Academic and Behavioral Interventions

Are you looking for tactics to motivate students to behave appropriately in the presence of other educators? If so, keep reading.

1. Get the substitute authority figure to help the student begin tasks, check their work, give instant feedback, etc.

2. Get the student to keep a record of their academic performance while a substitute authority figure is in the classroom.

3. Notify the students in advance when it will be appropriate for a substitute authority figure to be in the classroom. Create expectations for behavior and academic performance.

4. Give the substitute authority figure with instructions for action to be taken if the student becomes abusive or menacing.

5. Teach the student to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

6. Get the student to question any directions, explanations, or instructions not grasped.

7. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

8. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for demonstrating appropriate behavior in the presence of a substitute authority figure.

9. Draft an agreement with the student stipulating what behavior is required (e.g., following the substitute authority figure’s instructions) and which reinforcement will be implemented when the agreement has been met.

10. Praise those students in the classroom who demonstrate appropriate behavior in the presence of a substitute authority figure.

11. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

12. Converse with the student to explain (a) what the student is doing wrong (e.g., not following the substitute authority figure’s instructions, not following classroom rules, etc.) and (b) what the student should be doing (e.g., following the substitute authority figure’s instructions, following classroom rules, etc.).

13. Let the student voice their opinion in a situation to hear their side of the story.

14. Praise the student for demonstrating appropriate behavior in the presence of a substitute authority figure: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

15. Consider using a classroom management app. Click here to view a list of apps that we recommend.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for techniques to teach students to behave appropriately in the presence of other educators? If so, keep reading.

1. Give a quiet space for the student to work.

2. Make the student aware of the logical unacceptable behavior in the presence of a substitute authority figure(e.g., removal from the classroom, loss of privileges, etc.).

3. Get a peer to deliver instructions to the student.

4. Begin the day or class with a learning experience that is of high interest to the student.

5. Show learning activities in the most attractive, exciting manner possible.

6. Do not schedule highly stimulating learning activities when a substitute authority figure is in the classroom.

7. Organize the student’s surroundings to lessen the chance for unacceptable behavior.

8. Give the substitute authority figure seating chart and indicate the student(s) who needs additional supervision.

9. Indicate, for the substitute authority figure, those peers who might be likely to encourage the student’s unacceptable behavior. (It is may be appropriate to keep the students separated.)

10. Get the substitute authority figure to check the student’s finished tasks to make sure that work is not carelessly performed.

11. Draft an agreement with the student or the entire class for reinforcement based on appropriate behavior when a substitute authority figure is present.

12. Get the substitute authority figure to stay mobile to be regularly near the student.

13. Make sure the student receives the appropriate information to perform learning activities (e.g., written information, oral instructions, reminders, etc.).

14. Make sure the substitute authority figure continuously follows the routine (schedule) established by the classroom teacher (e.g., schedule, delivering instructions, task requirements, reinforcement, negative consequences, etc.).

15. Give the student a clearly identified list of consequences for unacceptable behavior in the presence of a substitute authority figure.

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to encourage students to behave appropriately in the presence of other educators? If so, keep reading.

1. Make sure that the substitute authority figure is familiar with the behavioral support system used in the classroom (e.g., rules, point system, reinforcers, etc.).

2. Connect directly with the substitute authority figure, if possible, to disseminate information that will contribute to the student’s success.

3. Select a student(s) to be an assistant to the substitute authority figure during the day’s learning activities (e.g., the student(s) gives accurate information about the schedule of learning activities, behavioral support system, etc.).

4. Give the substitute authority figure detailed information on the learning activities and tasks.

5. Make sure the substitute authority figure follows all procedures indicated by the classroom teacher (e.g., academic learning activities, behavioral support system, etc.).

6. Get the substitute authority figure to give a written review of the day as feedback for the classroom teacher (e.g., learning activities finished, student behavior, absences, incidents about individual students, etc.).

7. Designate special or unique duties to be performed by other staff members in the school building (e.g., administering medication, feeding, toileting, etc.).

8. Get the student to record their behavior when a substitute authority figure is in the classroom.

9. Select a peer to work with the student to model appropriate behavior and to give information appropriate for success for the student.

10. If an aide works in the classroom, have the aide monitor the student’s behavior, give reinforcement, deliver instructions, etc.

11. If there is an aide in the classroom, have the aide work with the student on a one-to-one basis throughout the day.

12. Give the student an individualized schedule of daily activities. The schedule should be attached to the student’s desk or carried with them at all times.

13. Train the substitute authority figure to interact with the student regularly to give reinforcement, deliver instructions, give encouragement, etc.

14. Get the substitute authority figure to keep visibility to and from the student. The substitute authority figure should be able to see the student; the student should be able to see the substitute authority figure. Make eye contact possible at all times.

15. Give the student as many high interest learning activities as possible.

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to teach students to behave appropriately in the presence of other educators? If so, keep reading.

1. Develop an information packet for a substitute authority figure that includes all information pertaining to the classroom (e.g., student roster, class schedule, class rules, behavior management techniques, class helpers, etc.).

2. Make sure that the student knows that classroom rules and behavioral consequences are in effect when a substitute authority figure is in the classroom.

3. Indicate where all needed learning materials are located to maintain structure in the classroom.

4. Indicate several learning activities in which the student can participate after finishing their work for the day.

5. Indicate the names of several staff members and where they can be located in case the substitute authority figure should need some assistance.

6. Notify the substitute authority figure of the classroom rules and the consequences if the rules are not followed by the student.

7. Express the need for the substitute authority figure to keep consistent discipline while in and outside the classroom.

8. Notify the substitute authority figure of all privileges the students have both in and outside the classroom.

9. Get the student to work on practice work (e.g., work that has already been taught to the student and that they know how to do) to lessen frustration and feelings of failure.

10. Schedule 10 minutes at the beginning of the day for the substitute authority figure to create rapport with the students (e.g., introduce himself/herself to the class, learn the students’ names, talk about things the students enjoy doing, etc.).

11. Indicate to the student that the substitute authority figure is in charge of the classroom at all times.

12. Plan a fun educational learning experience (e.g., computer games) during the day to give an incentive for the student to remain on-task and behave appropriately.

13. Designate a special job for the student to perform when there is a substitute authority figure in the classroom (e.g., substitute teacher’s assistant, line leader, class monitor, etc.). Notify the substitute authority figure of this “special job.”

14. Get the substitute authority figure to present instructions in an assortment of ways (e.g., orally, written, etc.).

15. Request a substitute authority figure who has the appropriate skills to handle problem behavior and special needs students.

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for methods to motivate students to behave appropriately in a small group setting? If so, keep reading.

1. Put the student in group learning activities they prefer. As the student shows success, slowly require the student to take part in less desirable learning activities.

2. Give the student alternative ways to perform a group task and let the student select the most desirable (e.g., a written paragraph task may be accomplished by writing a note to a friend, writing about a recent experience, describing a favorite pastime, etc.).

3. Let the student take part in one cooperative learning experience they prefer. Make the student take part in more group learning activities as they experience success.

4. Plan group learning activities when the student is most likely to be successful (e.g., before recess rather than immediately after recess, after the first individual task of the day has been finished to create productive behavior, etc.).

5. Plan alternative individual learning activities if the student is unlikely to be successful (e.g., if the schedule has been changed, if holidays or special activities have stimulated the student and make successful group interaction unlikely, etc.).

6. Let the student join the group after the learning experience has begun if they are unable to participate properly at the beginning of the cooperative learning experience.

7. Place the student’s desk or work area so they work near other students but is not visually distracted by them (e.g., turn the student’s desk away from other students, etc.).

8. Let the student leave a cooperative learning experience and return to independent work when they can no longer be successful in the cooperative learning experience (e.g., as an alternative to disrupting the group, fighting, etc.).

9. Teach the student to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

10. Get the student to question all directions, explanations, or instructions they do not understand.

11. Assess the appropriateness of the designated task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled is sufficient.

12. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for participating in small academic group situations at school.

13. Draft an agreement with the student stipulating what behavior is required (e.g., working properly with peers) and which reinforcement will be implemented when the agreement has been met.

14. Converse with the student to explain (a) what the student is doing wrong (e.g., failing to take part) and (b) what the student should be doing (e.g., talking, taking turns, sharing, etc.).

15. Praise the student for demonstrating appropriate behavior in a small academic group setting: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

16. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

17. Praise those students in the classroom who demonstrate appropriate behavior in a small academic group setting.

18. Praise the student for demonstrating appropriate behavior in a small academic group setting based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

19. Consider using a classroom management app. Click here to view a list of apps that we recommend.

20. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

21. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

22. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for encouraging students to behave appropriately in a small group setting? If so, keep reading.

1. Make sure the student is productive and accurate in performing individual tasks before placing them in a cooperative learning experience.

2. Make sure that the student can follow classroom rules and expectations independently before placing them in a cooperative learning experience.

3. Minimize the emphasis on competition. Fear of failure may cause the student to be reluctant to take part in small group situations.

4. Assist the student in learning to be happy with their best effort rather than some arbitrary measure of success. Success is measured individually according to capacity and ability level, and progress of any kind is a measure of success.

5. Group the student with peers who will be appropriate role models and are likely to enable the student’s academic and behavioral successes.

6. Group the student with group members who are least likely to be menacing (e.g., younger students, students just learning a skill the student has already learned, etc.).

7. Make sure the student knows the instructions for the cooperative learning experience (e.g., give instructions in an assortment of ways, make sure that the student knows their role, go over the rules for group behavior before the learning experience begins, etc.).

8. Take the student away from the group if their behavior is unacceptable.

9. Make sure the student has all the needed learning materials to perform their role in the group (e.g., paper, pencil, art supplies, reference learning materials, etc.).

10. Make sure the student has enough room to work successfully (e.g., distance from other students, room for all learning materials, etc.).

11. Make sure the student is actively involved in the group situation (e.g., call on the student regularly, Designate the student a responsibility such as a teacher’s assistant, have them be the group leader, etc.).

12. Make sure the academic and social requirements of the group situation are within the student’s capacity and ability level.

13. Assist the student in getting to know group members before requiring group participation (e.g., introduce the students to one another, let the students have unstructured free time together, etc.).

14. Minimize distracting stimuli that could interfere with the student’s success in a cooperative learning experience (e.g., give enough room to move without physical contact, keep noise level at a minimum, keep movement in their surroundings to a minimum, etc.).

15. Plan group learning activities so the teacher can spend uninterrupted time with the group.

16. Plan group learning activities as part of the student’s daily routine (schedule) (i.e., group learning activities should happen on a regularly scheduled basis so the student will be prepared and know what to expect).

17. Consider using a classroom management app. Click here to view a list of apps that we recommend.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to teach students to behave appropriately in a small group setting? If so, keep reading.

1. Do not force the student to take part in group situations.

2. Select a peer, paraprofessional, friend, etc., to sit/work directly with the student (e.g., in various settings such as art, music, or P.E. or various learning activities such as tutoring, group projects, running errands in the school building, recess, etc.).

3. Ask the student questions that cannot be answered yes or no.

4. Ask the student a question when they are most likely to be able to respond successfully (e.g., something in which the student is interested, when the teacher is sure the student knows the answer, etc.).

5. Try several groups to ascertain the situation in which the student is most successful.

6. Get peers to invite the student to take part in school or extracurricular learning activities.

7. Ask the student to be the leader of a cooperative learning experience if they possess mastery or an interest in the learning experience.

8. Let the student be present during group learning activities without requiring active participation.

9. Get the student to work with one or two other group members. As the student becomes more comfortable, slowly increase the size of the group.

10. Show respect for the student’s opinions, responses, suggestions, etc.

11. Provide the student the chance to pick a topic or learning experience for the group to work on together.

12. Go over group rules and expectations at the beginning of each cooperative learning experience.

13. Provide the student the chance to select a cooperative learning experience and the group members (e.g., along with the teacher, decide what the learning experience will be and decide what individual group members will do, etc.).

14. Designate the student a role to perform in the cooperative learning experience that they can perform successfully (e.g., secretary, researcher, group behavior monitor, etc.).

15. Consider using a classroom management app. Click here to view a list of apps that we recommend.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for genius ways to motivate students to behave themselves in small groups? If so, keep reading.

1. Minimize distracting stimuli that could interfere with the student’s success in a cooperative learning experience (e.g., give enough room to move without physical contact, keep noise level at a minimum, keep movement in their surroundings to a minimum, etc.).

2. Plan group learning activities as part of the student’s daily routine (schedule) (i.e., group learning activities should happen on a regularly scheduled basis so the student will be prepared and know what to expect).

3. Plan group learning activities so the teacher can spend uninterrupted time with the group.

4. Put the student in group learning activities they prefer. As the student shows success, slowly require the student to take part in less desirable learning activities.

5. Give the student alternative ways to perform a group task and let the student select the most desirable (e.g., a written paragraph task may be accomplished by writing a note to a friend, writing about a recent experience, describing a favorite pastime, etc.).

6. Let the student take part in one cooperative learning experience they prefer. Make the student take part in more group learning activities as they experience success.

7. Plan group learning activities when the student is most likely to be successful (e.g., before recess rather than immediately after recess, after the first individual task of the day has been finished to create productive behavior, etc.).

8. Plan alternative individual learning activities if the student is unlikely to be successful (e.g., if the schedule has been changed, if holidays or special activities have stimulated the student and make successful group interaction unlikely, etc.).

9. Let the student join the group after the learning experience has begun if they are unable to participate properly at the beginning of the cooperative learning experience.

10. Place the student’s desk or work area, so they work near other students but are not visually distracted by them (e.g., turn the student’s desk away from other students, etc.).

11. Let the student leave a cooperative learning experience and return to independent work when they can no longer be successful in the cooperative learning experience (e.g., as an alternative to disrupting the group, fighting, etc.).

12. Teach the student to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

13. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for participating in group situations at school.

14. Draft an agreement with the student stipulating what behavior is required (e.g., making short, appropriate remarks and speaking at appropriate times) and which reinforcement will be implemented when the agreement has been met.

15. Talk with the student to explain(a) what the student is doing wrong and (b) what the student should be doing (e.g., talking, taking turns, playing, sharing, etc.).

16. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

17. Praise the student for working in a group situation: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

18. Praise other students in the classroom for working properly in a group situation.

19. Consider using a classroom management app. Click here to view a list of apps that we recommend.

20. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

21. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

22. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to encourage students to behave themselves in small groups ? If so, keep reading.

1. Designate the student a role to perform in the cooperative learning experience that they can perform successfully (e.g., secretary, researcher, group behavior monitor, etc.).

2. Make sure the student is productive and accurate in performing individual tasks before placing them in a cooperative learning experience.

3. Go over group rules and expectations at the beginning of each cooperative learning experience.

5. Make sure that the student can follow classroom rules and expectations independently before 4 them in a cooperative learning experience.

6. Assist the student in learning to be happy with their best effort rather than some arbitrary measure of success. Success is measured individually according to capacity and ability level, and progress of any kind is a measure of success.

7. Make sure the student knows the instructions for the cooperative learning experience (e.g., give instructions in an assortment of ways, make sure that the student knows their role, go over the rules for group behavior before the learning experience begins, etc.).

8. Make sure the student has all the needed learning materials to perform their role in the group (e.g., paper, pencil, art supplies, reference learning materials, etc.).

9. Group the student with peers who will be appropriate role models and are likely to enable the student’s academic and behavioral successes.

10. Group the student with group members who are least likely to be menacing (e.g., younger students, students just learning a skill the student has already learned, etc.).

11. Make sure the student has enough room to work successfully (e.g., distance from other students, room for all learning materials, etc.).

12. Make sure the student is actively involved in the group situation (e.g., call on the student regularly, Designate the student a responsibility such as a teacher’s assistant, have them be the group leader, etc.).

13. Take the student away from the group if their behavior is unacceptable.

14. Make sure the academic and social requirements of the group situation are within the student’s capacity and ability level.

15. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.

16. Assist the student in getting to know group members before requiring group participation (e.g., introduce the students to one another, let the students have unstructured free time together, etc.).

13. Consider using a classroom management app. Click here to view a list of apps that we recommend.

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

16. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to teach students to behave themselves in small groups? If so, keep reading.

1. Do not force the student to participate in group situations.

2. Select a peer, paraprofessional, friend, etc., to sit/work directly with the student (e.g., in various settings such as art, music, or P.E. or in various learning activities such as tutoring, group projects, running errands in the school building, recess, etc.).

3. Reward or urge other students for participation in group situations.

4. Give the student responsibility for helping a peer in group situations.

5. Give the student duties in group situations so others might view the student positively.

6. Ask the student a question when they are most likely to be able to respond successfully (e.g., when discussing a topic in which the student is interested, when the teacher is sure the student knows the answer, etc.).

7. Attempt several groupings to ascertain the situation in which the student is most comfortable.

8. Get peers to invite the student to take part in school or extracurricular learning activities.

9. Get the student to lead a cooperative learning experience when they possess mastery or an interest in the learning experience.

10. Let the student be present during group learning activities without requiring active participation. Require more involvement over time as the student becomes more active in group situations.

11. Minimize the emphasis on competition. Fear of failure may cause the student to be reluctant to take part in group situations.

12. Get the student to work with one or two other group members. As the student becomes more comfortable, slowly increase the size of the group.

13. Show respect for the student’s opinions, responses, suggestions, etc.

14. Give the student the chance to pick a topic or learning experience for the group to work on together.

15. Give the student the chance to select a cooperative learning experience and the group members (e.g., along with the teacher, decide what the learning experience will be and decide what individual group members will do, etc.).

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.