Behavior Management by

2025-12-09 16:07:19 UTC

Speak quietly but firmly to the student to return the item to the student and that we don't use violence to get a result. Talk to both students after to discuss how we can do things differently next time.

2025-12-09 16:07:20 UTC

Calmly redirect both students. After class, address what happened with both students as individuals to find a better way to handle the behaviors.

2025-12-09 16:08:09 UTC

Remain calm, ensure safety by giving space and removing others if needed, acknowledge the student’s feelings, and use visual supports or choices to de-escalate before redirecting to appropriate behavior.

2025-12-09 16:09:26 UTC

Establish a relationship with Tammy's parents or guardians. Ask the parents to be active in managing Tammy's behavior inside the classroom.

2025-12-09 16:10:04 UTC

Ask what the issue seems to be, and next time there is an issue, ask for assistance instead of yelling out.

2025-12-09 16:10:21 UTC

Stay calm and respond consistently: in a quiet but firm voice, stop the comment immediately, redirect John to the task/expectation, and keep the class moving. Then talk with John privately after class about what happened, why it’s unacceptable, and what to do instead next time.

2025-12-09 16:10:49 UTC

Stay calm, give space, acknowledge feelings, use a visual or communication cue, redirect to a safe task, and reinforce calm behavior.

2025-12-09 16:11:36 UTC

Briefly pause, stay neutral, and say softly: “Tammy, I hear you. Take a quick break at the calm spot/hallway, then we’ll talk.” Redirect class to the task. Check in with her privately as soon as possible to find the cause and reset expectations/support.

2025-12-09 16:11:55 UTC

Talk with Raymond first to find out what issues he is having in his class. Talk to his parents as well so that you both can work on this as a team. You both want what's best for the student.

Give Raymond simple jobs/involvement to give him a feeling of achievement and belonging.

2025-12-09 16:12:17 UTC

Set Clear, Immediate Boundaries about how we speak to one another.

2025-12-09 16:12:29 UTC

2025-12-09 16:12:42 UTC

Reach out to Raymond's parents/guardians and open up the lines of communication. See where Raymond is in his Zone of Regulation. Also, give Raymond a "purpose' within the classroom to help redirect his energy.

2025-12-09 16:12:45 UTC

Reach out to home ASAP with a calm, factual note/call: welcome Raymond, share what you’ve noticed (arguments in first 20 minutes), ask about triggers/supports that work, and agree on a simple plan and consistent expectations between school and home.

Offer a Calm Down Strategy, Some kids get antsy!

2025-12-09 16:14:22 UTC

2025-12-09 16:14:27 UTC

Redirect calmly with visuals, reinforce positive behavior, and maintain a transparent approach with family to build trust and make parents partners in supporting the student’s transition.

Go over the classroom contract, so he knows the expectations and how this family flows.

2025-12-09 16:15:46 UTC