The LEArning Curve

Train up a child in the way he should go; even when he is old, he will not depart from it. Proverbs 22:6 ESV

As we dive into another school year, how many of you are gritting your teeth thinking about a particular student or group of students whose behavior is not what you wish it were? If your classroom and school are full of students who are always focused, listening, and well-behaved, this post is not for you. I am writing to the rest of the honest teachers who would like some strategies to make behavior management a little easier. You don’t need special training. You don’t need to purchase a curriculum or packaged materials. You don’t need to create a behavior plan with an intense tracking system. In fact, these strategies are the opposite: low-intensity. They are intended to help teachers create a safe, positive learning environment where students can succeed. All of them are free and easy to implement. More information about each one and how to implement them can be found at: https://www.ci3t.org/what-is-ci3t/low-intensity-strategies/

Behavior-Specific Praise is exactly what it sounds like: praising a student or group of students for doing a specific desired behavior to reinforce it. The behavior should be described in observable, measurable terms so it can be repeated. This becomes more powerful the more specific you are and can be used very purposefully to encourage appropriate behavior.

Precorrection involves first considering situations in which challenging behaviors often occur. Then make changes to the environment, provide support, and/or review expectations and strong choices before entering the activity to promote appropriate behavior.

Active Supervision is something most of us do already. In this strategy, we just need to do it with more intention. We actively and intentionally monitor students so that we can reinforce appropriate behavior and anticipate or prevent inappropriate behavior before it occurs.

High-Probability Requests take a little more planning. With this strategy, a teacher makes a series of requests that are easy for the student to respond to positively before asking for something less likely to be done. The idea behind this is to get the student in the habit of saying yes before asking for the truly desired, more difficult thing. This increases the likelihood that the student will meet the desired expectation.

Choice making gives students options that are all desired behaviors. Having a choice empowers the students and encourages positive behavior.

Opportunities to Respond is a way to encourage class participation. It involves giving many opportunities and a set amount of time. Using total participation techniques like “yes/no” paddles, whiteboards, or thumbs-up/down can also help students engage in the activity. Adding specific praise to responses can boost this strategy.

Differential Reinforcement of Alternative Behavior requires the most planning and intention. This involves reinforcing a positive behavior that is replacing an undesired behavior. You may need to teach the desired behavior first. Don’t assume that the student knows how to follow your expectations.

All of these strategies are research-based and simple. Using multiple strategies at once can improve their effectiveness. I encourage you to give one a try. As always, may God bless your efforts.