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Can be used to motivate students when starting a new unit or learning a new skill (academic)/"setting a positive tone for future work"

Can be used to help problem solve social-related situations/"engaging kids in problem-solving"

Metaphors are helpful ways to give children a vision of what is possible

Important to apply to and connect with students' real-world interests

HOW TO/Formulating Effective Vision Statements

Think about your values as they relate to the situation at hand

articulate a specific or concrete goal that reflects the value

talk about the aspirations with ideas and words that engage children

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Reminders are the most effective when they are given to a student before they are presented with a challenge or just as their behavior is shifting in the wrong direction.

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Reminders are the most effective when they are given to a student before they are presented with a challenge or just as their behavior is shifting in the wrong direction.

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Use reminders when you and the child are both calm

Use a direct tone and neutral body language

Phrase reminders as a question or statement (ex. What are you supposed to be doing now? or I'll begin when everyone is ready.)

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As teachers it is important for us to figure out how to prompt students to remember things on their own instead of us telling them what they are suppose to do.

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As teachers it is important for us to figure out how to prompt students to remember things on their own instead of us telling them what they are suppose to do.

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Saying what you mean and meaning what you say.

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Saying what you mean and meaning what you say.

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"If we don't watch for and require follow through, children will learn to devalue reminders and our language will lose its power." (Pg. 119)

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Body language and tone are both crucial to the effectiveness of the reminders we are giving our students. 

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Body language and tone are both crucial to the effectiveness of the reminders we are giving our students. 

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Ideally you reinforce positive behaviors, but often you need to give clear, nonnegotiable instructions

Firm words, clear, respectful, specific

Effective redirection keeps children on track when their self-control is failing them; preserving their dignity and sense of belonging in the group

Direct and specific

When student is out of control; when student is calm, help children to connect abstract terms with concrete behavior through reminders or reinforcements

Name desired behavior

Wanted rather than unwanted behavior

Tell children what to do, rather than what not to do

Brief

When children need redirection, the fewer words we use, the better

Statement, not a question or suggestion

Teacher’s professional use of redirection (to guide a child who is currently not able to make wise decisions about behavior) is different from purpose of conversation with adults (positive social skills)

Do not give illusion of choice when we are not really giving a choice

Save please and thank you when asking a favor or expressing gratitude for a favor done; when redirecting we are not asking students to support us or do us a favor

Be mindful of using “for me”

Follow through

Don’t say a consequence with the redirection; can provoke power struggle or suggests we don’t think they can do the right thing

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1. Be Direct

2. Name the Behavior

"Stop, Walk"

"Make a Line"

"It's time to listen"

3. Short and Sweet (Keep it Brief)

4. State it! Don't Skate it! (Don't phrase as a question or suggestion)

"Come sit by me."

"Eyes on me."

"Apologize to Sammy"

5. Be conscious of when you say "please" and "thank you"

6. FOLLOW THROUGH!

7. Don't name a consequence when redirecting.

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Reminders can also be a sign, signal, or a chime (clear instruction is given before hand on what is excepted of the students when they see or hear the sign/signal)

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Reminders can also be a sign, signal, or a chime (clear instruction is given before hand on what is excepted of the students when they see or hear the sign/signal)

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Name concrete and specific behaviors

Uses a professional tone

Emphasize description over personal approval

Should extend student learning opportunities

Finds the positives to name in all students

"Seeing children and naming their strengths"

names what students are doing well

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Stretch children's vision of themselves

use language to help students imagine themselves behaving and achieving in ways that go beyond but connect to their current reality

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"Children can only be reminded of what they already know"

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"Children can only be reminded of what they already know"

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helps students who might struggle themselves in a positive light

gives students a positive vision of themselves that are relatable and attainable

sets a positive path and sense of self-identity around themselves and also their role in the class community

helps students work toward positive behaviors and class engagement

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During group activities, reinforcing language can extend learning opportunities to the entire class, highlighting aspects of the lesson that may not be directly linked.

Highlighting a student's strong grammatical choice may not be relevant specifically to a social studies lesson, but it could bring attention to a skill learned earlier in the year.

During transitions or independent work time, reinforcing language can encourage positive behaviors like playing a "silent game" while in line or commending a student for checking their work.

Overall, reinforcing language can be used to "coach" children on key behaviors. It can be used to point out individual students' behavior, or to help students get past a "stuck point".

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This is important to help encourage students to stay on track and for students to know and understand what is expected

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Sometimes less is more! Reminders can also come in the form of a statement. 

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Sometimes less is more! Reminders can also come in the form of a statement. 