Positive Classroom Behavior Management Systems

Behavior Management Strategy Ideas

Visual prompts versus verbal. Verbal redirection can be reinforcement to attention seeking behavior and inadvertently increase the behavior. Posters or flash cards with pictures of the expected behavior will minimize the amount of verbal attention paid to the undesired behavior. Example: A student is lolling on his/her chair, show a card with a picture of a child sitting in a chair. Microsoft clipart has several graphics that may be of help. Visual prompts are very worthwhile. They provide redirection and show what the desired behavior looks like.

State clear expectations. Be brief, be firm, be consistent. This will likely cause an increase and escalation of the undesired behaviors. However, this is textbook response when limits and expectations are being applied. Students may try everything to test the limits and the consistency of the expectations. They may indeed throw a huge temper tantrum in protest. At which point the natural consequences in place per your building might apply and include de-escalation procedures.

To aid in the reduction of tantrums and to help achieve desired behaviors, positively reinforce all approximations and actual demonstrations of desired behaviors. Give a sticker or a stamp on a note card whenever the student is not engaging in undesired behaviors. Couple this with brief, specific praise. The immediate and continuous reinforcement schedule is necessary until the undesired behaviors begin to decrease. Then too, the reinforcement schedule is faded. This usually takes about two weeks.

Avoid reinforcing the undesired behaviors. For example, when the student makes an extraneous verbalization, ignore it. SCENE: Class is engaged in comprehension tasks. Student blurts, “Friday is my birthday!” Redirect with, “That’s nice. I need for you to answer this question about the story” and repeat the question, or task, etc. Also, if the student physically attempts to get your attention, do not give it in the form of approval. Remind him/her of the expectations and then ignore, giving time to process and comply.

Repeat or show the behavioral expectations as often as necessary. Have student(s) repeat or model them back to you.

Avoid “why” or “what are you doing…” or “how many times have I told you…” questions as these can lead to power struggles or be perceived as humiliating. For example, “You haven’t got much done, why am I not surprised?” can lead to students either escalating or shutting down. Use non-judgmental, matter-of-fact statements in calm, even tones. When redirecting undesired behaviors, avoid calling out the student’s name in front of the class. Discreet and positively stated corrections can decrease resistance and enhance compliance. For example, rather than stating, “If you don’t get this done, you owe me 5 minutes of recess,” state, “When this gets done, you will have your recess.” Referring to the task as, “it” versus “you didn’t” is less judgmental and less intrusive.

Consider using some sort of auditory tool such as a musical instrument to manage transitions, activities, etc. For example, when students hear a triangle ding, they know it’s time to transition.

These are just a few ideas. The goal is to take what works, build on the strategies, and create positive behavior interventions that are effective with your particular population.

Positive Classroom Behavior Management Systems

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Positive Classroom Behavior Management Systems

Many schools are using a card system that requires the student to pull a card when a misbehavior occurs.  When he/she reaches a certain color he may lose a privilege or receive a consequence.  This focuses all the attention of the student, teacher and other students on the negative behavior.  It also frequently causes a power struggle between the teacher and student.  In this system once a student has ‘blown’ his cards for that day, he has no incentive to change the behavior. 

We would encourage you to instead focus the attention of everyone on the positive behaviors of students in your classroom. Remember a behavior noticed is a behavior repeated.  This can also be done through a card system, tokens, coins, points, etc. 

Card System:

All students begin each day without any cards or on the first color.

Throughout the day if the class or an individual performs with positive behavior they are rewarded with a certain color of card.  You may want  the last one to be green if students and parents are used to the old system.

Cards are not removed once they are earned.

All students that are on green by the end of the day could receive a note to take home announcing they had super behavior!  Often the color that a student ends on is recorded and students with so many green days get a school wide reward at the end of the month or grading period.

The typical color system is four colors; blue, red, yellow, green.

Additional colors could be added if you want or need to reinforce more often during the day. 

Note for pull out rooms.   The color that a student begins on could be adjusted depending on the amount of time that he/she spends in the resource room.  For example, Johnny comes to the resource room for a total of 180 minutes a day, so he begins with the ninth color.   Ted comes to the resource room for just 60 minutes a day so he begins with the third color.  (There isn’t any set sequence of colors, just be sure to be consistent with the building.)

Tokens, Coins, or Points:

The same concept of rewarding positive behavior applies.

Students receive the token, coin, or points and they accumulate for a specified period and then are cashed in for a reinforcement.

Clothespin or Velcro Chart:

A chart could be made for the wall. (see sample below)  Each student has a clothespin or velcro-backed disc with their name on it.

When the student enters the room all clothespins or discs are at the lowest level.

When a student or the class exhibit desired behaviors they are recognized and they get to move their clothespin or disc up to the next level.  

When a student reaches the top level they may receive a certificate to take home praising their positive behavior or they may be able to place a sticker on a chart to build towards earning a classroom privilege or token from a good behavior box.

You may allow students that reach the top before the end of the day to start over. 

Students never move down on the chart.   The consequence of misbehavior is natural, not moving up the chart, but no attention is given to the negative behavior.

If using Velcro backed discs then make the chart with colors of felt for the discs to adhere to.

Positive Classroom Behavior Management Systems

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Replacement Behaviors/Strategies for Classroom Management

Provide student with opportunities to make choices

Re-establish classroom expectations

Change seating arrangements

Help the student set personal goals

Relate situations and feelings by using a story as an example from personal experiences

Provide student with opportunities to peer tutor

Teacher gives directions and praise privately using “their” language

Give student more responsibilities in the classroom with choices from which to pick

Students work together to build relationships and keep them together instead of separating them

Provide an attainable task to complete

Reinforce positive, friendly behavior

Use strengths to uplift or help another student

One-on-one conference to explore feelings and conflicts

Increase supervision (e.g. peer monitors)

Increase school spirit

Increase pride and ownership in school

Change seating arrangements

Provide student with ‘job’ (disrupt the behavior)

Give leadership opportunities and positive consequences

Avoid close quarters when possible

Give attention to other students

Have students brainstorm a “wish-list” of expectations and privileges

Leadership opportunities

Offer choices

“Home-work pass” or “Cross-off’ tasks at a predetermined ratio

Student to set attainable, daily goal

Reward student for working

Allow a privilege

Peer tutoring

One-on-one attention

Isolate

Offer choices

Student to self-monitor his/her desired behaviors

Help the student set academic goals

Assign student a peer tutor

Gain power/control

Gain attention

Communicate

Teach them to do the next right thing

Use analogies

Role play

Provide leadership opportunities

Train student with conflict managers so they can become one

Encourage student to come up with a solution

Give power back to the student

Gain power/control

Gain attention

Model appropriate conversation

Have student write his/her reason for the debate on paper and suggest discussion later during their free time

Change schedule or seating chart

Team meeting

Involve parents and administration

Gain power/control

Gain attention

Avoid/escape

Communicate

State the obvious and avoid “why” questions

Chunk time period and provide positive reinforcement for respectful tone

“Helper” or leadership opportunities

One-on-one discussion w/teacher

Role-playing

Verbal praise

Choice to stay in class or go to buddy teacher

Student reflection (“Did I raise my voice”)

Teacher writes on a pad or Post-It exactly what student is saying at that time. Share with student discreetly, have student tear up Post-It and throw it away

Have student reword the sentence back to teacher and replace with proper word

Evaluate community service

Compassion/humility teaching

Provide leadership opportunities for those less arrogant to refocus attention

Gain power/control

Avoid/escape

Gain attention

Give leadership opportunities and positive consequences

Reinforce approximations (e.g. when student makes any attempt at suiting-up)

Reinforce all students who are suited-up

Have student journal why they’re not suiting-up or participating

Gain power/control

Gain attention

Avoid/escape

Communicate

Disrupt the behavior with job, responsibilities, etc.

Separate peers as needed

Temporary schedule change

One-on-one w/teacher or counselor

Increase structured activities

Individual student creates own, “To Do” list for class period or day

Journaling instead of vocalizing

Use a timer

Set self-goals

Provide student with leadership opportunities

Proximity control

Kagan grouping

Individual activities

Provide replacement words or “I statements

Preventative cafeteria seating

Preferential seating

Allow student time to “chill-out” (in room away from peers)

Student generated seating chart

Model positive comments

Gain power/control

Gain attention

Identify emotions; sympathetic

Provide alternate source of power/attention

Remove from situation (not necessarily the office)

Preventative seating in cafeteria

Practice de-sensitizing for distractions, practice ignoring

Have students write alternative dialogue

Gain power/control

Gain attention

Offer choices

Reinforce appropriate behavior

Teach and model the correct response such as, “yes’ or “okay”

Ignore

Give simple opportunities to lead, but not take advantage

Give the student the opportunity to have the last word, “I know you have a final comment, please state it…” Then move on with instruction, etc

Gain power/control

Gain attention

Classroom board, “Kindness Board”

Role play in class

Positive sheet for each student created by peers

Direct instruction to class; positive behaviors and communication

Utilize support staff to work with class or small groups

Gain power/control

Gain attention

Self-stimulate

Class reads the book, “Annie and the Old One and discusses

One-to-one time

Teacher monitoring by walking around the room

Collaborative grouping (everyone has a job)

Build relationship with students (what are their interests?)

Tap into prior knowledge

Multisensory activities (choices)

Avoid/escape

Gain power/control

Student does activity with teacher before moving on to next activity

Student does only part of the activity (give a choice) and gradually increase what is done

+ reinforce when done, such as with a chosen activity

“Lip-sync” words or songs, increasing expected participation (vocal music)

Provide leadership duties

Provide opportunity to explain assignment

Assign a “study buddy” as needed

Avoid/escape

Gain attention

Schedule time with counselor

Positive reinforcement for time on task

Meet with parents to discuss the concern of lack of focus and discuss “sleep” habits, etc.

Use peers to help get student’s attention

Kagan strategies that allow for socializing

Avoid/escape

Gain attention

Gain power/control

Provide choices regarding tasks and chunk assignments

Cross-off or delete pieces or problems on the assignment as set number of problems are completed

One-on-one w/teacher after directions are given

Make request privately to student

Writing instructions for class (teacher helper)

Change routine

Assign student as group leader

Provide leadership opportunities

Set self-goals

Provide alternative assignments

Positive reinforcements for completing work

Modify assignment/differentiate instruction

Stair-step expectations

Work with boys separately while girls do another activity

Talk about singing with an athletic/physical point of view

Alternate portfolio assignments to replace part of participation grade

Provide the student a break (e.g. work 10 min. then 5 min. break

Provide student a safe place to vent/talk about problem

Be a role model

Peer tutor/buddy

Work assignment with student

Extend time for assignment

Chunk assignments

Give a day for everyone to do less for everyone who has been participating

Set goals

Set minimum number/amount requirement

Avoid/escape

Gain attention

Talk with student

Connect one-on-one

Extra time on assignments

Allow student(s) input on assignments

Connect assignment to real life

Use peer helpers (cooperative groups

Possible contracts for something to work toward

Set time limit for “touch & go” or teacher check and feedback

Criteria for spending time with tutor

Provide leadership opportunities

Specific praise

Call home to share positives

Personal diary

Peer tutoring with like-gender peers

Group discussions

Controlled socializing opportunities

Working with mentors    

Avoid/escape

Gain power/control

Supervised activity-teacher begins a round of “complete the sentence and limits the time

Assist students in becoming aware of their behavior

Collect baseline data (how often is it occurring and when)

“Socrates Café” for class: Think, listen, speak with visual prompts for what each looks like

Gain attention

Solos (vocal music)

Increase responsibility

Gain attention

Avoid/escape

Opportunity to write down thoughts and share later

Teacher helper or teacher role

Opportunity for one-on-one with teacher or peer upon completion of set amount of work

Note-passing with supervision

Begin class with a focused discussion

Vary routine to disrupt behavior patterns

Kagan strategies

Time how long student continues to talk, provide student with baseline time and have him/her monitor subsequent times while trying to come in under the baseline time

Teacher helper opportunities

Direct student to peer or buddy help

Students get “visit” time at end of class if teacher hasn’t spent time redirecting off task behaviors

Gain attention

Gain power/control

Specify how many “questions” the student has to “spend”

“Ask two peers before me”

Visual prompts to wait and respond

Call on them first

“Stop & Think” time (count to 10)

“Think-Pair-Share”

Review “7 Norms of Collaboration

Give the class a 2 min. “greet each other” time

Offer choices

Always know what you’re willing to give up

Use a timer for sharing ideas

Pass something around for a time to share

Change seating chart

Call on student to give instructions, read agenda items, or read teacher-prepared questions

Student rephrases what teacher said

Leadership opportunities

Solicit student opinion

Group monitor or self-monitor

Reminder of appropriate behavior prior to discussion for all

Proximity control

Share out ideas for positive attention

Gain attention

Gain power/control

Redirect to appropriate vocabulary

“Touch-&-Go” correction (stop briefly at student’s side to correct and immediately move on

Positive attention as teacher helper

Gain attention

Avoid/escape

Communicate

Use timer to monitor/limit talking

Have student peer tutor

Allow students to share-out more

Teacher helper activities

More kinesthetic activities

Practice getting quiet with designated signal

Noise meter (chart)

Restate or reframe directions

Chunk assignments

Short one-on-one to redirect

Praise and positive reinforcement for staying on task

Allow 5 min. at beginning or end of class (schedule talking time)

Seating arrangement

Allow students to write down thoughts

Gain attention

Avoid/escape

Self-stimulate

Communicate

Send student on errand/teacher helper

Physical transition/movement activities

Change activities/allow student input

Set goals

Small group work

Specific time to move as a group

Stated rules about out-of-seat procedures

Balance boards

A “lap” around the room after completing a set amount of work

“Beat the Clock” self-monitoring

Pencils with lead

Raise hand to get out of seat

Gain attention

Communicate

Redirect student to use “politically correct” language

Ask student to repeat the comment, rephrasing it to how they might share the comment with a parent

Student meets with team to discuss behavior and appropriate alternatives

Gain attention

Communicate

One-on-one attention from teacher or peer tutor (individual help or conference

Let student know what they need to do and what cannot be negotiated

High expectations

Gain attention

Avoid/escape

Communicate

Gain power/control

Pair student with a “buddy” to help be more responsible

Student journal the “why” of their behavior

One-on-one conference

Consistent classroom procedures

Small, cooperative groups

Provide trade- e.g. shoe for a pencil

Set self-goals and self-monitor

Positive reinforcement for supplies

Classroom set and individual set of materials/texts

Differential instruction – hand’s on projects, etc.

Engaging focus at the beginning of class

Student makes up lost time with the teacher at the end of the week during student’s free time

Gain attention

Gain power/control

May get up after compliance with directions

“Break time”: 1-2 min. when students may get up or sit down

If throwing paper, get the paper from them by saying, “Let me get that for you”, especially if they’re getting ready to throw it

Gain attention

Communication

Hand signal: 5-4-3-2-1 countdown

“Kagan” cooperative strategies

Stop-just wait quietly

Soothing or calming music during individual work time

Clarify expectations such as, “You may leave the room when given permission if you are ready

“Complete half of your work and you may take a water or restroom
break”

Use a timer and set a limit

Offer grades or feedback on work ethics

Relaxation activity before passing period…postpone passing if needed

Talk in quiet tones

Provide Velcro under table spot

Provide a spongy or other tactile cushion for seat

Weighted vest

Area to allow more movement

Self-stimulate

Gain attention

Develop a signal to let student know they are tapping

Set goals with self-monitoring

Class tap time

Tap or shake foot

Tap on hands or leg

Provide stress ball

Tap hand on cotton ball

Tactile alternatives (cloth, Velcro, etc.)

Journaling

Ask class to lay pencils down

Raise hand when ready for transition

Give leadership assignments such as passing out papers

Ask student at the end to help class by repeating instructions

Allow student to sit on the floor

Communicate

Avoid/escape

Shorten assignment

Chunk assignments

Offer choices on assignments (e.g. when 3 tasks are completed, student may choose 1 to cross off)

Alternative assignment

Choice to eliminate an assignment

Communicate

Avoid/escape

Self-monitoring

Teacher monitoring student progress

Communicate

Self-stimulate

Have students use non-verbal techniques

Social skills activities

Supervised note-writing

Peer tutoring

Help student become aware of behavior

Peer monitoring

An “ear” on the wall-if students have something to say, they can “talk to the ear”

Independent journaling

Structured whole-class discussion

Post instructions in a network file on the computers for students to access

Soft auditory prompts

Require a scripted, choral response

Scripted/supervised deep breathing

Preferential seating

Give students Velcro (loop side) or stress ball for tactile alternative

Communicate

Gain power/control

Gain attention

Avoid/escape

Self-stimulate

Give the student attention by allowing him to perform for the class

Have students jot down what they want to talk to the teacher about

Create printed instructions to have the student read while teacher presents

Give the student simple lesson for them to teach-they give instructions and get desired attention

Allow time at the end of class for conversation, silly noises, etc. if has not occurred during class

Communicate

Gain attention

Explain difference between a question and a rhetorical question

Praise students who raise hands

Praise all appropriate behaviors

Prompt for deep breaths before verbalizing

Practice/role-play different verbalizations in low-stress setting (e.g. role reversal or show why rules are important such as driving, coming to a stop sign, 4-way stops, etc.)

Develop system allowing student to realize frequency of “blurting out” answers such as having student tally mark or add some item such as a chip to a pile for each blurt out. As the tally marks or piles decrease, provide positive reinforcement

Positive Classroom Behavior Management Systems

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