Discipline/Consequences:
Address misbehaviors to increase appropriate behaviors.
• Take proactive steps to establish a positive classroom climate
• Cleary define expectations and motivate students with positive reinforcement
• Teach rules and procedures
• Plan and inform students of consequences that relate to misbehaviors
• Teach students to take responsibility for self and actions
• Follow through with consistent consequence, in a timely manner
• Communicate the classroom behavior plan to students and parents
• Deal with misbehaviors promptly, fairly, consistently and equitably
• Use “I” messages to let students know what is expected, (e.g., “Linda, I need you to put the book inside your desk.”)
• Avoid using threats
• Identify significant others with who the child is successful and involve them in working with the student to read a behavior goal
• Report serious infractions to school administration
• Take proactive steps to establish a positive classroom climate
• Cleary define expectations and motivate students with positive reinforcement
• Teach rules and procedures
• Plan and inform students of consequences that relate to misbehaviors
• Teach students to take responsibility for self and actions
• Follow through with consistent consequence, in a timely manner
• Communicate the classroom behavior plan to students and parents
• Deal with misbehaviors promptly, fairly, consistently and equitably
• Use “I” messages to let students know what is expected, (e.g., “Linda, I need you to put the book inside your desk.”)
• Avoid using threats
• Identify significant others with who the child is successful and involve them in working with the student to read a behavior goal
• Report serious infractions to school administration
Initial corrective interventions could include:
• Proximity
• Quiet redirection
• Private nonverbal cues
• Verbal reminders, (e.g., “Susan, remember to__________.”)
• Directives (e.g., “Sam, I need you to __________________.”)
• Repeated practice (e.g., If a student uses inappropriate vocabulary, makes unsuitable choices, or interrupts unnecessarily, talk about how the acceptable behavior would look and sound and have students practice the action.)
• Quiet redirection
• Private nonverbal cues
• Verbal reminders, (e.g., “Susan, remember to__________.”)
• Directives (e.g., “Sam, I need you to __________________.”)
• Repeated practice (e.g., If a student uses inappropriate vocabulary, makes unsuitable choices, or interrupts unnecessarily, talk about how the acceptable behavior would look and sound and have students practice the action.)
Consequences that occur after warnings are given might include:
• Loss of privilege
• Time of silence
• Correct inappropriate action (e.g., “Martin, please go back and walk down the hallway.”)
• Temporary time away from the group, yet remain in the classroom
• Log misbehaviors through journaling
• Teacher/student conference
• Parent contact (e.g., phone call, note home, parent conference)
• Time of silence
• Correct inappropriate action (e.g., “Martin, please go back and walk down the hallway.”)
• Temporary time away from the group, yet remain in the classroom
• Log misbehaviors through journaling
• Teacher/student conference
• Parent contact (e.g., phone call, note home, parent conference)