2.  Consequences: › other side of rules and procedures.  When students do a good job at following rules and procedures, it should be recognized.  When students do not follow rules it should be noted.  Consequences: › both positive and negative › established in beginning of year › Addressed routinely and frequently

4. Verbal  Talk to class as whole or to specific students that they did a good job.  Follow up comments with a “thank you” › Ex: Thank you for listening while I talked to you. Non Verbal  Smiles  Nods  Winks  Thumbs Up

5.  Any form of concrete recognition of adherence to rules/procedures. › Ex. Point System, Marble Jar, Tickets, etc.  Reward: A call home or letter home  Color Code Cards for behavior › Teacher changes card color based on adherence to rules/procedures.  Reward: Goal is earn back a positive color card.

6.  Phone Calls  Emails  Notes Home  Certificates of Good Behavior

8.  Proactive not reactive. › Be aware of outside instances that effect in class behaviors.  Occupy the entire room. › Make eye contact with EVERY student.  Notice potential problems.  Use a series of graduated actions. › When a potential problem is identified. › Look, move, confront

9.  Explicit and concrete consequences for inappropriate behavior. › Time-Out  Time out chair, time out room.  Only use when other interventions have been exhausted.  Overcorrection › Engaging students in activities that overcompensate for inappropriate behavior. › Ex. Drawing on wall. Must clean marks on ALL walls.

10.  Hold entire class responsible for any and all members of class.  “You are all in this together. It is your responsibility to manage your behavior and to help your classmates manage their behavior.”

11.  Usually used with negative behaviors.  Parent-Teacher-Student meetings to discuss behaviors. › Student has opportunity to defend or explain behaviors. › All parties must agree on behaviors that need to stop and positive behaviors that need to be shown.

12.  Recognize student is out of control.  Step back and calm yourself.  Actively listen and plan action.  When student is calm, repeat a simple verbal request. › “I want you to go with me outside in hall to discuss. Can we please do that now?”

13.  Outline steps in overall plan for resolving conflicts with students and improving disciplinary behaviors.  Suggestions: › List your typical reactions › Analyze list and determine most effective › Improve relationship with disruptive students › Meet with students and discuss behaviors that need to change › Make sure students understand and describe behavior › Student develops plan to change › Isolation, in school suspension, go home for day › When all else fails, remove from school