Ten Critical Behavior Management Strategies Exceptional Student Education and Student Services Volusia County Schools Adapted from materials presented by Ron Walker Walker Educational Consulting March 2007

1.Do get and maintain eye contact for oral instructions and instructional messages.  Get class reasonably quiet prior to giving instructions.  Get eye contact from most (all but 1-2) students.  Provide oral instruction simultaneously with written instructions.  Be tolerant when eye contact is not given but the student is listening.

2.DON’T use your eyes to discipline.  When given negative eye contact by a student, break eye contact/turn away. Direct eye contact produces adrenaline surging behavior.  Talk about the “incident” when neither student nor you are angry and there is no audience.  Approach students from the side and speak quietly.

Adrenaline Surging Behavior Time Level of blood adrenaline min. to return to baseline sec.

Attention Tank Students will find a way to fill their tank. Positive Attention Received Potential for Disruption EMPTY

“Kindness is most owed to those to whom it is hardest to give.” Lao-tzu

Our Goal is to Fill the Tank with Positives!  Your positive interactions should outweigh your negative interactions at least 3 to 1.  A student’s respect for the teacher is voluntary and must be earned.

3.Do go out of your way to engage in positive interactions with the most difficult students.  Smile, greet and converse with students.  Build rapport with students by learning about their interests. Students change their behavior for people based on the relationship.  Use sincere, specific praise and pair with eye contact.

4. DON’T force or demand eye contact, especially when correcting. A student does not have to be looking to be listening. Consider cultural differences. Be aware of and sensitive to the students anxiety level.

5.DO use proximity as your primary behavioral control strategy.  Move more and talk less.  Teach while moving among students.  Self-correction must always be positively reinforced.

6. Don’t use verbal correction as your primary behavioral control strategy.  Provide reminders.  Use proactive strategies.  Verbal corrections that lead to a confrontation can destroy a relationship.

7.DO redirect student behavior through appropriate touching.  Remember, 5 – 15% of students do not want to be touched. Use touch carefully.  Orientation Zone: Upper arm Use a flat hand  Stress Reduction Zone: Upper middle back Pat or rub briefly  Duration, not location, varies with age. Third grade and higher – touch should be 2 seconds or less.

8.DO become aware of your nonverbal behavior and its impact on student behavior.  Be aware of your body height, body lean, & hand gestures.  Exhibit appropriate body language.  Maintain appropriate personal space.

9. DO use voice volume properly to manage the classroom.  Practice volume matching.  Use appropriate tone, volume and cadence during interactions.

10. Don’t pitch fits, except to the whole class, deliberately, rarely, and for effect.  The moment you cannot control your anger, you cannot control the student.  The more you raise your voice, the less it works.

“You lose the right to complain about a student if you’re not doing something to change the child.” Ron Walker

Something to Remember  You asked to be in ESY The kids did not.