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Behavior Management Toolkit

This chart utilizes PBIS and Responsive Classroom approaches toward behavior
management.
Proactive Redirection Consequence
• Name and model
expectations
• ave students repeat
expectations
• Re!teach social
learning
ideas i.e" #expected
behavior$% #Big
problem&little problem$
• old a conversation
about
empath'( teach the
abilit' to
understand the
meaning o)
#I*m sorr'$
• Process with students%
help
them understand wh'
there
might be a conse+uence
)or
their action
• Removal o) attention%
desired
ob,ect% privileges
• Phone call home -
establish a
relationship and share
positive
happenings
• Planned ignoring o)
behavior
.a)ter stating desired
action/
• Praise other students
)or
appropriate
participation
.must be used with
• 0sing silent or picture
reminder
• 1erbal reminder
• Ta2e a brea2 - be
read' to
get right to wor2 with
student when the' come
bac2
• 3s2% #4hat should 'ou
be
doing5$
• Restate instruction
and name
conse+uence )or non!
compliance
• Redo tas2&activit'
appropriatel'
• Removal o) attention%
desired
ob,ect% privileges
• Phone call home -
share
positive behavior and
concerns
• 6et a #guest spea2er$
specialist or
administrator to
conduct whole class
social
learning lessons
• Conduct one!on!one
conversation with
student
about speci7c issues
• 3s2 student% #4hat am
I
thin2ing5$ have them
thin2
about and name their
behavior and how the'
• 3polog' o) action -
verbal
or written - to peer%
teacher%
or parent
• Ta2e a brea2 - be
read' to
get right to wor2 with
student when the' come
bac2
• Isolated lunch
• 6o to budd' room
• Sitting on bench
during )ree
time .not recess/
• Redo tas2&activit'
appropriatel'
• Separate )rom peers
• Removal o) attention%
desired
ob,ect% privileges
• Phone call home - tr'
to
wor2 as a team to turn
around
unexpected behaviors
• Communit' service I.e"
wiping ca)eteria tables%
empt'ing class
rec'cling%
cleaning up pla'!'ard%
etc.
• 4ritten repetition
• Time in o8ice
• 6et a #guest spea2er$
specialist or
administrator to
conduct whole class
social
learning lessons
Lisa Ebel – June 2014
thought/
• 6et a #guest spea2er$
specialist or
administrator to
conduct whole class
social
learning lessons
• 9eadership training -
communit' building
within
grades
can
turn it around
• Communit' service i.e"
wiping ca)eteria tables%
empt'ing class
rec'cling%
cleaning up pla'!'ard%
etc.
• Conduct one!on!one
conversation with
student
about speci7c issues
• 9eadership training -
communit' building
within
grades
• old peer con)erences
to
problem solve
Notes: - 0se a positive and meaning)ul tone
- Conse+uences must be logical
- Not all conse+uences need to be negative
Lisa Ebel – June 2014