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The following are a selection of actionable strategies for addressing off-task or challenging behavior in the classroom and beyond. Sample scenarios are provided to illustrate real life examples of how they can be used.
Model Self-Regulation
Model Self-Regulation
Summary:
Summary:
As a teacher, students look to us to know what to do and how to do it. Modeling self-regulation provides students with an example of how to practice SEL or executive functioning skills in the classroom. It would be hypocritical for the teacher to demonstrate the same behavior that we label as "challenging" when exhibited by a student. Modeling can take the form of taking deep breaths, or positive self-talk when mistakes happen during a lesson. It can also look like a teacher practicing self reflection in front of students, ranking their own emotions on a scale before it can escalate to a 10.
Behaviors:
Behaviors:
Examples of behaviors that modeling self-regulation can address:
Impulsivity
Non-compliance
Overstimulation
Frustration
Script:
Script:
Samuel slams his pencil down, crumpling his paper up, and shouts "I hate fractions, I'll never get it!" His teacher, Mrs. Pratt, becomes frustrated herself when she realizes what a disruption this is. Rather than appearing annoyed or angry, she calmly walks over to Samuel, tells him honestly that his outburst stressed her out a little, but that she is choosing to take a deep breath and pause for a minute, inviting him to do the same. She then reminds him calmly that frustrated doesn't mean stuck forever and that he can begin by looking for a small part that he does understand. Samuel follows Mrs. Pratt's lead, gently uncrumples his paper and starts by writing what he does know.
Proximity
Proximity
Summary:
Summary:
Proximity refers to closing the distance between yourself and a student, serving as a low key intervention to address off-task behavior. This may look like standing next to a specific student's desk or walking around the room, frequently passing a specific group or individual that may be off task.
Behaviors:
Behaviors:
Examples of behaviors that proximity can address:
lack of focus/distraction
disruptions
talking out of turn
Script:
Script:
Mrs. Pratt notices that Ben and Diego are chatting instead of beginning their reading logs. Instead of calling out their names, she begins walking through the rows of desks, pausing to look over shoulders. She pauses longer next to Ben and Diego, not long enough for it to feel like a punishment, but enough to reset their focus. They realize they should be starting their work, stop talking, and Mrs. Pratt gives them a pleasant nod as she continues her path around the room.
Redirection
Redirection
Summary:
Summary:
Redirection is the strategy of switching a student's focus from a disruptive or off-task behavior to a more appropriate, desired one. Redirections can be a valuable strategy as it can deescalate behaviors without shaming students, rather guiding them in a different direction. Redirection can look like verbal cues, non verbal cues, and offering choices.
Behaviors:
Behaviors:
Examples of behaviors that redirecting can address:
power struggles
lack of self control
attention seeking disruptions
lack of participation
Script:
Script:
In the middle of a science lesson, Anya starts flicking pieces of paper at her friend across the table, giggling each time. Mrs. Pratt sees this happenig and without stopping the lesson, redirects Anya's energy toward the task. She asks her if she could find where something is on the diagram, circle it, and explain to her table group how she knows. This positively shifts her disruptive behavior into an active role in the lesson.
Anti-septic Bouncing
Anti-septic Bouncing
Summary:
Summary:
Anti-septic bouncing is a technique where a student is temporarily removed from a stressful task to prevent negative behavior from escalating. Just like an antiseptic is used in medicine to stop an infection from spreading, antiseptic bouncing can stop a minor behavior from becoming a bigger disruption. A brief change of scenery or an errand to run, can not only provide a mental break for students, but can also prevent embarrassment.
Behaviors:
Behaviors:
Examples of behaviors that anti-septic bouncing can address:
overstimulation
restlessness
agitation
Script:
Script:
Tension starts to build between two fourth grade girls all morning, when Mrs. Pratt notices that one of them is muttering under her breath after getting her chair bumped. Before things erupt, Mrs. Pratt calls on one of the girls to do her a favor and take the attendance folder down to the office. This task gives the student's mind and body a break, allowing her to return to the classroom visibly calmer.
SEL "Skill of the Week"
SEL "Skill of the Week"
Summary:
Summary:
SEL stands for "Social Emotional Learning," the practice of teaching students to understand and manage their emotions, set positive goals, develop empathy, and work well with others. A beneficial behavior management strategy could involve teaching students a SEL skill at the beginning of each week, based on a specific skill the class struggled with the previous week. The teacher could take five to ten minutes to model and create a "Y Chart" showing what a specific behavior "looks like, sounds like, and feels like." The chart can be posted in a visible place, with intermittent check-ins and reminders throughout the week. At the end of each week, there can be opportunity for reflection and recognition of students who showed the most improvement or displayed the correct behavior the most consistently.
Behaviors:
Behaviors:
Examples of behaviors that SEL "Skill of the Week" lessons can address:
Executive functioning challenges
Lack of confidence/self-esteem
Script:
Script:
Lately Charlie has been needier and asking Mrs. Pratt what to do repeatedly. At the Monday SEL skill meeting, Mrs. Pratt focuses on independence and self management, providing examples of what this skill looks like, sounds like, and feels like, presented in a Y chart. Midway through the week, Charlie wants to get up and ask Mrs. Pratt what to do, but sees that she is working with a small group at the back table. She looks at the Y chart on the wall, thinks about strategies to figure out what to do on her own, and chooses one that works instead of interrupting Mrs. Pratt. Charlie gains greater confidence and Mrs. Pratt is able to focus on her small group instruction.
Positive Reinforcement
Positive Reinforcement
Summary:
Summary:
Positive reinforcement is rewarding positive behavior, making the student more likely to repeat it in the future. It may sounds like a given, but it can be challenging to focus on the positive, rather than calling out the negative behavior. It's a strategy that involves a consistent and conscious effort by the teacher to "catch" students when they make the right choice and provide them with positive feedback. This can be verbal or tangible positive feedback.
Behaviors:
Behaviors:
Examples of behaviors that positive reinforcement can address:
Most negative behaviors can benefit from this strategy
Script:
Script:
Rosie has a pattern of getting out of her seat repeatedly during writing time, finding off task activities instead. Mrs. Pratt decides to catch Rosie in a moment where she is focused in her seat. She tells Rosie that she is impressed with how she was focused and got right to work. She awards Rosie a "Pratt Point," part of the class reward system. Rosie is motivated to continue earning points as well as recieve positive feedback so she stays in her seat for the entire writing period.
Spell Out Rationale
Spell Out Rationale
Summary:
Summary:
Spelling out the rationale for a lesson is a strategy that explicitly articulates the reason why a specific lesson is being taught and why it matters. This gives students ownership, leaning on their prior knowledge and making it accessible for all.
Behaviors:
Behaviors:
Examples of behaviors that spelling out the rationale can address:
Indifference
Lack of motivation
Struggles with task initiation/completion
Script:
Script:
Cary and Alexis come in from recess, flop down in their seats and loudly exclaim "why do we even have to be quiet right now?!" Instead of just telling them to be quiet, Mrs. Pratt says "that's a fair question, we do silent reading right after recess for a reason. Your brain needs a few minutes to shift gears from running around to focusing. Quiet reding gives everyone's brain a chance to reset." Even if Cary or Alexis still may want to talk, they now realize the reasoning behind the "rule" and are more likely to be compliant.
Routines
Routines
Summary:
Summary:
Implementing purposeful, consistent routines in the classroom is an excellent strategy for preventing off-task or challenging behavior that can stem from deficits in executive functioning skills.
Behaviors:
Behaviors:
Examples of behaviors that implementing routines can address:
Executive functioning struggles
Overstimulation
Script:
Script:
Mrs. Pratt's class enters into their classroom each morning, taking part in their daily morning routine of greeting the teacher, unpacking, turning in homework folder, and starting morning work at your desk. The students know exactly what to do when they enter, so they aren't wandering around or loudly chatting with friends. Knowing what to do each morning gives Mrs. Pratt's class a sense of security and confidence, ready for a positive day of learning!
Checklists & Timers
Checklists & Timers
Summary:
Summary:
Providing students with tangibles like checklists and timers is a strategy used to aid in executive functioning challenges. Most classrooms will have students that can benefit from these accommodations to help them stay on task, be productive, and reach their goals.
Behaviors:
Behaviors:
Examples of behaviors that providing checklists and timers can address:
Issues with task initiation and completion
Organization struggles
Script:
Script:
Leah tends to get overwhelmed by multi-step problems and shuts down part way through, laying her head on her desk. Mrs. Pratt notices and pulls out an editable checklist to put on the corner of Leah's desk. The checklist includes five boxes for five steps. She tells Leah that every time she finishes one, she gets to check it off! When the problem is split into steps like this, Leah feels more like she can accomplish each part and feel successful.
Growth Mindset
Growth Mindset
Summary:
Summary:
Fostering a growth mindset includes both modeling and practice. A growth mindset means that an individual believes their abilities can be developed, improve, and that they can persist through setbacks, viewing mistakes as learning opportunities. Teachers can foster a growth mindset in their students by praising the process rather than the outcome, normalizing mistakes, and valuing effort.
Behaviors:
Behaviors:
Examples of behaviors the fostering a growth mindset can address:
Frusteration
Negative outbursts
Lack of motivation
Script:
Script:
When Sven sits down to start his division worksheet, he gets one wrong and immediately shoves the paper away. He says "I am so bad at Math, I am never going to be as good as Sophia!" Mrs. Pratt sits next to him and tells him that things will always be harder at first, just like when you're learning to ride a bike. This isn't an "I'm bad at math" problem, but an "I haven't learned this step yet" problem. Sven looks at her with a sense of relief and they work together to solve it. Mrs. Pratt also notes that she struggled to learn this type of division when she was younger too, but after time and practice, it eventually became a breeze!
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