4. Observe Student Behavior
Watch for praise-worthy behaviors
Use proximity to nip early-stage misbehaviors
Collect observational data when appropriate
5. Interact Positively
The behavior you reward is the behavior you get
3:1 minimum
Students with oppositional behaviors need up to 15:1
6. Correct Fluently
Calm, smooth, immediate, planned in advance when
possible
Corrections “fly under the radar”
Pre-correct anticipated behavior
Re-teach appropriate behavior when necessary
7. Common Myths
“The students are old enough to know how to behave.”
“The students should be able to figure out what I want
them to do on their own.”
“The students will do it because I said so.”
“I shouldn’t have to repeat myself.”
“If they haven’t gotten it by now, they’re never going to get
it.”
Hinweis der Redaktion
SWIS
Record keeping:
-There needs to be clear rules as to what is a referral
Who sends to the office for what
Why do some teachers refer more than others?
Positive interactions only are positive when the feedback comes following a wanted behavior
Hierarchy of responses:
Make eye contact
Nod
Move toward/tap on shoulder
When we correct we want to speak a common language
Minister:
There are 10 commandments! Haven’t they got that yet?
Re-teach, re-teach, re-teach