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Low key interventions are a great way to stop off-task behaviors and minor behaviors, in a respectful way, without putting the student on blast and having to stop your lesson to address the off-task behavior.

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The Antecedent Behavior Consequence model (ABC model) is a strategy that is used to change student behavior by figuring out what triggers the behavior in the first place. By figuring out the trigger, this helps improve behavior in the child.

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Strategy #1: Changing the physical classroom environment 

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Strategy #1: Changing the physical classroom environment 

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Changing the physical classroom environment can be a helpful strategy to use when it comes to changing behavior. Lights can be dimmed when students are doing independent work. The teacher can set up a comfortable corner of the classroom for students to work on. Music can be played in order to help students focus and reduce noise level. There are many different ways to change the physical classroom environment in order to make it a more comfortable and positive space for students to work in. This strategy is helpful when a student may be getting distracted by others, may need time to sit apart from the class, may be overstimulated, etc. For example, if a student is getting distracted by others, in order to change the behavior (being distracted by others), the teacher can say in a neutral tone "student name, please go sit at one of our designated independent work spots" by telling the student to move to one of the designated work spaces it allows them to work there without distractions. This allows the student to reset themselves and focus on the task given by the teacher.

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Strategy #2: Clear expectations and routines

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Strategy #2: Clear expectations and routines

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In order to stop the behavior before it happens, it is important that teachers set clear expectations of what they expect from students and how they expect them to act in the classroom. It is also important for teachers to set routines in the classroom so that students know what what they need to do when they step into the classroom. By setting clear expectations and routines, it helps with behavioral issues as students know what is expected of them when they come into the classroom. This can help with several behaviors such as the student who gets easily distracted, is anxious, is easily frustrated, etc. The teacher can set up these expectations and routines the first few weeks of school. In order for this to be effective, the teacher needs to hold every student accountable and themselves accountable as well for following these expectations and routines every day. For example, on the first day, the teacher can set the expectation of cell phones being placed in a phone pocket to stop distractions, the teacher can then give a "do now" or play a game to get the class started. If these small actions are followed every day, students will know that these are things that are expected of them and will continue to do them every day because it will eventually turn into a routine. The teacher can also have students sign a contract that says they will follow these expectations and if they "break" the contract, the teacher can remind the student with a behavioral issue that they agreed to the contract.

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Classroom management is crucial for teachers to stop the behaviors before they even start. With strong classroom management, the teacher will spend more time teaching and less time having to handle behaviors. With strong classroom management, it is less likely to cause teacher burnout.

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Many students struggle with transitioning from one activity to the next, especially those who are younger. In order to help these students who may need a heads up or for the students who need a bit of urgency and time management, timers are a great tool to introduce from day one. Timers are a great tool for all students, but as mentioned, it helps students who may have outbursts or frustrations when moving from one activity to the next. It also helps students who may have OCD, ADHD, anxiety, or autism. Timers let students know exactly how much time they have until they have to move onto the next activity. This strategy can also help with students who tend to not manage their classroom time effectively or lack executive function skills. By using a timer, students can see how about how much time each activity should take them and thus, give them a bit of urgency to stay with the timer. For example, if a student has an outburst because they are transitioning from one activity to the next, the teacher can let the student know that she had put a timer on the board in order for students to keep track of how much time they had until they moved onto the next activity. The teacher can say to the student that for next time, they should keep an eye on the timer and make sure they are using their time wisely.

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Strategy #2: Assigned Cell Phone Pockets

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Strategy #2: Assigned Cell Phone Pockets

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This classroom procedure is so important, especially at the secondary level, due to the distractions that cell phones cause among students. By setting up this procedure, this will allow students to be more engaged with the classroom material and cause less distractions in the classroom. In order to set up this procedure, it is important that students understand the rationale behind it and that teachers assign pocket numbers so that every day, students walk in and place their phone in the same pocket number until it becomes a habit. By setting up this procedure and making it a routine, it allows for several behaviors to stop before they even start such as distractions, outbursts, oppositional behavior etc. For example, if this procedure is put in place and a student is found to be on their phone during class, the teacher can, in a neutral tone, tell them to please put the phone in the pocket as that is the expectation. 90% of the time, students will put the phone in the pocket without a reaction as this was an expectation that was set up from the beginning of the class. If the student gets oppositional then the teacher has two choices, take the phone away or call parent to discuss next steps when it comes to phone distraction.

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Respectful redirection is a strategy used to redirect quickly by giving feedback that will correct the behavior. The feedback is given in a neutral and calm tone while using few words that will make your feedback quick and concise. Using this strategy helps because the student is less likely to respond in a negative matter since the teacher is using a calm, neutral tone. The student is more likely to engage with the feedback. This strategy can target several behaviors such as being off-task, interrupting others, not following expectations, etc. For example, if a student is off-task, the teacher can approach the student privately and say, in a neutral, calm tone, what is expected of the student. This can also be a teacher check in to make sure that the student understands what the expectations were to begin with.

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This strategy focuses on giving positive praise by explicitly stating what behavior the student is demonstrating in order to meet the desired expectations of the class. This strategy is effective when expectations are clear to students. When used correctly, this strategy decreases challenging behavior and students can see and hear what behavior is expected of them. This strategy can help with several behaviors such as off-task behaviors, students with or at risk of EBD, etc. For example, when using this strategy, it is important for the teacher to set clear expectations for the students. As the teacher walks around the room, the teacher can praise students as they walk around by giving specific praise so that other students, who may not know exactly how to meet those expectations, can meet them. If the expectation is that students are silently seated working on their independent work, the teacher can praise the student or students doing the work by saying "Student A great job staying seated and silently working on your independent work".

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The teacher look strategy is a great way to let students know that their behavior is not appropriate without having to say anything. This strategy works by directly looking at the student whose behavior is inappropriate and silently giving them a look. By directly looking at them, it lets the student know that you have seen their behavior as not okay and they will, hopefully, stop and you can continue on without having to approach and say something to the student. This strategy works great with off-task behavior and minor behaviors that can easily be stopped without having to stop the class. For example, if a students are doing small talk while another student is talking, the teacher can look directly at those students and give them the look. When the students see that you have acknowledged their behavior, the hope is that they will stop without having to do more.

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Proximity is another great strategy that is an easy way to stop off-task behavior by just using your body instead of words. This strategy works great with the look, especially if the students do not stop their behavior after giving the look. Proximity is used by teacher when an off-task behavior is occurring. The teacher moves near the area of the students who are off-task and uses their body language to let the students know that you have acknowledged their behavior and does not fulfill whatever expectations you have in place. For example, if students are having a side conversation and the teacher has given the look and they have chosen to continue or have not acknowledged the teacher then the teacher can move close to the area of where the students are. With proximity, the students will realize that the teacher is there to stop the incorrect behavior that is occurring at the moment.

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If all other low intervention strategies fail, this strategy is the last resort to bringing the student back on track. Private dialogue consists of talking to student privately (outside of the classroom) and discussing their behavior with them and how it is impacting their learning as well as others. Once the expected behavior has been set, student is let back into classroom and hopefully, will follow the expectations set by the teacher. This is a helpful strategy for off-task behavior that has escalated such as a talkative student who is turning disruptive. When using this strategy, the teacher goes up to the student and privately tells them to step out of the classroom in a calm, neutral tone. The teacher can then have the rest of the class work on something independently while they step outside to talk with the student. The teacher then explains what behavior the student was showing in class and the behavior that was expected of them. The teacher can then either ask the student how their behavior is impacting their learning and other's learning in order to get student input or can let the student know. Finally, the teacher can again give student input by asking the student what they can do to make it right when they go back into the classroom. By giving choice, it gives more accountability to the student.

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What are executive functioning skills and why are they important?

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What are executive functioning skills and why are they important?

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Executive functioning skills are important because they are brain processes that help students meet their goals and finishing tasks. There are many skills within executive functioning that help us meet these important functions. It is important to teach because there are skills that students will use inside and outside the classroom. These skills will set our students up for success. Not only are these important academic skills, but they are also important real life skills.

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Planning is an important executive functioning skill. Planning helps students to better manage their time and helps them prepare for upcoming deadlines or events. Having an agenda and giving students the time to write important due dates is such an important thing for them to do. Having an agenda gives students an idea of their to do list and what they need to prioritize first in order to not fall behind. The teacher can model how to write things down into their agenda or to-do list so that it is clear to students what they need to complete first. This a helpful strategy to target students who may have ADHD, get easily distracted, or not be good with time management. For example, in order to target these specific students, the teacher can model what to write down in the agendas so students know exactly where to write it and how to write it. The teacher can then check in with those specific students that need that extra support and make sure they have written it down in their agenda and understand when the deadlines are.

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Chunking is a great strategy to help students who struggle with time management, especially when it comes to long term projects. When a teacher chunks a project, they give mini deadlines for specific tasks of the project. By chunking the project, it allows the students who may not manage their time correctly in class, to know that by the end of class they need to have their introduction done or their first 3 slides done with information, for example. These mini deadlines give students urgency and it allows them to pace themselves without waiting until last minute (due date) to complete the assignment. For example, the teacher can introduce the project and then each day or week, give students a deadline as to when specific parts need to be completed. The teacher can project these deadlines on the board and remove the deadlines that already should have been completed. The teacher can check on the students who struggle with these skills and make sure they are keeping up with the deadlines and not falling behind. If they are falling behind, this gives the teacher the opportunity to help them catch up before they fall further behind on the work.

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Strategy #3: Allow students to work with a partner  

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Strategy #3: Allow students to work with a partner  

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This strategy is a great way to help students who struggle with starting tasks on their own or struggle with task initiation. When students lack this skill, it affects them academically as they may take longer to complete their work and require more effort on their part. At times, when a student struggles with starting their work, it can be seen as defiance or refusing to do their work when in reality, they are not able to get themselves started without a bit of support. This skill is crucial in helping students become successful adults and build their independence. When they are partnered with someone who excels in task initiation, this helps the student who may struggle on this skill with starting their work immediately as they now have someone to support them and help them along the way. The teacher can thoughtfully partner the students who struggle with task initiation with students who do well in starting their task immediately. By partnering them in a thoughtful way, it can help those students see a model of what starting tasks looks like and how to be successful in that skill.

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This strategy is most helpful at the high school level. This strategy allows the teachers to build strong relationships with their students. If the teachers focus on building strong relationships with their students then behavior problems tend to decrease. When teachers treat their students like adults and with respect, then they are able to build mutual respect amongst one another. When teachers talk down to students then they are more likely to get behavioral issues and students tend to lash out more and be disrespectful. This is a helpful strategy for all students, but especially for those who tend to have more oppositional issues to authority. For example, if the student is having behavioral issues in class. The teacher can privately converse with them or wait until end of class to talk to them, if they are not disrupting everyone's learning. If the teacher discusses with the student why they were acting that way in class instead of going straight to consequences, they are giving the student the chance to explain themselves and the teacher is trying to get to the root of the problem. By talking to the student, the teacher is showing empathy and understanding that students have their own struggles and pains that they are going through as well. By conversing with them and trying to understand them, this not only builds a stronger relationship with them, but it also helps the teacher have less behavioral issues in the classroom.

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Teacher language is the way a teacher talks to students. It refers to the tone, pace, use of words and phrases used by the teacher towards the student. How we say and how we do things in our classroom plays a huge role in how our students respond to those words and the behavior they show in the classroom and towards us. As they say, words are a powerful tool and if used correctly, teachers can make a big difference in how their students view themselves and act towards them.

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Strategy #1: Redirecting Language - Be direct and specific

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Strategy #1: Redirecting Language - Be direct and specific

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When redirecting a student on what they need to be doing in that moment, it is important for the students to hear exactly what the teacher expects of them without being vague. When a teacher is direct and gives specific directions, students are not left feeling confused about what is expected of them since they were told exactly what they needed to do to meet the class expectation. This strategy is great for students who may be oppositional, have ADHD, or for those who need clear and direct instructions. For example, if a student is distracted by another peer and is talking when they are supposed to be doing independent work, and the teacher says "you need to start your work", this leaves room for the student to maybe start their work, but continue to speak because the directions were vague. Now if the teacher says "please work on this assignment silently and independently", there is really no room for confusion for the student as the teacher was clear on what behavior they expect from them.

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Strategy #2: Reinforcing Language: de-emphasize your personal approval 

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Strategy #2: Reinforcing Language: de-emphasize your personal approval 

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Another strategy that is important in teacher language is helping students focus on what they are doing to improve themselves as opposed to just doing what they are doing to please their teacher or even their parents. By doing this, this helps students build confidence in their own skills as well as being proud of themselves for the work or improvement they have done to get better at the material. Building self confidence in students is a great to help with behavior management as students will feel confident in doing the material instead of shutting down when they get frustrated. For example, instead of the teacher saying "I am so proud of you for doing so well on your test.", the teacher can say "You should be so proud of yourself for studying and doing well on the test.". This comment lets the student know that based on their actions, they were able to improve their skills and better themselves, as opposed to the other comment which is putting the emphasis on the teacher's emotions and being seen as trying to please the teacher instead of trying to improve oneself on your own accord.