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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
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
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
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
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