Classroom-Based Responsive Strategies for Individual Problem Behaviors The following strategies can be used for responding to individual classroom behaviors. Remember to remain consistent, try strategies several times, and try multiple strategies. Behavior and strategies should be documented in PLP Classroom Behavior. Additional strategies can be found online at http://tinyurl.com/plpteacherresponse. Planned Ignoring
Staff member does not pay attention or acknowledge minor irritants.
Redirection
Provide the student with a quick reminder of the expectations of what they should be doing (in two sentences or less). Provide redirection—state what they are supposed to be doing—and move on with the lesson.
Secret Signal
Develop nonverbal communication with a specific student to remind the student to correct their behavior. Pre-arrange a signal that will be private from other students in the classroom (for example, tug your ear to remind the student to stop talking).
One-on-One Conference
Speak with the student privately while the rest of class is engaged in an educational activity. Address the behavior and focus on positive changes.
Meet and Greet
Meet all students at the door when class begins and welcome them with a smile. Attempt to check in with a few students who need additional engagement to feel welcome in class.
Proximity Control
Stand or sit near the student.
Move Seat
Place the student in a location in the classroom that is away from the negative stimulus.
Acknowledgment
Use the school-wide acknowledgment system.
Praise Three
Verbally acknowledge three students who are meeting expectations and exhibiting the behaviors you want to see; wait to see the behaviors in other students.
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