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Defiance
Tantrums when a point is not earned

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Verbal warnings and then point is not earned for defiance. For tantrums I try to plan ignore or will try to calm them down by breathing and explaining to them why the point wasn’t earned

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Always follow through with what I say and just practicing processes and procedures if things aren’t going the way they need to be

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Mrs. Rickart--Calling out, talking back and temper tantrums.

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Mrs. Rickart--Calling out, talking back and temper tantrums.

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Reminder of rules, warning and dojo point.  For tantrums I am writing them up.

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Reminder of rules, warning and dojo point.  For tantrums I am writing them up.

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To cater to the students-not do anything that will cause them to be upset or to let them do what they want instead of following the center rotation schedule. Changing seats has helped a little.

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To cater to the students-not do anything that will cause them to be upset or to let them do what they want instead of following the center rotation schedule. Changing seats has helped a little.

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talking back
Defiance

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For tantrums, I remove the student from the audience and try to get them to count to 10 and take deep breaths.  When calm, discuss better choices.

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I have done used a restorative circle when they was a disruption in the lesson and allowed student to express their feelings about the disruption.  I do see the positive effect this has on the disruptive student.

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Blurting out
unmotivated

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Tangible incentives to increase motivation levels, defiance and blurting out

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2. Not paying attention to teacher directions the first time (or second or third)
3. Blatant defiance

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I tend to follow the flow of consequences, typically by the 3rd redirection and reminder of the class expectations, the student is back on track. If it moves beyond that I immediately contact their parent. Parent support is critical with redirecting my student's behavior

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I tend to follow the flow of consequences, typically by the 3rd redirection and reminder of the class expectations, the student is back on track. If it moves beyond that I immediately contact their parent. Parent support is critical with redirecting my student's behavior

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I always try to focus on the positive behaviors that are happening. Prior to COVID, I would surprise students with an incentive (a jellybean or skittle) for every time they were on task or following our classroom expectations. You'd be surprised how much motivation a jellybean or skittle can be!

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I always try to focus on the positive behaviors that are happening. Prior to COVID, I would surprise students with an incentive (a jellybean or skittle) for every time they were on task or following our classroom expectations. You'd be surprised how much motivation a jellybean or skittle can be!

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Talking back/disrespect
Talking during instruction
Defiance

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Unearned point
Parent contact
write-ups

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Consistency, incentives, and following through with consequences.

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calling out, getting out of seat, talking back 

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calling out, getting out of seat, talking back 

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I remind and model these behaviors. I also let them know that I will not address their question if their hand is not raised quietly.  Slight hand gestures or simply pointing back to their seat, gives them the

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I remind and model these behaviors. I also let them know that I will not address their question if their hand is not raised quietly.  Slight hand gestures or simply pointing back to their seat, gives them the