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Brain Breaks

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Brain breaks: An evidence-based behavior strategy

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Brain breaks give students a chance to shift their focus and return ready to work and learn.

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When-Then

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A when-then sentence can help you nudge students toward appropriate classroom behaviors. It clearly explains what you expect-and the positive outcome that will happen.

Here's an example of a when-then sentence: "When you speak to me in a calmer voice, then we can talk this through." Now think about how this sentence is different from, "If you don't stop yelling, you're going to have to leave the room." The when-then sentence gives students a choice about how they want to behave. It is also phrased in a way that promotes a positive student mindset aimed at achieving a positive result.

Download: Use a Printable Resource

Download the when-then printable chart and you can use it in a variety of ways.

You can create when-then sentences you expect all your students to follow. Or you can work with an individual student to come up with when-then sentences to address a certain expectation, behavior, or action.

There are two versions of the chart. It gives you the option to convey when-then statements in written sentences or by drawing pictures. The latter option can benefit English language learners and students with language-based disabilities.

You can even laminate the chart and use whiteboard markers so you can change the sentences as necessary.

Read: Learn How to Use the Strategy

Objective: Students will choose to meet an expectation by 1) understanding what they're being asked to do; and 2) knowing the positive outcome that will happen when they follow through.

Grade levels (with standards): K-12 (CASEL Core SEL Competencies: Self-management, Responsible decision-making)
Best used for instruction with:
How to prepare:

For the class: Before your school day begins, think about what you have planned for the day. Make a list of times or activities during which behavioral difficulties might arise. This might be when you're teaching challenging content. Or it could be when students have to make decisions, or during transitions from one subject to another. Proactively note what you expect students to do and what will happen after they do it. You can use these notes to help you deliver a when-then sentence if you need one.

For an individual student: First make sure you've considered what the behavior is telling you. Then talk with the student about how to address the need behind the behavior, such as a sensory need requiring a quiet space. Finally, work with the student to co-create individual when-then sentences and outcomes. This can help them see the benefit of replacing what they're doing (yelling in an already noisy classroom, for instance) with a different behavior (calming down in a quiet space).
How to implement:

Create your when-then sentence. The "when" is the task, action, or behavior you expect. The "then" is the positive outcome your students will get only after the "when" is accomplished. Here are a few examples:

For students having trouble with transitions: "When your materials are put away, then you can go out to recess."

For your frustrated math student: "When you pick up the paper you crumpled up, then I will show you how to use this formula."

For general classroom expectations for secondary students: "When your cell phone is put away, then you may enter the classroom."

Deliver the sentence in a calm and confident tone. Make it clear that this expectation is a request, not a demand. English language learners, students who have communication barriers or processing issues, or those who struggle to follow multi-step directions may benefit from a visual support to go with the sentence. You can use the printable when-then chart to draw a picture of the "when" on one side of the chart and another picture of the "then" outcome on the other side.

Pause and give students time to process. Some students may need to think through what you've said. Others may need to wrestle with their choice and its consequences.

Check for understanding. Ask, "Do you understand what you should be doing?" or "Can you tell me what I've asked you to do and what will happen afterward?" Rephrase the when-then sentence if necessary.

Follow through on the "then." When-then sentences ask you to trust students to make responsible decisions. But they also ask students to trust you. Make sure you follow through by letting them experience the positive outcome they worked for.

Debrief with your students. Talk to your students about why you're using the words "when" and "then," especially if this is a new approach in your classroom. Share how you see it making a positive change in their behavior.

Understand: Why This Strategy Works

Students who learn and think differently may find it hard to meet classroom expectations. Because they may have difficulty with executive functioning skills (such as staying focused or following multi-step directions), the expectations may feel out of reach. When-then sentences break down expectations into manageable and achievable chunks for these students.

When-then sentences are also beneficial for following culturally responsive teaching practices. A teacher's direction can be interpreted differently depending on the student's linguistic and cultural background. Saying, "Sit down now" could come across as overly direct and impolite-even threatening-in some cultures. However, in other cultures, asking "Can you please sit down?" can be indirect and overly polite, leading students not to comply. When-then sentences provide a balance. They're objective and fair. And they can help you frame requests in a soft but clear way.

When-then statements can also be helpful for students who find classroom expectations ambiguous. They can also help students who've had negative school experiences that make them reluctant to trust whether the outcome is worth the effort. When-then sentences give all students a way to buy in-as well as the power of choice, accountability for their actions, and positive outcomes.

Connect: Link School to Home

Families can use when-then sentences, too. Share with caregivers this blog post about how one mother started using them, and encourage them to use the same when-then download at home.
Research behind this strategy Curran, C., & The Iris Center. (2003). Encouraging appropriate behavior. Green, K., Mays, N., & Jolivette, K. (2011). Making choices: A proactive way to improve behaviors for young children with challenging behaviors. Beyond Behavior, 20(1), 25-31. Parsonson, B. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1).

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A when-then sentence can help you nudge students toward appropriate classroom behaviors. It clearly explains what you expect-and the positive outcome that will happen. Here's an example of a when-then sentence: "When you speak to me in a calmer voice, then we can talk this through."

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Nonverbal Signals

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Looking for a way to foster communication while limiting interruptions during instruction? Try using nonverbal signals. With nonverbal signals, you and your students can communicate with each other quietly, quickly, and discreetly. It also allows students to communicate their needs to you without drawing attention to themselves.

Watch: See the Strategy in Action

Watch this classroom video from EL Education to learn the many ways you can use nonverbal signals.

Read: Learn How to Use the Strategy

Objective: Students will be able to recognize, respond to, and use pre-taught nonverbal signals for communication and to share behavioral needs.

Grade levels (with standards): K-12 (CASEL Core SEL Competencies: Self-management, Social Awareness, Relationship skills)
Best used for instruction with:
How to prepare: Before you introduce nonverbal signals to your class, identify each signal you want to use and its purpose. Prioritize just a few signals that will reduce interruptions. Too many can be overwhelming to remember and can lead to frustration instead of clarity.

Here are some commonly used signals a student may use to communicate with a teacher.

Using the American Sign Language sign for "restroom"

"I need to use the bathroom."

Giving a thumbs up, sideways, or down

"I do/don't/sort of understand."

Making a "C" shape with their hand

"I need clarification."

Showing their hand in a "fist to five" position

"I don't understand
a concept." (fist)
"I totally understand." (five)

Making a three-finger "W" sign

"Can I get a sip of water?"

And here are some nonverbal signals you can use to communicate to your students.

Using the American Sign Language sign for "sit"

"Please sit down."

Raising a hand with the palm up from the waist

"Please stand up."

Raising a hand straight up in the air

"Attention class!"

Holding one index finger in the air

"Hold that thought."
or
"I'll get to you in just a moment."

How to implement:

1. Introduce the idea. Prompt your students to think about situations when they've seen or used nonverbal signals in the classroom. For example, students might say they've seen you pat the air downward with your hands when you'd like them to lower their voices. Explain that as a class, you'll develop shared signals that can be used for communicating quietly with one another. Talk about how these signals are especially useful for limiting interruptions during class discussions or for when you're giving instructions.

2. Share your set of signals with your class. Demonstrate and explain the use of each signal. With younger students, consider introducing only one new signal each week. Role-play various classroom situations and ask students to show you which signal(s) could be used.

3. Get feedback from the students. Be open to students' suggestions for signals. Inviting your students to give input sets the expectation that you're all responsible for building classroom community and its norms. Encourage students to let you know if any of the signals don't feel comfortable for them to use. Let them know it's OK to approach you to discuss it privately. Gestures don't always mean the same thing across cultures. Also, students who struggle with motor issues may have difficulty making some of the signals. Share with the class any modifications or variations you've created based on your conversations with specific students. If there's a reason behind a modification that's appropriate to share with the class, such as a cultural difference in the use of a signal, make that a learning moment. (You don't have to specify who brought that difference to your attention.)

4. Display a poster or bulletin board that provides examples of each signal in action. It can serve as a visual reminder for students and classroom guests. You can even make your own visuals by taking photos of your students using the signals. Many students also benefit from a handout version for their desks or notebooks.

5. Review and name signals as you use them until most students are using them consistently. Some students, such as students who learn and think differently or English language learners, will need this verbal support for a longer time. And after school vacations or when new students arrive, review or reteach the signals. You can even have your students lead these sessions with your support.

Understand: Why This Strategy Works

Students who have learning and thinking differences may struggle with executive functioning skills. They often have difficulty with paying attention, regulating emotions, staying focused, keeping still, or staying quiet in class. In fact, many students (whether or not they have learning and thinking differences) struggle with these skills. You may find yourself repeatedly responding to requests for bathroom breaks or asking students to quiet down. These small interruptions can add up, disrupting routines and taking time away from instruction.

Nonverbal signals allow you to respond to students without calling unwanted attention to them. This is especially beneficial for students who may need repeat reminders. You can even co-create signals with individual students who frequently need specific reminders.

Nonverbal signals are also an effective way to check for understanding, which is important for all students and particularly for English language learners, students who process information more slowly, or those who have other challenges with communication.

With nonverbal signals, you can preserve instructional time and level the playing field for students who learn and think differently by providing an avenue of communication that's discreet and shared by all students in the classroom.

Connect: Link School to Home

For consistency between home and school, share this resource with caregivers. It explains how to use nonverbal signals to help with transitions.
Research behind this strategy Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychol. Schs., 44(1): 65-75. O'Neill, J., & Stephenson, J. (2014). Evidence-based classroom and behaviour management content in Australian pre-service primary teachers' coursework: Wherefore art thou? Australian Journal of Teacher Education, 39(4). Parsonson, B. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1), 16-23. Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33(4), 300-318.

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Looking for a way to foster communication while limiting interruptions during instruction? Try using nonverbal signals. With nonverbal signals, you and your students can communicate with each other quietly, quickly, and discreetly. It also allows students to communicate their needs to you without drawing attention to themselves.