4. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
5. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
what the
instructions are
6. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
what the
instructions are or
7. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
They choose not to
what the
or follow them
instructions are
9. The 2 solutions:
So:
Imagine how you
want it to look, give
specific instructions
and use the same
language
10. The 2 solutions:
So:
Imagine how you
want it to look, give
specific instructions
and use the same Then
language
11. The 2 solutions:
So:
Imagine how you Have a plan for
want it to look, give when instructions
specific instructions are followed or not
and use the same Then
followed
language
12. How to be specific
1. Visualise your ideal classroom
behaviour.
19. Have a plan
• 1st warning- Recorded
• 2nd warning- Recorded
• 3rd warning- Rest of session away from group
• 4th warning- after school detention/contact home
• 5th warning- sent to another class
20. Have a plan
• 1st warning- Recorded
• 2nd warning- Recorded
• 3rd warning- Rest of session away from group
• 4th warning- after school detention/contact home
• 5th warning- sent to another class
21. Effective consequences
• Give warnings with a reminder of the rule/
instruction
• Without emotion or counselling
• Be happy with small consequences- it’s
certainty not severity that’s effective. The
aim is good behaviour not retribution
22. Effective consequences
Jane, that’s a warning.
The instruction is to
keep hands, feet and
objects to yourself.
• Give warnings with a reminder of the rule/
instruction
• Without emotion or counselling
• Be happy with small consequences- it’s
certainty not severity that’s effective. The
aim is good behaviour not retribution
23. Delivering consequences
Give consequences:
• Regardless of time of day, the student
involved, the possible reaction or the
number of warnings a student already has
• Tell students about how the system works- if
they know where they stand, they’ll be more
likely to make the right choice
• Emphasise choice all the time
• Don’t give instructions if you’re not prepared
to follow them through
26. Use polite reminders
Dave, you’ve had a
I’ve got to be fair on
warning so I know
Bob who has already
you’ll definitely have
had a warning for...
your eyes on me
27. Use polite reminders
Dave, you’ve had a
I’ve got to be fair on
warning so I know
Bob who has already
you’ll definitely have
had a warning for...
your eyes on me
I know Denise will be
looking at the board.
