Behavior Management

Are you looking for strategies to help students who move around the classroom needlessly? If so, keep reading.

1. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating physical self-control at school.

2. Provide the learner additional duties (e.g., chores, errands, etc.) to keep them actively involved and give them a feeling of success or accomplishment.

3. Solidify on-task behavior by providing a full schedule of daily activities. Stop lag time from happening when the learner would be free to take part in excessive and unnecessary body movements.

4. Intervene early and often when there is a problem to prevent a more severe problem from happening.

5. Provide a full schedule of learning activities. Keeping the learner occupied should prevent unnecessary movement.

6. Make sure the learner has all the learning materials appropriate to perform a task to lessen the need to leave their seat.

7. Remove the learner immediately from a learning experience when they are moving about unnecessarily until they can participate appropriately.

8. Provide supervision at all times and in all portions of the school environment.

9. Urge the learner to create an understanding of themselves and those around him/her. Get the learner to periodically step back and ask themselves, “Am I fidgeting and being overactive?”

10. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

11. Praise the learner for demonstrating appropriate behavior based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

12. Select a peer to model staying in their seat for the learner.

13. Take into account the learner’s age before expecting them to sit quietly for a period. Middle school students need frequent chances for movement.

14. Give the learner a calm, quiet environment in which to work.

15. Praise those students in the classroom who demonstrate physical self-control.

16. Give the learner an easily grasped list of consequences for unacceptable behavior.

17. Minimize the emphasis on competition. Competitive learning activities may cause the learner to become anxious and move about unnecessarily.

18. Plan leisure activities for the end of the day. Make participation in these learning activities dependent upon the conclusion of daily duties and appropriate behavior.

19. Talk with the learner to explain(a) what they are doing wrong (e.g., moving in seat, moving about the room, running, etc.) and (b) what they must be doing (e.g., practicing self-control, following the rules, etc.).

20. Take the learner away from the learning experience until they can demonstrate appropriate behavior and refrain from moving about unnecessarily.

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

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

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

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

Are you looking for ways to stop students from running away from school experiences? If so, keep reading.

1. Converse with the learner about ways of handling situations successfully without conflict (e.g., walk away from a situation, change to another learning experience, ask for help, etc.).

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

3. Connect with the parents(e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for dealing with problems in appropriate ways at schoo1.

4. Urge the learner to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

5. Draft an agreement with the learner stipulating what behavior is required (e.g., asking for help) and which reinforcement will be implemented when the agreement has been met.

6. Praise the learner for dealing with problems in appropriate ways based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

7. Praise those students in the classroom who deal with problems in appropriate ways.

8. 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.

9. Let the learner voice their opinion in a situation to avoid becoming angry or upset.

10. Talk with the learner to explain(a) what the learner is doing wrong (e.g., running away from situations, running out of the room, running away from school, etc.) and (b) what the learner should be doing (e.g., asking for help, calling attention to the problem, practicing problem-solving skills, using self-control, etc.).

11. Praise the learner for dealing with problems in appropriate ways: (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).

12. Notify others (e.g., teachers, aides, lunchroom clerks, etc.) of the learner’s tendency to run away to avoid problems.

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

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

Are you looking for genius ticks to encourage students to care about their personal appearance? If so, keep reading.

1. Praise the learner for being neat, clean, etc.

2. Establish a time to practice hair combing, putting on makeup, shaving, using deodorant, etc.

3. Convey to the learner the social importance of brushing teeth, shampooing hair, bathing, etc. Not only is inadequate hygiene offensive, but other children can be cruel.

4. Give the learner instruction on fastening articles of clothing.

5. Teach the learner how to fasten pieces of clothing when buttons are missing, zippers are broken, etc. (e.g., sewing a button back in place, using a safety pin, etc.).

6. Guide the learner’s hands through the learning experience of zipping, buttoning, and snapping their own clothing.

7. Assist the student in learning those skills appropriate to improve their personal appearance and hygiene.

8. Give the learner oral reminders to fasten their articles of clothing.

9. Fasten pieces of clothing for the learner if they are incapable of fastening.

10. Praise the learner for slowly improving their capacity and ability to fasten pieces of clothing over time rather than expecting total mastery immediately.

11. Praise the learner at regular intervals throughout the day for having pieces of clothing fastened.

12. Give the learner time to practice fastening their articles of clothing. (The clothing needs to be on the learner during practice.)

13. Put visual reminders to fasten pieces of clothing inside restrooms and on the classroom door (e.g., images of zipping, buttoning, and snapping).

14. Do not embarrass the learner by asking them to fasten pieces of clothing in front of peers.

15. Put a full-length mirror in the classroom for the learner to make sure that all of their pieces of clothing are fastened.

16. Give the learner a checklist of pieces of clothing to fasten (e.g., shirt, pants, shoes, coat, etc.). Get the learner to finish the checklist routine (schedule) throughout the day.

17. Get the learner to practice fastening pieces of clothing with oversized zippers, buttons, and snaps. As the learner shows success, slowly lessen the size of the fasteners.

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

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

Are you looking for ways to respond to students who throw temper tantrums? If so, keep reading.

1. Ignore the learner’s temper tantrums. Do not let the learner have their way when crying.

2. Show the learner how to control angry feelings when things do not go their way (e.g., count to 10, say the alphabet, etc.).

3. Make sure you do not give into the learner’s temper tantrums because others are present. Provide consistency at all times.

4. Draft an agreement with the learner stipulating what behavior is required (e.g., dealing with unhappiness appropriately) and which reinforcement will be implemented when the agreement has been met.

5. Give the learner alternative learning activities, games, etc., in case learning activities prove upsetting.

6. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

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 learner’s progress. The parents may reinforce the learner at home for dealing with unhappiness appropriately at school.

9. After telling the learner that they cannot do or have something, explain the reason.

10. Give the learner alternative learning activities to perform in case some learning activities prove upsetting.

11. Praise the learner for dealing with unhappiness appropriately based on the number of times they can be successful. As the learner shows success, slowly increase the amount of time required for reinforcement.

12. Praise those students in the classroom who deal with unhappiness appropriately.

13. 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.

14. Talk with the learner to explain(a) that you recognize that they are unhappy and (b) appropriate ways to deal with unhappiness.

15. Praise the learner for dealing with unhappiness appropriately (e.g., orally stating their unhappiness, problem-solving, etc.): (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for ways to encourage students not to interrupt others? If so, keep reading.

1. Get the learner to question any directions, explanations, or instructions before starting a task to reinforce comprehension and avoid interrupting peers later to ask questions.

2. Converse with the learner to explain (a) what they are doing wrong and (b) what they must be doing (e.g., waiting for a turn to speak, working quietly, etc.).

3. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

4. Teach the learner to ask themselves questions such as, “What should I be doing right now?” “Is what I have to say relevant to this topic?” “Is this an excellent time for me to comment?”

5. Urge the learner to remind themselves to wait when they feel the urge to interrupt (e.g., “Stop. Count to 10.”).

6. Teach the learner to use techniques such as crossing their and legs, clinching their fists, and webbing their hands when they feel the urge to interrupt.

7. Show the learner the importance of treating people as they want to be treated (e.g., people will not interrupt you if you do not interrupt them).

8. Talk regularly with the learner to keep their involvement in the learning experience (e.g., ask the learner questions, ask the learner’s opinion, stand near the learner, seat the learner near the teacher’s desk, etc.).

9. Show the learner why it is essential not to interrupt others. Assist them in understanding that it is impolite, that they might hurt someone’s feelings, etc.

10. Get the learner to make a list of consequences associated with regularly occurring behaviors (e.g., By disrupting others, they will be perceived as unmannerly. By behaving aggressively, the learner will cause people to avoid him/her.).

11. Show the learner the need to lessen impulsive behavior to increase work productivity and general happiness.

12. Make sure that you do not interrupt others. If you interrupt others, the learner will continue to do so.

13. Create rules for conversing with others (e.g., wait for your turn to talk, stand quietly by the person with whom you want to talk until you are noticed, excuse yourself when you interrupt others, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

14. Select a peer who does not interrupt others. Urge the learner to observe that person and try to model the behaviors that Let them be patient.

15. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to display unacceptable behaviors.

16. Practice continuously the class rules regarding talking aloud during quiet activity periods.

17. Teach appropriate social rituals (e.g., say, “Excuse me,” before interrupting; wait until someone stops speaking to begin talking, etc.).

18. Get the learner to find the situations in which they are most likely to interrupt. After they have identified these situations, have them think of ways to minimize their occurrences.

19. Teach and practice efficient communication skills. These skills include listening, keeping eye contact, and positive body language.

20. 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.

21. Get a peer to signal the learner when they are interrupting others (e.g., the peer can touch the learner’s arm or desk as a signal that they are interrupting).

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

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

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

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

Are you looking for strategies to teach struggling students to wait on assistance from the teacher? If so, keep reading.

1. Give the learner an easily grasped list of consequences for unacceptable behavior.

2. Increase supervision (e.g., by the teacher, a peer, etc.) of the learner to let intervention happen before the learner exhibits troublesome behavior.

3. Get the learner to question any directions, explanations, or instructions before starting a task to reinforce comprehension.

4. Minimize the emphasis on competition. Highly competitive learning activities may cause the learner to feel anxious and have difficulty waiting for assistance from the teacher.

5. Talk about the learner’s behavior with them in private rather than in front of others.

6. Make sure that the learning activities in which the learner engages are not too complicated for him/her.

7. Do not place an emphasis on perfection. If the learner feels they must live up to your expectations and cannot, it may cause them to become impatient while waiting for assistance.

8. Closely supervise the learner to monitor their behavior at all times.

9. Assess the degree of task difficulty to ascertain whether the learner will require additional information, time, assistance, etc., before starting a task.

10. Display needed information in a readily accessible place (e.g., bulletin board, desktop, etc.), to decrease the learner’s need for assistance from the instructor.

11. Create alternative learning activities for the learner to perform when waiting for assistance from an instructor (e.g., check work already finished, look at a magazine, organize work area, begin another task, etc.).

12. Provide visibility to and from the learner while they wait until assistance can be given. The instructor should be able to see the learner, and the learner should be able to see the instructor. Make eye contact possible at all times.

13. Provide oral communication with the learner until assistance can be given (e.g., “Thank you for waiting quietly. I’ll be there shortly.”).

14. Teach the learner to use techniques that limit the need for teacher assistance (e.g., refer to prior math problems for models, use reference learning materials as a source for answers, 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.