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I have a few students who always have something negative to say, if I can come up with goals for them to say something positive (even with sarcasm) I think it would improve my relationship with them and create a better learning atmosphere.

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I struggle with student conferences and find myself facilitating them poorly when I do have the time. I need to make student conferences more consistent and more thoughtful. I can do so by creating the plan and prompting students on how they can ensure the plan will be successful.

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I like having Accountability Friday's where students check their grades and look at missing assignments. I want to begin a form of interventions on these days or even small group rotations with student level groups. This is difficult because even my "low" group has drastic differences in levels. I think it's also important that interventions be interventions and students are not behind/missing core subjects due to these.

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I agree with the majority of the video. I really liked when they compared posting an F paper and F behavior (chart). What options do educators have when keeping them in the room doesn't work (refusal+defiance) and sending them rewards them?

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As many have stated prior, providing exact positive reinforcement helps other students know the expectations.

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I notice myself using these strategies for most of my students but I recognize some of the times I did not use the best way to get a student to do the expected. I like to praise everyone who is doing their job and frame things for the whole class when multiple students are not following my unvoiced (for the day) expectations. When I see multiple students slumping, I like to remind the whole class how I should see them sitting in their seat.

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By the end of the week I notice myself with significantly more patience leading to more punishments such as calling students out. This video reminds me to continue pushing through the week with positive reinforcement such as my class rewards and stamps. This video also leaves me with questions: What options are there to provide positive reinforcement when the student has no want for stamps, compliments, or other rewards?

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This is very important to build a positive relationship with all your students.

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Trying to correct behavior without first building a positive connection usually leads to defiance and resentment from the student. This is why greeting kids in the hallways in the morning with a smile and a "Good morning!" vs. "Take your hat off!" is so important.

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So many great points shared in this video. It definitely makes a difference in my classroom when I give stamps. My students work harder for a reward, just like I am more willing to spend money with my credit card if I know I'm getting cash back!

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So many great points shared in this video. It definitely makes a difference in my classroom when I give stamps. My students work harder for a reward, just like I am more willing to spend money with my credit card if I know I'm getting cash back!

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I really liked the examples of self monitoring for behaviors. We use a self monitoring method in our weekly fitness check testing for improvements.

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The objective of CICO is to get students to this point! I love the simple example of self-monitoring volume, and plan to use it with two students immediately.

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I have used student conferences in the past and they do work well for most students.

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I find that by greeting students at the door every day and speaking to them individually about what they are doing, I build a positive rapport with them. Students work harder when they know that you care.

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Sometimes students who struggle to behave in class only ever receive negative interactions with teachers. Sometimes students who are quiet and don't participate often get overlooked and forgotten. It is very important for teachers to try to interact with their students in a positive and personal way.

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I have also used a shorter-term version of this when being interrupted during a lesson. I required the students to make up the extra time it took to wait for them to be quiet at the end of the period, reducing the amount of time they had to clean up and/or have free time. It was very effective, and taught the students about being politely interdependent.

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This one didn't inspire me all that much.

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Could be worth a try.

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Could not agree more with building relationships is a cornerstone to good teaching!

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I will meet with students and conference about issues in the classroom. One thing I want to add after watching this video is an action plan, something to hold students accountable for correcting the problem.

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This is similar to the reteaching that is part of SSC and teaching the classroom expectations.

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I like to use proximity to help reinforce correct behavior without disrupting the rest of the class.

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I like to use proximity to help reinforce correct behavior without disrupting the rest of the class.

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Great strategies to build relationships with students. The most fun part about being a teacher!

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It is important to look for ways to change behavior in a positive way.

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It is important to look for ways to change behavior in a positive way.

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Like other areas of teaching, good relationship with the students and knowing what their motivators are is key to this. And also being very specific, use it intentionally and make sure you follow through with the prize/reward.

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I use OTRs in my classes when we are going over our key fitness vocabulary and FITT training principles. It helps all of the students to master key concepts.

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Something as a new teacher I struggle with but am trying to be more conscience of as I do think it sets t he class off on the right foot.

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In a student conference the student should always know it is done out of concern and caring. Your trying to help them with some difficult situation or behavior, not just looking to discipline.

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Definitely needs to be done in private, like the idea that you determine a plan together.

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I like this. I have tried impromptu meetings, and I feel it works, but setting a time for the 1 on 1 feedback I think could be really helpful for me. Also I think it is important to let them have a voice in the meeting as well.

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When using the time out of class, being very aware of exactly what the purpose and objective I am trying to obtain. Sending a student out should be used wisely and to serve a purpose that can be beneficial for the students as a whole, not just t he individual being sent out of the class.

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I plan to have a student conference with Levi John tomorrow.

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Using a Quote or something like it sounds very interesting. Hmm?

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I like it, I use it.

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Greeting at the door is a great way to get the class started out positively and using their names is huge because they know I am talking to just them and no one else.

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I have noticed that it sets the tone for the class period. Right off the bat there is a positive interaction.

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I like this idea. I try the "My time may be your time" strategy this week.

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This is way to keep the students focused and on task.

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I don't think either the progressive consequence or the time out of the classroom really work for the student receiving the consequence. Although I do think the time out of the classroom does work for the rest of the students left in the room after the disruptive student has been removed. Just saying.

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Being specific in your praise of one student helps the rest of the group understand what you are looking for, and exactly what they need to do.

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I have a few students in mind who I send to SSC too often and are spending too much time out of class.  I will think of other strategies as sending to SSC is helping to change their behavior.

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I have a few students in mind who I send to SSC too often and are spending too much time out of class.  I will think of other strategies as sending to SSC is helping to change their behavior.

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Student conferences are for both sides. Both sides need to listen to each other while discussing behavior. Plan a few brief follow ups with the students even if it's in the hall.

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Not sure I totally agree with this video. Time out of class isn't what we want, but it is sometimes what is needed for the class to run smoothly.

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I agree that we need to determine another strategy to help students if they are being sent out of class too many times.

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Having specific praise shows that you really are watching and see what the students is doing well instead of just a general atta boy/girl sort of praise

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I am going to make a list of students that I want to catch being good (behavior problems) and will give them specific praise as much as possible. I will reflect if this is helping with the behavior problems.

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A replacement behavior offers the opportunity for dismissing negative response(s). I agree that the statement may be portrayed as disrespectful, primarily through sarcasm. This understanding is likely dependent on individual personality.

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I noticed that this resembles modeling which is an effective strategy in many activities and lessons.

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Using behavior specific praise is important to guide students to what you want them to do. It also reinforces the desired outcome for the students around them.

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This could also be called "Be a Decent Human Being". Relationships are the KEY to student learning.

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Should be done in private unless you have a concern with student and need a witness.

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I noticed that these are cool rewards kids usually want, so it's a big carrot to dangle for them.

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Genuine positive greetings at the door and a short conversation start the students day off on a good note.

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Excellent reminders of effective ways to address behavior without disrupting the lesson.

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This really helps with remembering names as I get older!

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Praise is important--specific praise is more affirming.

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Tracking your positive specific praise would be useful to monitor how you often you praise your students who are doing what they should be doing.

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Positive reinforcement is rewarding for the majority of individuals/students. This method provides a visual reminder. At the secondary level, this may become time-consuming, but could certainly be beneficial.

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Time in the classroom is very important for learning. However, time out of the classroom with some students is sometimes extremely important. We have many students who truly need a change for a moment or a while.

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I noticed lately that my door greetings are paying off now with students greeting me first.

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When done privately, Student Conferences remove the audience and, therefore, reduce the chance that the student will react poorly in an effort to "save face".

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Not sure I agree with all parts of the video. Sometimes removing the 1 students from instructional time benefits 25 other students.

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Being specific when praising is very important. General praises are not as effective and sometimes confuses the students.

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I noticed that questioning strategies can offer a wide array of opportunities to respond.

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I love ignore, praise, attend. All kids love to be praised, especially in front of their peers. If an off task student hears the praise of another and knows that if they change their behavior praise is coming their way too, it often does change their behavior. You just have to be sure to deliver the praise or you have defeated the purpose.

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Proximity without addressing the student's behavior is a good strategy.

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I have used all of these strategies in my teaching. They need to be incorporated on a regular day to day basis for consistency.

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This strategy may be easier to implement at the elementary level, but I think there are still some ideas that we can take from it. Choice or free time can be built into class weekly for students who complete all their work, or for hours that get through every lesson. I do think that students are motivated to work harder and pay attention if they believe they will gain some extra time to do something they like. It is definitely an idea to think about!

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Too often I'm frustrated with negative behavior that I forget to praise positive behavior. I need to be intentional and remember to vocalize praise to encourage the positive behavior from others.

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These are all great strategies that can help modify behavior without really calling out the student and possibly embarrassing them.

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Response cards could be a good way to mix up opportunities to respond. Using digital cards of some sort might be engaging.

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I agree that this intervention would be easier to implement at the elementary level, especially with switching classrooms/teachers/peers, every hour.

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Paying attention to the antecedent is so important because it can redefine how we view the behavior and how we can best respond in a way that will correct negative behavior instead of reinforcing it.

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When feedback is specific, other students see what the expected behavior needs to be.

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I find this beneficial to help redirect students also build a relationship with them. BUT is very difficult to find time if you teach bell to bell.

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In one form or another, this is right out of Teaching 101.
However, it can come off as ingenuine when when over-used.

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It would be hard to accept the positive phrases with a sarcastic tone. However, I am sure not reacting to it over time, it would become positive.

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I noticed that many studies have supported the use of praise for its benefits with behavior and rapport.

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It is a good reminder that students most often get attention for unwanted behaviors.

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Of course, 4 To 1! The 4 should be legitimate positives, like one actually means it.

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While I agree that time out of class may not change that individual student's behavior every time, it does have an impact on the behavior of other students. I think one of the main reasons students are sent out is that they are influencing the learning of others and causing a disruption in the classroom, sending them out is often the only way to cause this disruption to start. So, we should be intentional and careful with using these strategies, but they do have a time and place.

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It could be fun! It would be hard to fit in free time or something "free" as a reward, but little candies or something would be simple.

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The ABC's are a good reminder that there usually is an antecedent to cause the behavior.

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4 to 1 is hard to do sometimes....I think one big positive can be worth 2.

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I noticed these strategies are effective when done consistently and with intention.

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This video reinforced the importance for changing the reaction/response if the student is consistently repeating the behavior(s).

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Let's students know that you notice,are paying attention and are concerned. Gives the students some "power" over their own behavior to use what you have retaught.

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I have always been intentional with meeting with students privately in the hallway to discuss the issue at hand. The intentionality has been the key.

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Proximity-easy one to do in the classroom, but not always in the gym.

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This helps build a connection with the kids which obviously will help with a positive environment.

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I think is important to ask yourself why the student is misbehaving. That should be the driving force behind the consequence/punishment.

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Asking students easier questions, when starting class, will give them success. This can lead to a higher success rate when the tougher questions are asked.

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I noticed that consequences/responses can be redefined based on the situation

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I like using proximity because it tends to take care of behaviors without slowing down the class. I also like giving choices because it limits the conversation and gets everyone back on track quicker.

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Building-wide consistency will always be difficult as teachers have a wide range of tolerance for different behaviors.

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I see what they're saying but don't fully agree. If one student is constantly causing issues and keeping everyone else from learning then at what point do the consequences ramp up. How is it fair to the kids that are doing what they're supposed to?

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Student conferences should not be done in front of other students.

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Behavior continues because behavior works!

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Start the class with positive and the positive will continue rolling down hill.

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Start the class with positive and the positive will continue rolling down hill.

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Need to find what makes kids tick and build from there.

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Need to find what makes kids tick and build from there.