Ensure you: Vary your physical location in the classroom dependent upon learning task – Body Use non-verbals to communicate to students about work, eg. Touching book, work etc Language Use facial expressions to encourage student engagement and life on task behaviours Ensure you: Praise students who are on task Be specific about why you are praising go beyond work” and done” – “good “well Actively seek reasons to praise sincere lifts positive tone in classroom – – Descriptive Encouraging Look students in the eye when you are praising them or work Ensure you: Turn a blind eye to some minor misbehaviours but in a quiet conversation with the “selective” – individual, make them aware that their behavior must improve and is being monitored Selective Try to give a balance of positive feedback and improvement/negative feedback in each lesson Attending – contributes to the tone Ensure you: Focus on what the student should be doing rather than what they are doing wrong purposeful – redirection Use non-verbal redirection stop/wait, maintain eye contact, tap desk in front of student off task – while you continue, move through the classroom while instruction Learning Give clear redirection back to the task at hand for students who are off task the a small break in the classroom eg. Stand and stretch, close your eyes if class are – – behaviour) to working well but starting to become unsettled the Use time manager to break up the learning and improve concentration on task eg. 2 – minutes to read this next paragraph (not Use tactical positioning of students in the classroom keep students who are consistently off – Redirecting task closer Use tactical positioning of self in the classroom do not teach from a seated position – Walk around the room, engage with the students as you do Ensure you: Give students a chance to change their behavior clearly outline consequences if they don’t – choice Use the language of the Refocus Room What you are doing? What should you be doing? – a What will happen if you do it again? When moving students within the class, do it in a calm and quiet manner - focus on the learning Giving of others Ensure you: Involve parents for positive and negative behaviours – Use positive postcards Follow Through Consistently follow through with consequences you set
Body Language Ensure you: Vary your physical location in the classroom – dependent upon learning task Use non-verbals to communicate to students about work, eg. Touching book, work etc Use facial expressions to encourage student engagement and life on task behaviours Descriptive Encouraging Ensure you: Praise students who are on task Be specific about why you are praising – go beyond “good work” and “well done” Actively seek reasons to praise – sincere – lifts positive tone in classroom Look students in the eye when you are praising them or work Selective Attending Ensure you: Turn a “selective” blind eye to some minor misbehaviours – but in a quiet conversation with the individual, make them aware that their behavior must improve and is being monitored Try to give a balance of positive feedback and improvement/negative feedback in each lesson – contributes to the tone Redirecting to the Learning (not the behaviour) Ensure you: Focus on what the student should be doing rather than what they are doing wrong – purposeful redirection Use non-verbal redirection – stop/wait, maintain eye contact, tap desk in front of student off task while you continue, move through the classroom while instruction Give clear redirection back to the task at hand for students who are off task a small break in the classroom – eg. Stand and stretch, close your eyes – if class are working well but starting to become unsettled Use time manager to break up the learning and improve concentration on task – eg. 2 minutes to read this next paragraph Use tactical positioning of students in the classroom – keep students who are consistently off task closer Use tactical positioning of self in the classroom – do not teach from a seated position Walk around the room, engage with the students as you do Giving a choice Ensure you: Give students a chance to change their behavior – clearly outline consequences if they don’t Use the language of the Refocus Room – What you are doing? What should you be doing? What will happen if you do it again? When moving students within the class, do it in a calm and quiet manner - focus on the learning of others Follow Through Ensure you: Involve parents – for positive and negative behaviours Use positive postcards Consistently follow through with consequences you set
responsible-behaviour-plan-2015.docx