# data[].attributes.body
1.    Attention:  People misbehave in order to gain attention.  They seek attention in either positive or negative ways.  If they receive attention from either positive or negative reinforcement, then the behavior will continue.  Think about how you feel when someone is trying to get your attention.  You probably feel annoyed or bothered that the person is relentless in their quest for attention.

An attention-seeking misbehavior is a mild, recurring behavior that a student knows is unacceptable, but engages in as a way to get teacher or peer attention. Chronic blurting out, excessive helplessness, and tattling are examples that may be attention-seeking in nature. The strategy that is most likely to "correct" attention-seeking behavior is planned ignoring.

With planned ignoring, you reduce or eliminate the attention a student receives for engaging in misbehavior, while concurrently giving the student frequent attention when he or she is not engaged in misbehavior. Here are suggested steps for implementing planned ignoring:

Explain that because you have such high expectations for the student's ability to manage this behavior, you are not going to give reminders or assign consequences.

When the attention-seeking misbehavior ceases, give the student attention.

You need to demonstrate to the student that responsible behavior results in attention. Therefore, shortly after the student begins behaving responsibly (one-two minutes for elementary students, five minutes for secondary students), give the student attention.

Maintain frequent interactions with the student when he is not misbehaving.

It is essential to provide at least three times more attention to positive behavior than to negative behavior—especially when you are using planned ignoring. If the student does not experience lots of attention when behaving responsibly, he will simply step up the severity of misbehavior until you cannot possibly ignore him. You must praise this student frequently and give him lots of noncontingent attention.

# data[].attributes.body
So what does Make Compliance Visible mean? Here is the definition: “Ensure that students follow through on a request in an immediate and visible way by setting a standard that's more demanding than marginal compliance. Be judicious in what you ask for, specifically because it will uphold the standard of compliance”
Example:
"Please take two minutes to answer question #1 in writing. Start now."

# data[].attributes.headline
Least Invasive Intervention - Keeping corrections nearly invisible

# data[].attributes.subject
Least Invasive Intervention - Keeping corrections nearly invisible

# data[].attributes.body
Anonymous Individual Correction
"Just a minute. We need one more chromebook open."
"I'm waiting for two more pairs of eyes on the board." (for students with head down)

Private Individual Correction
Walk by the off-task student.. before he/she starts attention seeking, lean down and in as private a voice as possible, quickly and calmly say, "Johnna, answering the reading questions is important. And an expectation.  I need to see your pencil moving and you hard at work."
Always stress purpose over power.  "this will help you..." Be short and to the point. Express verbally and through body language your concern for you student and then get back to class.  The quicker you transition back to whole class the less time for the student to seek attention.  Follow up with something to praise.

Private Individual Precise Praise
Walk over to a student and whisper or in a low voice give positive feedback instead of a criticism.  Balance the corrections, criticism with praise to earn greater trust.  Condition students away from expecting that a private intervention will be negative.

Lightning-Quick Public Correction
Sometimes your forced to correct individual students during public moments.  Train yourself to do the following confidently and quickly, without hesitation:

*minimize the time a student who behavior has been negative is "onstage."
1.  Tell him what to do right rather than saying what he did wrong.
2. Divert class attention to a student whose behavior is worthy of attention.  "Joaquin, I need your eyes on the worksheet. Looking sharp, David.  Thank you Paula."

# data[].attributes.body
Try phrases like:
-   Clearly, you cannot handle this right now, so as a result, ,you'll need to grab that sheet from the corner of my desk and take it over to…

-    Since you made the choice to ___, now you will have to _____.  (don't be angry at their choice if it's not a good one... just quickly provide a consequence)
-   Now that you've caused __(problem)__, you'll need to fix it by __(natural consequence)__.

# data[].attributes.body
This video is just an example... I know the real classroom doesn't look like this. However, kids do blurt out "this is stupid" and it's an example of how to defuse the outburst.

# data[].attributes.body
The 3 types of praise

There are three main types of praise that teachers most often use: personal praise, effort-based praise, and behavior-specific praise. Two of these three are found to be more effective than the other.

Personal praise

This type of praise tends to focus on natural talents or skills that come easily to students, rather than the effort they put in or the techniques they use. For example, a teacher might say to a student, “You have such a beautiful singing voice!” Research has shown that this kind of praise may backfire. When students feel their abilities are outside of their control and just part of who they are, they may think they don’t have the ability to improve.

This is especially true of struggling learners who aren’t as confident in their abilities and skills. Personal praise can make students less willing to risk trying new things for fear of revealing just how little talent they think they have.

Instead, focus on…

Effort-based praise

This type of praise emphasizes what students can control. Think back to the student with the beautiful singing voice. The student likely worked hard to learn the difficult key changes in a song or to memorize the lyrics. The time spent and the strategies used are within the student’s control.

That’s why effort-based praise, such as “I am so impressed at how hard you worked to sing that song without the music and lyrics in front of you,” is more empowering than “You have such a beautiful singing voice!”

Focus also on…

Behavior-specific praise

This type of praise lets students know what they are doing correctly. It’s an evidence-based classroom management strategy that focuses on providing specific feedback to describe your approval of student behavior. To give behavior-specific praise, you clearly tell students what they’ve done correctly. For example, if you have a student for whom organization is an issue, you could say, “Nice work getting your homework out of your homework folder first thing this morning.”

Both effort-based and behavior-specific praise genuinely acknowledge your students’ efforts and achievements. When your students feel that you’re honestly showing approval and telling them what they did well, they’re more willing to continue to work hard and look for effective strategies to overcome obstacles.

# data[].attributes.headline
Praise Student, their Effort and Outcome

# data[].attributes.subject
Praise Student, their Effort and Outcome

# data[].attributes.body
Procedures
Praise the student: Provide behavior-specific praise to a student by stating the student’s name and describing the behavior immediately after she performs it (e.g., “Johanna, thank you for cleaning up immediately when I rang the science bell.”).
Tips for Implementation
• Deliver behavior-specific praise immediately following a desired behavior or as soon after as possible.
• Deliver praise using a sincere tone of voice.
• Self-monitor your use of praise by keeping a tally of praise statements during each class period to ensure at least a 4:1 ratio of praise statements to reprimands.