outside the classroom.
 * 3) Look for the warning signs that the student is getting upset or angry and intervene to change the environment. Make and maintain eye contact when you see the warning signs or develop some other visual signal to indicate you see the condition she or he is in.
 * 4) Talk with the student's family, counselor, or other influential adults about the student's behavior.
 * 5) Allow the student to voice her or his opinion about a situation to avoid becoming angry or upset.
 * 6) Provide constant, positive reinforcement for appropriate behavior (“I like the way you handled that” or “Nice work on that activity”).
 * 7) Assess the degree of task difficulty to determine whether or not the student will require additional information, time, instructions, etc. to avoid becoming frustrated.
 * 8) Delegate assignments on group projects to avoid overloading a student who becomes easily upset.
 * 9) Do NOT let the student have her or his way when she or he becomes upset. Instead, explain clearly the consequences of behaving inappropriately and follow through.
 * 10) Observe the situation to determine whether student is instigating poor behavior or is being provoked.
 * 11) Maintain consistent but discreet supervision of the student at first. Try to learn the student's habits and tendencies. As the student improves her or his behavior, gradually reduce supervision. This will teach the student self-control.
 * 12) Allow flexibility in meeting academic demands (deadlines, number of problems, use of outside resources, etc.).


 * //--refusal to work//** (Hawthorne 99, 145, 194)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Establish a completion timeline with the student individually to increase his or her comfort with the work.
 * 3) Maintain consistent expectations within the ability level of the student.
 * 4) Communicate immediately with the student's parents. Use the home environment to encourage the student to complete work.
 * 5) Deliver reinforcement for any and all measures of improvement.
 * 6) Have the student keep a chart of assigned and completed assignments.
 * 7) Make it pleasant and positive for the student to ask questions about things she or he does not understand.
 * 8) Conduct an immediate and private conference with the student to find out why the student is not doing the work.

//**--coming to class unprepared**// (Hawthorne 103)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Help the student find a method of organization that works best for him/her and use that method consistently. Delete accomplished tasks to encourage the student and to keep the list current.
 * 3) Ask the student quietly and privately why he/she is unprepared for assigned activities. The student may have the most accurate perception.
 * 4) Assign short-term tasks that can be quickly and accurately completed. As the student demonstrates success, gradually increase the length of assignments.
 * 5) Communicate with parents regularly and consistently to share information concerning the student's progress. The parents may reinforce the student at home for being prepared for assigned activities at school.
 * 6) Provide positive reinforcement for any and all measures of improvement.
 * 7) Have the student time activities to monitor personal behavior and accept time limits.
 * 8) Identify the materials the student consistently fails to take home. Provide a set of those materials for the student to keep at home.


 * //--unfocused/restless students//** (Hawthorne 104, 173, 190)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Set and enforce time limits for completing assignments. Be sure student understands the reason for the time limits.
 * 3) Encourage the student to set a short goal concerning task completion. Example: “I will complete ten math problems without a reminder from the teacher to stay on-task. The better I focus and stay on-task, the better I will perform.”
 * 4) Reward the student for concentrating on an assignment for a specific length of time.
 * 5) Encourage the student to develop an awareness of himself/herself and the environment. Have the student periodically step back and ask himself/herself, “Am I on-task and paying attention? What should I be doing now?”
 * 6) Help the student develop attention-maintaining behaviors (e.g., maintain eye contact, take notes while listening, ask questions related to the subject).
 * 7) Set clear expectations for the completion of tasks. Consistently deliver reinforcement and consequences to all students.
 * 8) Have the student assemble all materials needed prior to beginning a task to reduce interruptions.
 * 9) Provide the student with alternate ways to complete an assignment and allow the student to choose the most desirable.


 * //--computer misuse//** (122 events)
 * 1) Establish a relationship with the student from the start of the course to improve opportunity to assist student in productive ways if issues arise.
 * 2) Reinforce the student for demonstrating appropriate use of the computer (i.e, reward the student in either a tangible or intangible way).
 * 3) Communicate with parents to share information concerning the student's progress. The parents may reinforce the student at home for using school-related materials appropriately at school.
 * 4) Interact frequently with the student to prompt appropriate use of the computer.
 * 5) Assist the student in beginning each task to reduce impulsive behavior.
 * 6) Limit the student's freedom to take any school-related materials from if he/she is unable to return such items.
 * 7) Enforce the school's computer norms: Visible Screens, Close and Focus, and Invitation Only.
 * 8) Try using the Parking Lot strategy- a place in the room for the computers to take a break.


 * McCarney, Stephen B. //Pre-Referral Intervention Manual//. 3d Ed. Columbia, MO: Hawthorne Educational Services. 2006.