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Classroom Reinforcement & Redirection

1. Compliments and Congratulations

Giving students compliments or congratulating students can help minimize blurting out in whole

group, side talking, disrespectful behavior, zoning out or lack of focus, and giving up easily. This

means that by giving students recognition for good work ethic or congratulating them on

achieving a certain goal, the teacher is not only motivating the student but also the entire class.

Students appreciate a genuine compliment or recognition. It tells students that their efforts are

valued. For some students, they might act out because their relationship with the teacher is not

strong. Therefore, in this case it is important for a teacher to recognize good behaviors but also

compliment them on what they may be unnoticeable to a teacher. For instance, a teacher must

compliment students on a new hair cut or new shoes from time to time to continue having a good

report with his or her students.

2. Energizers

Energizers are a good tool to use in the classroom when trying to diminish blurting out in whole

group, side talking, disrespectful behavior, giving up easily and especially zoning out or lack of

focus. The teacher can use energizers when they notice students getting tired or losing focus

before or during a lesson. To do this, a teacher must get students out of their desks and allow

them to do a small physical activity to get their bodies and brains activated. Some examples of

energizers may be a ball toss, stretches, a small dance, or an exercise such as jumping jacks.

Teachers can also use energizers as a lesson by incorporating learning into the exercise. For

instance, students can each have a white board at their desk. The teacher will prompt a question

on the board and allow students to answer the question on their white boards. Once students have
answered, allow them to walk, skip, or hop to another desk to answer the next question. This

keeps students active during a lesson and increases their focus.

3. Positive Self- Talk

In order to reduce rude, disrespectful behavior or giving up easily, teachers can allow students to

practice replacing negative thoughts with positive thinking. A teacher can do this by explaining

to students that there little voices in our heads that help us think through and solve problems.

Sometimes the voices can be negative and tell us we can’t succeed or exaggerates how big our

problems are. Students can practice replacing these negative thoughts with positive ones by

allowing them to physically try it out. For example, when a student feels overwhelmed with an

assignment and wants to give up, have the student repeat statements like “This is no big deal. I

know this stuff” or “If I take my time and ask for help, I know I will achieve.” This will take

time and practice but by teaching students how to overcome negative thoughts and having them

practice, they are making themselves more accountable.

4. Traffic Light

To help students who are zoning out or losing focus or not trying and giving up easily, teachers

might use traffic lights. To do this, students who need to be monitored more closely for

appropriate behavior or potential help during independent work time will have a traffic light with

a paperclip attached to their desk. Students can use the paperclips to express to teachers if they

need guidance or help without making it public to the entire class. If a student places a paperclip

on green this may indicate to the teacher that assistance is needed. Placing the paperclip on

yellow indicates that the student is slowing down and needs the teacher to stop by to check their

work. The red indicated that the student is stuck and cannot continue without assistance from the
teacher. The meaning of the colors could vary. The teacher could even talk to the student to see

what works best for them with the meaning of the colors. This tool could also be used for

students with behavioral problems. For instance, green could indicate that a student is feeling

good and does not need assistance. Yellow could indicate that the student is not having a good

day and needs to talk with a teacher. Red could indicate that a student needs immediate

assistance because they feel an outburst coming.

5. Victories List

A victories list is a perfect way for students to motivate themselves in the classroom. It may

decrease poor behaviors such as blurting out, side talking, or disrespectful behavior. It can also

minimize zoning out, lack of focus, not trying, or giving up easily. Instead of taking note on a

child’s bad behaviors, students have the opportunity to focus more on their successes. A victories

list is a list that students make when the day is over to quickly jot down a few victories they had

during the day. Some victories may include highlighting an area where a student has grown, met

or exceeded expectations, and experienced success. The teacher will explain to students that

victories do not have to be big things and they don’t have to be solely focused on learning,

grades, or academics. The teacher may also need to prompt students with ideas. For example, the

teacher might say “I noticed that during reading groups you were prepared and organized with all

of your materials. This is something that you have struggled with previously but today you did

an excellent job.” Then, allow students to take their victories list so they can share it with an

adult. This allows students to brag about themselves a little bit and get recognition for their good

work.

6. Stand near an off-task student but keep eye contact with the on-task students
In order to help redirect off-task students, I will continue teaching. However, I will be sure to

stand next to the students who are off-task. I will not look at the kids who are being disruptive

nor will I acknowledge them. Instead, I will continue looking at the class and just stand closer to

the student who is off-task. If they do not get the hint I will rest my hand on the edge of their

desk while continuing to teach. Once the student is redirected, I will walk away without ever

making eye contact or acknowledging the misbehavior. This allows a child to understand that I

am aware of their behavior and give them a chance to stop it on their own.

7. Create a natural break in the lesson to talk privately with students who are being

disruptive

During a lesson, teachers can ask the class to do a quick pair/share, turn-and-talk, quick guided

practice activity, or solve a sample problem independently. I will use this time to quietly walk

over to the students who are misbehaving. To redirect them I might talk to them about their

choices and ask them what they need in order to get back on track. I might also use short and to

the point phrases. Some might include “I need you to____” or “Please ____”. This allows

students to be aware that they are not making the right choices without singling them out in front

of the whole class.

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