Strategies

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Behavior

Personalize a student's space.


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How?
Allow students to express who they are either in their personal space at a desk or online.
Why?
A young person needs to feel seen and heard as their authentic self.
structured
Mature Class technique


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How?
Discuss with class what maturity means. It means that they know when it's time to be working hard at learning and when it's okay to be silly. Define specific features so they know what each one looks like. Then stick to what is agreed upon.
Why?
Having fun in class is part of relationship building with all of your students. No student wants one student to get in trouble or ruin the mood of the class. Teaching students when it's okay to be silly and when it's time for serious learning helps them do both - have fun and learn.
structured
Class challenge.


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How?
Divide the class into 1-4 groups and set a goal for not disrupting class. Discuss what it means when class is disrupted so it can be agreed upon.
Why?
This is just a fun way to curb disruptive behavior. It only works though if the students are not super competitive and can handle losing even though there are no rewards. It may be that the students need practice with this to be effective. For some students, competition is enjoyable just to win. It's a win-win situation because the whole class is participating.
structured
Most seat to the front of the room.


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How?
Find a place in the front of the room where the student is only facing your instruction.
Why?
This makes it so that the only audience they have is you. Your instruction needs to be engaging, however, otherwise the student may turn around and have an entire audience!
structured
Have ready-made activities for what to do when students finish early.


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How?
Have a place in the classroom or online where students can go to work on activities when they are finished with their work.
Why?
Having these activities will help the student stay engaged in learning instead of disrupting others who are still working. However, a note of caution. It is very easy to let students surf YouTube or play games online. While this works in the short term, it can cause longer term damage. It is best to choose and have students vet these activities.
structured
Secret signal


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How?
Meet with the student and determine a signal that lets the student know that have crossed the line and need to be reminded to move back into control. Here is one - “wind it down” hand signal in the shape of a descending spiral staircase.
Why?
A secret signal has to remain secret otherwise it doesn't work. It also takes time and practice for the student to know how to responsd when they see the signal. It's a good way to communicate without calling the student out publicly or bringing attention to the student in a negative way. If the student is struggling with impulse control, they are more likely not going to want attention drawn to them publicly. Having a secret signal lets them know they are safe with you.
structured
Time and Place


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How?
Meet with the student when both of you are calm and talk about when and where it is okay to be funny. Cite examples in class that are positive and ones that are not disruptive. Explain why there is a time and place for humor.
Why?
Defining times and places where they can use their humor will help strengthen their gifts and minimize disruptions in class. Help them understand when it is okay to be funny during class time, but stick to it because they will test it out : )
structured
Have student sit next to teacher.


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How?
Move the student next to the location where you teach the most.
Why?
This only works when you can be a calming presence with the student and have a good relationship with the student. It's a form of co-regulation.
structured
Give attention to students who are behaving appropriately.


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How?
Thank students who are behaving and engaging in the learning. Thank the students who are following the directions. Be careful though to do it in a way that doesn't shame the other student(s).
Why?
While your attention may be toward the student who is disrupting class, it is important not to forget the other students who are engaged in your lesson. It also shows the student the expected behavior when you give attention to it. Be careful not to compare or point out the student publicly or this could backfire. For some students, the peer pressure and social acceptance will encourage them to follow suit with their peers. For these studnents, shows allows them to see how to get your attention appropriately.
structured
Provide high-quality verbal praise (e.g., enthusiastic, behavior-specific)


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How?
The important thing to remember here is to be authentic. Even an enthusiastic compliment can go wrong it it is not authentic.
Why?
This is a way for the student to feel seen.
structured
Assign a job to student.


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How?
Think of a job that the student is capable of doing that will help the class and assign it to them. Assign other jobs to students so that the student isn't singled out. Put them in charge of something and feed their need to control. Give them a leadership opportunity.
Why?
Assigning a student a job helps them learn responsibility and builds their self confidence. It also helps them focus on the task instead of disrupting class. It shows that you trust them and this builds a trusting relationship. If they struggle with it in the beginning, help them instead of firing them right away. It may take time. This feeds their need to be in control or have power. This can be a leadership trait if you can leverage it that way.
structured
Make a behavior plan.


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How?
This is your classic behavior plan. Collect baseline data about how many times the student disrupts class. Set a goal. Determine a reward and a consequence and check in periodically to see how it is going. Adjust as needed.
Why?
Behavior plans work well if the why is accurately identified as well as the reward. Be careful with extrinsic rewards especially food and developmentally younger activities. However, extrinsic rewards may be needed as a stepping stone until you can get to the intrinsic reward. The student may need an extrinsic reward in the beginning, but only short term.
structured
Change seating arrangement.


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How?
Try moving the student to a different place in the room. It may be simply where the student is sitting and the proximity of other students. Change the seating arrangement or where the student sits to minimize distractions.
Why?
This is a tricky one because moving a student far away from other students is going to damage their self-esteem. It also won't stop the behavior. Changing the seating arrangement should be designed to minimize distractions for the student. There could be something that is triggering the student. Try finding a place in the room where the student feels safest.
structured
Assign group roles.


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How?
When you teach with group activities, think about the roles the group will need and then be consistent when assigning them. Students are going to need these roles modeled and practices.
Why?
Using consistent group roles will help students learn them and participate in group activities successfully. This helps build friendships because students learn how to act and communicate in group settings. Having a teacher that facilitates friendships builds a secure relationship with the student.
structured
Body scan


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How?
A body scan is when the student focuses their attention inward starting with the top of their head or toes and works their way through each part of the body noticing sensations.
Why?
This can be used to help the student identify triggers or anxiety. This in turn can help them respond differently to their triggers - by listening to their body.
neurosciencebased
Make a game out of the lesson.


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How?
A game can be as simple as a friendly competition or a Kahoot. There does not need to be a winner nor prizes.
Why?
Making a lesson into a game gives it a different feel for engaging with the content. It adds an element of fun to the learning.
academicbased
Assign student a task during instruction.


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How?
As you are thinking about the lesson, find something the student can do, such as be the note taker or be the question caller.
Why?
Giving the student a task during the lesson gives them something to pay attention to doing
academicbased
Break down instruction into smaller segments.


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How?
As you plan your lesson, think about different ways you can present the content. Vary the type of activities you use.
Why?
Varying the types of instructional approaches may make the learning more interesting for the student and keep them engaged.
academicbased
Create a partner activity.


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How?
Assign a partner that the student trusts so that they can both engage in the learning activity.
Why?
It is important that the other student is one that the student trusts even if it is one that the student seeks attention from. This way, the student's need for attention and their level of participation in the learning activity is achieved.
academicbased
Allow 5 minutes at end of class for student to entertain the class with talent.


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How?
Before giving the students 5 minutes at the end of class to entertain the class, meet with the student ahead of time to set down boundaries and clarify what is acceptable and what is not acceptable especially when the humor comes at the expense of other students. Never is harmful behavior acceptable. Let them know this ahead of time and be very clear of the consequence.
Why?
Humor is a form of risk-taking so if this is a genuine talent of the student, there may be times when boundaries are crossed. Use these as learning opportunities to strengthen the students talent rather than squash it since the student is going to continue to exhibit the behavior regardless.
academicbased
Small group activity


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How?
Divide students into small groups and let them work together to achieve a common goal, discuss a topic or complete an assignment. The activity should be completed during the class period.
Why?
Similar to a group project, the student who craves attention from peers can be assigned to the same group or a different one. Both approaches might work and need to be tested to find out which one works best.
academicbased
Have the student teach you.


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How?
During a down time, let the student teach you about one of their high interests or about how they solve a problem differently. They might even have a resource they use that you can share with the other students
Why?
Listening to a student without judgement shows you have genuine interest in them as a person. This helps to build a personal connection with the studnent and strengthens the relationship. It also models the behavior you are seeking from them.
academicbased
Explain the lesson in student context.


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How?
Explain the information using examples and information that the students already know about and then draw connections to the new content
Why?
Some students may not have the background knowledge or vocabulary to fully understand the content. Explaining the information in a way that they can understand based on what they know will help them grasp the concepts you are teaching.
academicbased
Have student teach the class.


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How?
Find a topic or skill the student has mastered or is close to mastering and have them teach the other students how they solve the problem or understand the concept. If they want to create a presentation or conduct an activity, too, all the better.
Why?
Since the student needs attention, this is one way for them to get it constructively. Plus, sometimes students can explain things in a different way that helps the other students understand.
academicbased
Assign a video along with the lesson.


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How?
Find a video that explains the content in a different way. If it is a long video, break it up into parts with questions or short engagement activities in between. Some students need information presented in a different way. Providing a video along with the lesson might help engage the student.
Why?
Adding video activates different parts of the brain. For some students, it is difficult to visualize auditory content. Video helps them do this and put the concept into long term memory.
academicbased
Create a group project


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How?
Group projects need to have structure, such as assigned roles. These roles need to be modeled and developed over time. For projects, students will also likely need help with making progress over the duration of the project.
Why?
Group projects give purpose to this student because they have a role to do. It also gives them a smaller audience. You will have to test out whether it is better for the student to be in the group with the students they are seeking attention from or if it works better for them to be separated. Both approaches can be effective.
academicbased
Find out if the student has a learning disability and then teach a different way


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How?
If a student is exhibiting signs that they have a learning disability, refer them to be tested. Talk with the parents/guardians and find out if the student has already been tested or if they are seeing the same things at home.
Why?
A student with an undiagnosed learning disability is going to struggle both academically and social-emotionally. It is super important that you understand that a learning disability is not a sign of laziness or stupidity. It simply means they learn differently and they need to be fully accepted regardless of the fact that they need different teaching methods and approaches. The good news is that these can be woven into your regular education approaches and techniques because many of the strategies that are good for students with learning disabilities are also good for all students.
academicbased
Try to make the lesson more entertaining.


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How?
Imagine you are an actor and play a part in your presentation.
Why?
You'd be correct in thinking that you are not paid to act or entertain, but think about it from your student's perspective. If you sit in your class, what would you be thinking? Reflect on presentations you have enjoyed. It doesn't need to be all the time, but try it some of the time.
academicbased
Alternate means of expression for assessment.


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How?
Instead of the traditional question and answer or written assessment, give the student the option to express what they know verbally or visually.
Why?
Many times, assessments are text-based question and answer. However, some students may need to demonstrate what they know through different methods like a presentation or verbally.
academicbased
Create an interest-based lesson.


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How?
Integrate one of the student's interest early on into the lesson.
Why?
Creating a lesson that incorporates this student's interest is more likely to divert their attention to it instead of a distraction. Some students need to understand the connection between their life and interests to what is being learned in order for them to become engaged in the lesson.
academicbased
Alternate easy and hard assignments.


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How?
Intentionally assign classwork that is easy and then alternate to one that is more difficult.
Why?
Alternating between easy and challenging assignments builds confidence in students who may struggle with self esteem. This gives the proof that they are learning and as their confidence grows, and their trust in you builds, they will be more likely to put more effort into the challenging tasks diverting attention away from it by distracting the class.
academicbased
Give more challenging work.


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How?
It may not appear that the student can handle a challenge because of other factors. In addition, they may struggle with it, but try assigning an assignment with a higher order thinking question or an open-ended question that will allow the student to express their divergent thinking.
Why?
It may be difficult to hear that a student is bored with a lesson that you worked hard to plan, but do not take it personally. Not all lessons need to be a hit show, but some students may be acting out becasue they need more of a challenge.
academicbased
Reteach the lesson the next day


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How?
One of the most difficult things to do is reteach a lesson. If it's beneficial for the whole class or a small group, include the student in the lesson that you are reteaching, but have a conversation about it ahead of time. Let them know that you care about their education, but also the education of the other students and therefore, will teach the lesson again. If it's for the whole group, you can put a new spin on it. There's never enough time to cover the entire curriculum, but this send the message that they are there to learn.
Why?
Reteaching a lesson to this student sends the message that you are still on their side even when they mess up. It also holds them to your high expectations. Remember, they are struggling with something and getting access to your teaching shouldn't be one of them.
academicbased
Teach concentration skills.


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How?
Purposefully plan moments in your lesson where students practice concentrating on a topic. Let them know they are practicing this skill and why it's important. It may be worthwhile to note that the ability to concentrate is affected by the small bites of information provided from social media.
Why?
Instead of taking the student behavior personally and categorizing it as a flaw, think of it as a skill that needs to be developed and practicted
academicbased
Assign a game-based activity.


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How?
This one works particularly well for math. Find a game-based lesson online that engages the student.
Why?
For some students, game-based learning is motivating and will keep the student engaged instead of entertaining the class although at times, the student does engage in both. Keep an eye on whether all of the students are engaged and learning rather than whether the student is diverting attention from the learning task.
academicbased
Adapt the lesson to the student


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How?
This strategy involves adapting the lesson on the fly to what the student is doing in order to keep them moving in the direction you are leading them on the lesson.
Why?
This strategy might work because it shows the student that you see them whether they are struggling or needing more of a challenge. It shows that you are paying attention to their needs which helps build secure relationships that help students take risks with learning new material.
academicbased
Assign a peer buddy


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How?
Ask the student if there is another student that helps them focus and bring back their attention. Then meet with the other student to see how this peer-to-peer relationship can be leveraged to help the student harness their impulses to be funny and distract the class. For example, a signal from the one student can let the other student know that enough is enough before they get into trouble.
Why?
Not only does this strengthen the friendship between the two students, it helps them both because there is les off-task time overall. Remember though, it is not the other student's responsibility to manage or make the other student behave. That is not what this is about. It will only work if the students are strong friends and it may only work temporarily.
personal
Ask the student what they need.


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How?
Ask the student what they need and how you can help. It may throw them off guard, so be prepared for a response that they need nothing. This is just a test. Keep asking although not in front of their peers or in front of class.
Why?
Being able to identify what a student needs is a sign that you care about the student. Attending to their needs builds a secure relationship. The student may not be used to this.
personal
Make a positive phone call home.


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How?
Build a positive relationship with the parent and call home the minute the student does something well. You can acknowledge that the student is still working on drawing attention away from the class, but do not emphasize it at this time.
Why?
It is important that the parent sees you as their child's advocate, misbehaviors and all and that you are trying to help them succeed in school.
personal
Have student become a peer mentor.


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How?
Find a student that may need help and assign this student as a peer mentor only if they are both agreeable. Then meet with them to discuss what a mentor is and does and what a mentor is not and does not do. Write these things down and set goals. Regulary meet with them to see how things are going and adjust as needed. This is likely a short term situation.
Why?
Assigning the student to be a peer mentor builds their confidence and leadership abilities.
personal
Teach the student how to harness their strength.


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How?
Find a way to incorporate the student's strength into your lesson. For example, a student may seek a lot of attention during a story. Have them be responsible for the sound effects or for one character's part.
Why?
Giving the student something to do during the lesson will help them focus on the lesson instead of distracting others from the learning.
personal
Have a sense of humor


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How?
If the joke is funny, take a moment to laugh at it and let the other children laugh, too. Then immediately bring them back to focusing on the lesson. At a one-to-one time, you can let the student know that you may laugh at their jokes from time to fime because they are funny, but that it is not an open door to take the stage away from learning.
Why?
Laughing at a student's joke shows you are human and can relate with them. It lets the student know that you know they have a talent, but it also lets them know that you are serious about their educaiton.
personal
Joke/riddle of the week


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How?
If you have access to jokes and riddles, share it with them. If not, assign the student to bring in a joke or riddle of the week.
Why?
This is channeling their strength positively. It shows them when and how to use their talent.
personal
Highlight the positives of the disruptive behavior.


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How?
Make a list of the positive effects of the behavior. Find ways you can integrate these positives into your instruction while you continue to work with the student to address the negative effects.
Why?
This may be difficult because when a student disrupts learning, it comes across as disrespectful to you, prevents others from learning and makes it difficult to get a word in edge-wise. However, they are going to continue to seek attention because they need it. The bottom line is that you are sharing the show with these students, so finding the positives will only help you build the relationship with the student. In this way, they will learn to respect your time when you are teaching.
personal
Give them parameters for when we will need their strengths.


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How?
Meet with the student and acknowledge that they have charisma or a gift, but that with gifts come responsibilities. Work with them to understand how to leverage their gifts by giving them parameters for when to use it.
Why?
Making people laugh is a gift albeit bad timing in the middle of your lesson. Remember, the student may have low self-esteem because they cannot control their impulses. Acknowledging who they are and accepting them is important to building relationships because they are being seen and heard when you do this.
personal
Student created checkist so student can monitor own behavior.


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How?
Meet with the student and outline the behavior that makes for a positive learning experience for the student, the other students and the teacher. Then let the student reflect on these features at the end of class. Use this as talking points for further help that the student may need to control their impulses. It can also be a means for making a positive phone call home. It is important to keep this between you and the student. It is not for other students to know about or judge.
Why?
Having a student monitor themselves increases self awareness and puts the ownership over the behavior - both misbehavior and improved behavior - with the student.
personal
Meet with the student to find out why.


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How?
This is very important. Only meet with the student when you are both calm. Listen without judgement. It is only until you understand the why will you be able to best match a strategy. Try not to take what ever the student says personally. Remember, it may have nothing to do with you, but if it does, you are the adult and can figure it out. It is important that you stay calm during the entire conversation. The why may be elusive or it may be clear cut.
Why?
You have heard this already, but all behavior is communication. What you are trying to listen for is what is the student trying to communicate to you. Since you are the person in front of them teaching them, they are trying to communicate with you. Listening without judgement may be difficult, but it is so critical to building a secure relationsip with the student. They may be giving you insight into yourself, so it may be a time for reflection, but also know that this student has had previous relationships that have shaped them into who they are today.
personal
Use funny props to teach.


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How?
Wear a hat, show off your funky earrings, bring in your favorite stuffed animal - anything that makes the other students smile.
Why?
This is a point of relatedness between you and the student. Show them that it's okay to laugh and have fun learning. This way models for them how and when.
personal