1. Use Redirection Strategies to Re-engage Students Back into Routine
Cueing Strategies:
Use Redirection Strategies to
Re-engage Students Back into Routine
In partnership with NJDOE OSEP funded by IDEA -Part B

2. Redirection Strategies
“You catch more flies with honey than vinegar”
The ultimate goal of a redirection is to re-engage the student back into routine
In partnership with NJDOE OSEP funded by IDEA -Part B

3. Pillars of Effective Redirection
Positive student-teacher relationship
Welcoming students into the classroom
Rita Pierson: Every Kid Needs a Champion
Problem behavior is the symptom of a skill deficit
Focus on the expectation you want the student to perform
Our response to behavior should not be more disruptive than the student’s behavior
Minimize attention to the behavior
Don’t take ‘attitude’ personally
Respect the student’s dignity when delivering redirections
In partnership with NJDOE OSEP funded by IDEA -Part B

4. Redirection Strategies
Restate the expectation to the whole class
Praise other students in the area for doing what you want the student to do / following the expectation
Distribute tickets/points and behavior specific praise
Move around the classroom. When near the student, provide a private prompt
In partnership with NJDOE OSEP funded by IDEA -Part B

5. Redirection Strategies
When redirecting
Keep it short
Use action words
Tell the student exactly what is expected
Praise cooperation
Add a personal touch
Humor (not sarcasm)
Use a pop culture reference
Link to something important to the student
Offer assistance
In partnership with NJDOE OSEP funded by IDEA -Part B

6. Rita Pierson on Win-Win Conversations
What principles did you observer Rita Pierson using in her model example?
In partnership with NJDOE OSEP funded by IDEA -Part B

7. Redirection Strategies
In the moment, only address the immediate issue
Example: Elena enters class just after the bell rings, she is wearing a hat and is engaging students around her as she walks to her seat.
What does the teacher need to address right at the moment?
Ensuring Elena takes her seat quietly and removes her hat
What can the teacher address at the end of class?
Arriving late
In partnership with NJDOE OSEP funded by IDEA -Part B

8. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Redirection: Example
As the teacher begins the lesson, Elena is leaning over and talking to students in her area.
TEACHER: “Thanks everyone for taking your seat and being ready to start! We are going to start a new book today. Lord of the Flies. I’d like two students to help me pass out the book. How about Jamal and….Elena.”
Jamal and Elena come up to help the teacher. The teacher hands Jamal a stack of books to pass out first. Then takes the opportunity to talk with Elena privately for a moment.
TEACHER: “Elena, I’m really glad you’re here today. You have a lot of interesting opinions about the books we read. I look forward to hearing what you think about this book. When you return to your seat, I need you stay on task. Can you tell me what that means?”
ELENA: “I don’t know. Be quiet and pay attention.”
TEACHER: “That’s great Elena” I really think you are going to find this book interesting. I appreciate you helping me pass them out. I need you to do one more thing. When you return to your seat, please remove your hat for the remainder of class.”
In partnership with NJDOE OSEP funded by IDEA -Part B

9. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Redirection: Debrief
What strategies did the teacher use in this scenario?
She didn’t address Elena’s behavior in front of the class.
She used a class-wide prompt first.
By enlisting Elena to help her, she interrupted the behavior without putting the student on the spot.
She was strategic in creating an opportunity talk with Elena privately without the rest of class being tuned in to what was happening.
She enlisted Elena in defining what was expected.
In partnership with NJDOE OSEP funded by IDEA -Part B

10. Resources on Redirection Strategies
Web Resources
problems-and-how-handle-them-grades-6-8
Disruptive-Behavior-G.-Colvin-1.2.pdf
d%20Defusing%20Problem%20Behavior%20in%20the%20Classroom.pdf
inappropriate-behavior.html
classroom-problem-behaviors-using-behavior-management-menu
Purchasable Resources
Colvin G. (1999). Defusing Anger and Aggression: Safe Strategies for Secondary Students. Eugene, OR Iris Media.
In partnership with NJDOE OSEP funded by IDEA -Part B

11. Resources on Redirection Strategies
Peer Reviewed Articles
Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20,
Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27,
Kern, L, & Clemens, N.(2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in theSchools, 44(1),
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Evaluation and Treatment of Children, 31(3),
Yell, M.L. (1994). Timeout and students with behavior disorders: A legal analysis. Education and Treatment of Children, 17,
In partnership with NJDOE OSEP funded by IDEA -Part B

12. Minimizing reinforcement when redirecting a behavior
In partnership with NJDOE OSE funded by IDEA -Part B
Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools

13. Minimizing Reinforcement When Redirecting a Behavior
All of our responses are reinforcing
When problem behavior occurs, often what happens is we inadvertently deliver either (or both):
Positive reinforcement by attending to the student
Negative reinforcement because we remove the student from the situation
(remember, both of these INCREASE the likelihood that behavior will occur in future)
Because of this the rule of thumb is: less is more
In partnership with NJDOE OSE funded by IDEA -Part B

14. Minimizing Reinforcement When Redirecting a Behavior
Provide a CUE
RESTATE the expectation to the class
PRAISE other students performing the expectation
SCAN for a response
PRAISE Cooperation
If no response then,
DECIDE whether to address now or address later
If now, ENGAGE other students in the routine, a task, or activity
Speak to the student PRIVATELY
OFFER options or ask the student to generate options
Provide THINK time
PRAISE cooperation
If the student does not respond and the behavior is interfering with the routine refer to your office conduct referral procedures
In partnership with NJDOE OSE funded by IDEA -Part B