2.  Raising voice  Comparing to other
 Yelling students
 Tense body  Bringing up past
language “clenched events
jaw”  Backing into corner
 Physical force  “All you kids are the
 Sarcasm same”
 Humiliating
 Mimicking

4.  Elementary should have no more than six.
Wait in line, help friends, use a calm tone of
voice…
 Kindergarten could use 4 to 5 with more
focus to “Be responsible”
 Pre-k is recommended to select three or less
and choose words that are developmentally
preschool program implementing. Ex: take
care of ourselves, our friends, our school” or
“be safe,be kind…

5.  Review the previous skilled learned
 An overview of the new social skill
 A discussion of when, why, and where the skill is used
 Explicit instruction on the specific behaviors that represent the
skill
 Modeling of the skill by the teacher
 Modeling of the skill by the students
 Practicing the skill with teacher support
 Teacher feedback on accuracy of responding
 Homework on the skill
 THEN, DEVELOP YOUR OWN MATRIX…

6. Expectations for a Setting
Preschool Program Classroom Bathroom Playground
Be Safe - Keep feet on ground - Wash hands with - Go down slide on
- Use walking feet soap and water bottom
- Use inside voices - One person in stall - Rocks and wood
chips stay on the
ground
Be Kind - Be a friend - Use inside voices - Let others play
- Share with others - Keep hands to self - Keep body to self
- Use listening ears - Share with others
- Take care of our school - Use nice words
Be Responsible - Be a good helper - Flush toilet - Use equipment
- Follow directions - Turn off water correctly
- Clean up - Clean up - Use line basics
- Make good choices - Clean up
Mealtime Walkways Bus/Van
Be Safe - Push chairs in - Use walking feet - Keep seatbelts on
- Keep body to self - Stay with an adult - Keep back to seat
Be Kind - Use manners - Use inside voices - Let others play
- Ask to be excused - Keep hands to self - Keep body to self
Be Responsible - Keep food on plate - Use listening ears - Listen to
- Clean up - Use line basics driver/monitor
- Take care of own
things
- Follow bus rules

7. Expectations Settings
For an Elementary All settings Cafeteria
Program
Safe Walk in building Keep food on your tray
Chewing gum and candy should be left at Push in chairs
home
A team player Include others Wait in line in order
Use p Allow everyone to sit and eat
polite words
Keep hands and feet to self
Help others
Be a friend
A learner Follow adult directions the first time Sit at assigned spot.
Take turns Wait for dismissal
Share with others
Problem solve
Be a team player
Use appropriate voice levels
Be a good listener
Respectful Treat others the way you want to be treated Keep area clean
Allow others to be different Use good manners
Acknowledge others ideas
Honor others personal space
Show positive body language

8. Expectations for a Setting
Preschool Program Classroom
Be Safe - Keep feet on ground
- Use walking feet
- Use inside voices
Be Kind - Be a friend
- Share with others
- Use listening ears
- Take care of our school
Be Responsible - Be a good helper
- Follow directions
- Clean up
- Make good choices
Mealtime
Be Safe - Push chairs in
- Keep body to self
Be Kind - Use manners
- Ask to be excused
Be Responsible - Keep food on plate
- Clean up

9.  Reminders and visual prompt cards.
 Modify seating arrangements and
centers.
 Verbal feedback
 Physical feedback : giving certificates

10. When I’m finished, I can
- Check over my work
- Look at my library book
- Write in my notebook
=

12. Step 1: Step 3:
Reminder Infraction Slip
Step 2: Step 4: Send to
Warning office.

13. We remind the children because they
ARE children.
This a reminder NOT a reprimand.

14. Verbal warning should NEVER be
delivered across the classroom.
The student is asked to identify the next
step.

15. In a soothing tone, remind the child that they
were warned a few minutes earlier about
following directions.
It is important that the teacher has tried
Steps 1 & 2 before turning the infraction slip
into the office or to parents.

16. * Proceed with this
step in a cool,
unemotional
manner. There is no
need for shouting
or anger.
*Even though we
insist on the child
leaving the room,
we will send them
off with an
optimistic
“Tomorrow we will
try again. I’m sure
we can make this
work right.”

17.  Identify three to five classroom rules that
are important to your teaching station
and post them as well.
 Explain to your students that they may
be asked to identify the next step if they
get into trouble but let them know that
they can look on the wall to answer your
question.

21.  Good behavior is a two-way street – it
involves your student listening and you
offering guidance.
 This is a fun way to practice how to
GUIDE and how to get your student to
really LISTEN.

25.  Can help encourage
communication.
 Gives them a less
threatening way of
telling you their
thoughts.
 Can be done at the
end of each week.

28.  1. Focusing  8.Assertive
 2. Direct Instruction Discipline
 3.Monitoring  9.Assertive
 4.Modeling Messages
 10.Humanistic
 5.Non-Verbal Cuing
Messages
 6.Environmental
 11.Positive
Control
Discipline
 7. Low-Profile
Intervention

29.  Don’t attempt to teach over the chatter
of the students who are not paying
attention.
 This technique means that you will
demand their attention before you
begin.
 A soft spoken teacher often has a
calmer, quieter classroom than one with
a stronger voice.

30.  Uncertainty increases the level of
excitement in the classroom, begin each
class by telling the students EXACTLY
what will be happening.
 Include time at the end of the period for
students to do activities of their choosing.

31.  The key to this principle is to circulate.
 Check that they have started, wrote
their name, are on the correct page.
 Those who were distracted or who are
slow to start can be nudged along the
way
 Do not interrupt and make general
announcements.

32. “VALUES ARE CAUGHT NOT
TAUGHT”

33.  Shiny bell, flipping light switches, clickers
in pockets…
 Take time to explain what you want the
students to do when you use your cues.

34.  Students enjoy an environment that
changes periodically.
 At times, you do need a quiet corner
with few distractions.
 They need more “vanilla” and less
“rocky-road”.

35.  An effective teacher will take care that
the student is not rewarded for
misbehavior by becoming the focus of
attention.
 While lecturing to her/his class, this
teacher makes effective use of name-
dropping in a very natural way.

36.  The teacher is the boss and no child has
the right to interfere with the learning of
any student.
 Clear rules are laid out and consistently
enforced.

37.  The teacher who makes good use of this
technique will focus the child’s attention
first and foremost on the behavior he
wants, not on the misbehavior. “I want
you to...” or “I need you to...” or “I
expect you to...”

38.  Structure these messages in three parts.
1. Include a description of the
child’s behavior.
2. Relate the effect this behavior
has on the teacher.
3. Let the student know the feeling it
generates in the teacher.

39.  Use classroom rules that describe the
behaviors you want instead of listing
things the students cannot do
 Instead of “no fighting”, use “settle
conflicts”…
 Make ample use of praise. A nod, a
smile or a “thumbs up” will reinforce the
behavior.

40.  Do not forget that each teacher is different
and not all techniques work, you must keep
trying each one till you find one that suits
you and your classroom.
 The internet is full of ideas, do not hesitate
to surf!
 Just like every teacher is different, every
student is different, you might use a
different technique depending on your
classroom and student.

41.  The best way to grow as a teacher is to
learn from other teachers, there’s still so
much information out there we can
benefit from.
 Show your students you care and love
them because they feel it and this is a
big determinant in helping shape their
behavior.

42. Miss Diana Farhat
KG 2-5