1. art of the precision request
…. A teacher’s BEST tool !
Presented by: Brent Daigle, Ph.D.

2. student non-compliance
Student Non-compliance
• Reprimand is discipline strategy USA teachers use most often
• From elementary to high school, teachers use reprimands
far more frequently than any other behavior technique.
Presented by: Brent Daigle, Ph.D.

3. Factors affecting compliance
Tell - don’t ask !
• Do not use a question format when making a request.
• Avoid wording your request like this:
• “Will you please sit in your desk and begin the
assignment
• “Don’t you think that it’s time to get started on your
work?”
• Can you try not to interrupt the lesson for the next
5 minutes?
• These are silly questions because our real intention is not
to give the student a true choice.
• Instead of a question, make a direct statement,
something like “please start your assignment”
Presented by: Brent Daigle, Ph.D.

4. Factors affecting
Tell - don’t ask !
compliance
Proximity control
• Get close to the student when making a request.
• The optimal distance is about three feet (arm’s
length)
• Sensory considerations – but into enough of
their space to know you are talking to them
directly
• Do not make requests from across the room or from
behind your desk !
• Requests made from a distance are most likely
to be ignored !!
Presented by: Brent Daigle, Ph.D.

5. Factors affecting
Tell - don’t ask !
compliance
• Look the student in the eyes when you make a request
• You will almost always get eye contact back from
Proximity control the student when you are within a few feet of him
or her
• Whether or not the student gives you eye
contact back, move closer until you are
within the optimal three feet
• Then make your request
• Cultural issues
• Don’t make eye contact an issue with them –
don’t worry about what they do – but make sure
you (the teacher) are making eye contact to the
student when you are making a request.
Eye
Presented by: Brent Daigle, Ph.D.
contact

6. Factors affecting
Tell - don’t ask !
compliance
Eye contact
Proximity control
• A reasonable amount of time is 5 to 10 seconds
• While this may seem like and eternity – DO NOT INTERACT
FURTHER WITH THE STUDENT DURING THIS TIME !!
• The average adult will interrupt this 5-10second
period about 30% of the time, nagging the student by
repeating the same request again or by giving machine-
gun requests (different, multiple, rapidly fired
requests given without waiting for the student to
respond to the previous one).
• Some students NEED the 5-10second period,
uninterrupted, in order to take in the request, make
sense of it, and begin to respond.
Wait time
Presented by: Brent Daigle, Ph.D.

7. Factors affecting
Tell - don’t ask !
compliance Eye contact
Proximity control Wait time
• Effectiveness is increased by giving well-defined
requests and not global ones.
• For example, you might say to the class, “ please clear
everything off of your desks and the first row line up
at the door” instead of “now, let’s all get ready for
lunch”
Specific
Request
Presented by: Brent Daigle, Ph.D.

8. Factors affecting
Tell - don’t ask !
compliance Eye contact
Proximity control Wait time
Specific Request
Don’t nag
• Do not nag or make a request repeatedly
• Can’t be stressed enough – just wait after you
make your request
• Make the request TWICE – then follow through with the
preplanned consequence.
• System or counting: but no turning back when you
finally say “10” – because it is a test
• Don’t threaten to call mom unless your cell
phone is in your hand and your call them
the moment you say “10”
Presented by: Brent Daigle, Ph.D.

9. Factors affecting
Tell - don’t ask !
compliance
Eye contact
Proximity control Wait time
Specific Request Don’t nag
Be calm/Unemotional
• Remain call and unemotional (detached) – basically -
it is what it is – I made the request – you do what I
ask – regardless how you respond, I just want you to
comply with my request.
• Yelling, threatening gestures, frustrated looks,
contemptuous remarks, rough handling, and guilt-
inducing statements only serve to reduce your
effectiveness and cause you to lose the respect of your
students.
• How does it lose respect? They see that you
cannot remain a leader and in control of the
situation
• Remember that you are a professional !! (teachers who
are not in charge of themselves should not be in charge
of students who are not in charge of themselves!)
Presented by: Brent Daigle, Ph.D.

10. Factors affecting
Tell - don’t ask !
compliance
Eye contact
Proximity control Wait time
Specific Request Don’t nag
Be calm/Unemotional
• Notice and verbally reinforce (praise) students when
they follow through and do as you ask.
• Social reinforcement costs nothing and is easy to give.
• If you do not recognize and reward compliance, it will
decrease over the long term.
• I like how you came in on time and followed our
morning procedures
• I like how you raised your hand to ask a
question.
Praise
compliance
Presented by: Brent Daigle, Ph.D.

11. Non-compliance strategy
• John wayne adage: “Talk low, talk slow, and don’t say
too much.”
• This strategy addresses / incorporates all of the
factors we just discussed that impact compliance
• It combines all of the factors – but then adds a signal
word – usually the word NEED, if the request must be
made a second time.
Precision
Requests
Presented by: Brent Daigle, Ph.D.

12. Precision requests steps
1. Explain strategy
• Explain precision requests and their
consequences to the students BEFORE
actually beginning to use them.
Presented by: Brent Daigle, Ph.D.

13. 1. Explain strategy
Precision requests steps
2. non-question format
• Make a quiet, direct “please” request in a nonquestion
format from within about three feet of the student
(approx. arms length away)
• Please is a signal word
• Signal word- tells listener the direction u want them 2
go.
Presented by: Brent Daigle, Ph.D.

14. Precision requests
1. Explain strategy
steps
2. non-question format
3. Wait 5 – 10 seconds
• After making the request, wait 5 to 10 seconds. Do not
interact or nag (or make the request again) during this
time. Just wait.
Presented by: Brent Daigle, Ph.D.

15. Precision requests
1. Explain strategy
steps
2. non-question format 3. Wait 5 – 10 seconds
4. Reward compliance
• If the student does what you have asked (complies),
socially reinforce him/her, even if you feel he/she
should do it without being told.
• Say something like, “hey, I appreciate it when you
follow my directions,” or “Good work for doing as I
asked” or just give a simple, genuine “thanks”
• What are examples of reinforcement for compliance have
you seen in this class?
Presented by: Brent Daigle, Ph.D.

16. Precision requests
1. Explain strategy
steps
2. non-question format 3. Wait 5 – 10 seconds
4. Reward compliance
5. Last chance: NEED
• If student does not comply with your 1st request, repeat
it and add the signal word NEED.
• Need is a signal word because it tells the student that
this is the last possible chance to comply.
• You are not going to make another request if they don’t
do what you ask.
• Example: Jackson, now I need you to stay in your seat.
• If student (finally) complies -- after need request is
made – verbally reinforce him/her for making the right
decision.
• Signals to student that this is the last possible
opportunity to comply
Presented by: Brent Daigle, Ph.D.

17. 1. Explain strategy
Precision requests steps
3. Wait 5 – 10 seconds
2. non-question format 4. Reward compliance
5. Consequence
6. Consequence
• If student (finally) complies -- after need request is
made – verbally reinforce him/her for making the right
decision.
• If they do not do what you ask, follow through with a
mild/unpleasant consequence.
• What if chart pg 39
• Unable to earn points
• Teacher calls home
• Student calls home
• Lose recess minutes
• Change seat
• Moves away from peers
• Moves to buddy teachers room
• Private discussion with student
• Student behavior contract
• Office Referral
• Loss of involvement of desired activities in the
classroom Presented by: Brent Daigle, Ph.D.

18. Precision requests
1. Explain strategy
steps
3. Wait 5 – 10 seconds
2. non-question format
4. Reward compliance
6. Consequence 5. Consequence
7. Need request again!
• After providing the unpleasant consequence, repeat the
original request using the word need.
• If the students does as asked, reinforce him or her. If
not, follow through with the next unpleasant
consequence.
• Then return to the need request
• ESSENTIAL THAT STUDENT UNDERSTANDS YOU DON’T GIVE UP –
THE REQUEST WILL NOT CHANGE!
Presented by: Brent Daigle, Ph.D.

19. 1. Explain strategy
Precision requests steps
2. non-question format 3. Wait 5 – 10 seconds
4. Reward compliance
6. Consequence
5. Consequence
8. Reward compliance
• Essential that immediate reinforcement is given when student complies with request.
• Ways to reward students • Extra music and reading time • Time for music and dancing • Music while doing school
work • Chat break at the end of class • Extra computer time • Free time at the end of class
• • Day for watching a movie • Group activity • Games • Homework coupon • Coupon for prizes and privileges
• • Certificate/trophy/ribbon/plaque • Gift certificate to local non-food merchants
• • Free pass to sporting event or play • Walk break from class • Fun walk with the principal or teacher
• • Guest presenter in class • Field trip Elementary students • Taking things to the office
• • Taking care of the class pet • Eating with the teacher • Prizes from a treasure box • Pencil toppers
• • Stickers • Pencils • Stars or smiley faces • Paperback books • Extra recess
• • Leading the class to lunch, recess, library or other adventure

20. the end