Behavior Management

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

1. Praise the learner for improving personal hygiene over time rather than expecting total mastery of personal hygiene skills immediately.

2. Make sure that all communications with the learner about personal hygiene are conducted in a private meeting.

3. Give the learner scheduled times during the day to pay attention to personal hygiene needs.

4. Let the learner arrive early at school to care for their personal appearance.

5. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

6. 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 caring for personal appearance.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the learner for caring for personal appearance 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.

9. Praise those students in the classroom who care for their personal appearance.

10. Converse with the learner to explain (a) what the learner is doing wrong (e.g., wearing dirty clothing, failing to shampoo hair or clean fingernails, etc.) and (b) what the learner should be doing (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.).

11. Praise the learner for caring for personal appearance: (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. Take into account the learner’s age and experience before expecting them to care for personal hygiene independently.

13. Make sure that the learner sees the relationship between their behavior and the consequences that follow (e.g., offending others, being avoided by others, not being able to take part in special learning activities, etc.).

14. Establish an example for the learner by caring about your personal appearance (e.g., combing your hair, bathing daily, etc.).

15. Urge the learner to take a home economics class, a health class, etc., to learn the importance of personal hygiene.

16. Make sure that the learner knows that others might “make fun” if the learner does not comb hair, zip pants, tie shoes, etc.

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

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

Are you looking for ways to support students who are chronically unhappy? If so, keep reading.

1. Provide consistent interactions (e.g., do not give extra attention when the learner is demonstrating facial expressions of displeasure).

2. Make sure that reinforcement is not provided when the learner does not smile, laugh, or demonstrate happiness (e.g., paying attention to the learner only when they show unhappiness).

3. 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.

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

5. Show the learner that feelings of unhappiness are natural, but there is an appropriate duration of time for public display of that emotion.

6. Teach the learner alternative ways to express unhappiness (e.g., in writing, by talking, etc.).

7. Take the learner away from the learning experience until they can be more positive.

8. Ask the learner why they frown, scowl, or look unhappy during typical classroom situations. The learner may have the most accurate perception.

9. Do not punish the learner for not participating in classroom learning activities.

10. Do not force the learner to interact with individuals with whom they are not entirely comfortable.

11. Always treat the learner with the utmost respect. Talk objectively at all times.

12. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

13. Make positive remarks about participating in school and special learning activities.

14. Get a peer (e.g., a close friend) to escort the learner to those learning activities in which they do not want to participate. As the learner shows success, slowly decrease the duration of time the peer stays with the learner.

15. Take into account those learning activities in which the learner does not want to participate. If something unpleasant is causing the learner to not participate, do all you can to eliminate or lessen the cause.

16. Do not force the learner to interact with others.

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

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

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

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

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

Are you looking for ways to help students who care too much about what others think? If so, keep reading.

1. Get the learner to regularly record their own progress to have concrete evidence of success.

2. Provide praise and constructive criticism continuously to all students.

3. Make cleaning up accidents a group responsibility to express the idea that we all make mistakes and accidents are common to all of us.

4. Ask the learner a question when they will most likely be able to answer correctly.

5. Urge the learner to be a peer tutor to recognize their own strengths and abilities.

6. Minimize learning activities that might threaten the learner (e.g., announcing test score ranges or test scores aloud, making students read aloud in class, emphasizing the success of a particular learner or other students, etc.).

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

8. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make that same mistake.” say, “A better way to do that might be … “).

9. Provide a predetermined signal when the learner begins to be overly critical of himself/herself.

10. Assess the appropriateness of the social situation and place the learner in the group in which they will be most successful.

11. Pair the learner with a younger or less capable peer to enable their feelings of success or accomplishment.

12. Provide praise and recognition privately so that the learner is not aware of the performance of others.

13. Urge all students to be complimentary of each other’s performance.

14. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

15. Talk with the learner about individual differences and discuss the strengths and weaknesses of individuals the learner knows. Convey that the learner does not have to do the same things everyone else does.

16. Urge the learner to refrain from comparing themselves to others.

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

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

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

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

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

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

1. Dissuade the learner from engaging in those learning activities that cause them unhappiness.

2. Give the learner positive feedback that indicates they are successful, competent, essential, respected, etc.

3. Find individuals with whom the learner may communicate about their unhappiness (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

4. Provide the learner additional duties (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

5. Organize their surroundings so the learner does not have time to dwell on real or imagined problems.

6. Help the learner identify how they wish things were in their surroundings and work with the learner toward those goals.

7. Teach the learner alternative ways to deal with requirements, challenges, and pressures of the school-age experience (e.g., deal with problems when they arise, practice self-control at all times, share problems or concerns with others, etc.).

8. Help the learner identify when they are getting upset so something can be done to help them calm down (e.g., walk away, talk about feelings in a socially acceptable way, seek help from an adult, etc.).

9. Teach the learner alternative ways to express unhappiness (e.g., express in writing, orally, etc.).

10. Refrain from topics, situations, etc., that remind the learner of unpleasant experiences or problems (e.g., divorce, death, unemployment, alcoholism, etc.).

11. Follow up less desirable learning activities with more desirable learning activities.

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

13. Provide the learner some decision-making power (e.g., seating task, the order of tasks, daily schedule, etc.).

14. Minimize the emphasis on competition. Repeated failure may cause the learner to throw a temper tantrum.

15. Assist the learner in selecting learning activities that do not cause anger, frustration, anxiety, 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 motivate students not to cheat? If so, keep reading.

1. Restrict the learner’s participation in competitive learning activities.

2. Teach the learner appropriate ways in which to deal with anger, frustration, etc., so the learner does not feel the need to cheat.

3. Assist the learner in accepting the fact that self-improvement is more essential than being the best, “winning,” “beating” someone else, etc., (e.g., improving their own best time in swimming is better than always trying to “beat” someone else, etc.).

4. Prior to beginning a game or task, make sure the learner knows the rules, is familiar with the game, knows instructions, etc.

5. Urge the learner to take part in less competitive learning activities (e.g., reading, clubs, scouts, learner council, etc.).

6. Assist the learner in developing self-confidence and satisfaction in personal self-worth and successes by pointing out strengths, emphasizing positive aspects, etc.

7. Address the learner’s behavior every time there is a problem with cheating (e.g., when the learner cheats, remove them from the situation, and do not let them return, etc.).

8. Address the learner’s cheating privately rather than in public.

9. Praise those students in the classroom who do their own work.

10. Do not take action unless you are sure that the learner is cheating.

11. Select a peer to model performing their own work for the learner.

12. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for doing their own work at school.

13. Draft an agreement with the learner stipulating what behavior is required (e.g., doing their own work) and which reinforcement will be implemented when the agreement has been met.

14. Praise the learner for doing their own work 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.

15. Create classroom rules: • Remain on-task. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

16. Converse with the learner to explain (a) what the learner is doing wrong (e.g., cheating, copying, etc.) and (b) what the learner should be doing (i.e., their own work).

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

18. Praise the learner for doing their own work: (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.).

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

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

21. Consider using AI to stop student cheating.

Are you looking for ways to support students who do not appear to be happy? If so, keep reading.

1. Make sure that reinforcement is not inadvertently given when the learner does not smile, laugh, or demonstrate happiness (e.g., paying attention to the learner only when they show unhappiness).

2. Dissuade the learner from engaging in those learning activities that cause them unhappiness.

3. Provide the learner additional duties (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

4. Help the learner find things they wish were in their surroundings and work with the learner toward these goals.

5. Always treat the learner with the utmost respect. Talk objectively at all times.

6. Let the learner attempt something new in private before doing so in front of others.

7. Urge the learner to interact with others.

8. Give the learner frequent chances to meet new people.

9. Do not force the learner to interact with others.

10. Convey your feelings in a socially acceptable way.

11. Assess the appropriateness of the task to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is appropriate.

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

13. Praise those students in the classroom who take part in classroom learning activities or special activities.

14. Urge the learner to take part in classroom learning activities or special activities.

15. Praise the learner for demonstrating happiness when appropriate: (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 teach students to take the consequences of their behavior seriously? If so, keep reading.

1. Make the consequence of a behavior obvious by identifying the consequence as it occurs and discussing alternative behavior that would have prevented the particular consequence.

2. Praise those students in the classroom who engage in appropriate behavior.

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

4. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow.

5. Get the learner to review the consequences of their behavior with someone they trust. Get the learner to consider various choices they could have made and the various outcomes.

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

7. Show the learner when they failed to consider the consequences of their behavior, what they did wrong, what they should have done, and why.

8. Make sure that consequences are delivered continuously for behavior demonstrated (e.g., appropriate behavior results in positive consequences, and unacceptable behavior results in negative consequences).

9. Every time a consequence is delivered, whether it is positive or negative, have the learner explain to you why they think it happened.

10. Give a learning experience that emphasizes the cause-and-effect relationship between unacceptable behavior and the inevitability of some form of consequence (e.g., both negative and positive behaviors and consequences).

11. Talk with the learner to explain(a) what they are doing wrong (e.g., taking action before thinking about what they are doing) and (b) what they must be doing (e.g., considering consequences, thinking about the correct response, considering other persons, etc.).

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

13. Praise the learner for engaging in appropriate behavior: (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

14. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to keep self-control.

15. Tell the learner that it is their behavior that determines whether consequences are positive or negative.

16. Give the learner logical consequences for unacceptable behavior(e.g., for disturbing others during group learning activities, the learner should have to leave the learning experience).

17. Provide a routine (schedule) that will minimize erratic or impulsive behavior that may result in negative consequences.

18. Talk with the learner about the need to avoid situations in which they may take part in risky behavior (e.g., if they are more likely to drive fast when their friends are in the car, do not drive with friends in the car; abstain from drinking alcohol during parties, etc.).

19. Make sure the learner does not become involved in overstimulating learning activities.

20. Give the learner many chances for social and academic success.

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

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

Are you looking for strategies to help students who respond inappropriately to praise? If so, keep reading.

1. Embody appropriate ways to respond to interactions with other students or teachers.

2. Recognize and praise the learner when they will most likely be able to demonstrate an appropriate response (e.g., when the learner is not being singled out in a group).

3. Recognize and praise the learner in private. The public aspect of praise or recognition is often the cause of the unacceptable response.

4. Give the learner many chances for social and academic success so they may learn how to respond appropriately.

5. Assess the appropriateness of the social situation concerning the learner’s capacity and ability to function successfully.

6. Distribute praise and recognition equally to all members of the class.

7. Give praise or recognition for smaller increments of success so that the learner may slowly become accustomed to the recognition.

8. Give praise and recognition as a natural consequence for appropriate behavior.

9. Attempt several groupings to ascertain the situation in which the learner is most comfortable.

10. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the learner only when they respond improperly to praise or recognition).

11. Utilize alternative forms of praise or recognition that are not menacing to the learner (e.g., written notes, telephone calls to parents, display of work done well, etc.).

12. Show praise with a matter-of-fact delivery and avoid exaggerated exclamations of success.

13. Utilize feedback related to performance (e.g., test scores, grades, etc.) in place of praise or recognition. As the learner becomes more capable of accepting praise and recognition, slowly deliver oral praise and recognition.

14. Instead of emphasizing winning or “beating” other students in competition, urge individual success or progress that may be enjoyed privately rather than publicly.

15. Always treat the learner with the utmost respect. Talk objectively at all times.

16. Maintain trust and confidentiality with the learner at all times.

17. Make sure that other teachers and school staff members who work with the learner know that the learner does not respond properly to praise and recognition.

18. Praise those students in the classroom who respond properly to praise or recognition.

19. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

20. Praise the learner for responding properly to praise or recognition: (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.).

21. Draft an agreement with the learner stipulating what behavior is required (e.g., saying “thank you” when given praise or recognition) and which reinforcement will be implemented when the agreement has been met

22. Praise the learner for responding properly to praise or recognition based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

23. Talk with the learner to explain(a) what the learner is doing wrong (e .g., behaving improperly when recognized by others) and (b) what the learner should be doing (e.g., saying “thank you,” smiling, etc.).

24. Convey your feelings in a socially acceptable way.

25. Connect with the parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for responding properly to praise or recognition at school.

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

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

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

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