Jacqueline Brown

Behavior Specialist
Mrs. K, 1st Grade

Post-Week Instructional Strategies Write-Up

Proactive Behavior Management
Proactive Management: Keep students busy; all the time. Lag time = grey area for students and
behaviors flare up. Continual clear and concise directions on what you are looking for, listening for and
is expected until more routine is built.
Proactive Approaches
Morning Work w/ Quiet Focus Music
Students have a focus when they come in; sets the tone for volume (maybe even dim the light for
calming), builds routine and expectations right as they walk into the classroom. Morning work should
be no more than a half sheet. Could be key learnings from the day before 3-5 questions (Building
Structure & Accountability).
Ideas on How to Use:
When morning work is complete individually students turn over on their desk. That is an indication
students can pick their lunch on the SMART Board. Then they can move onto something that is highly
desirable (helps support urgency). Could be an academic coloring sheet that is highly desirable (i.e.
math coloring sheet or whatever is desirable in your classroom. Expectations should be set. This should
be practiced with whisper voices to match music volume.

Loftier Transitions
After recess and after specialists.
Ideas on How to Use:
1. Use transitions as a group bathroom break. This is specific to your room since you have
students who are not able to use the bathroom solo. Teach how this will look, sound and feel.
Build this routine overtime. Keep practicing how the group gets in line. Have group go back and
try again until they are able to get it right. Uniformity and persistence will have to be your
focus; even if you feel like a broken record.
Leaving the Classroom give yourself extra time for transitions as you build this expectation into
the day. It will take time.
Entering the classroom have group come back to door and try again if are not able to enter the
classroom correctly. Correct and recorrect until expectations are met. This again will take time
until it become instinct.
2. Focus Activity on the SMART Board visual and auditory for focus. Another good time to dim
the lights. Refocus and reset expectations on how the classroom feels and sounds like.
Me Moves disc.
Gonoodle.com

Classroom Instruction
Attention Getters:

1.

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5.

Teacher Clapping & Student response in same pattern

Call & Response
o Teacher: 1, 2, 3 eyes on me. Students: 1, 2 eyes on you.
o Teacher: (in a whisper) Clap once if you can hear my voice, clap twice if you can hear
my voice. Students: Students who are listening will clap back. Other students will start
to catch on as they hear claps.
o The Owl Teacher: who out there is listening. Students: whoo whoo whoo whoo whoo
(like who let the dogs out).
Carpet Circle Model activity. Use students to demonstrate or to participate as much as you can.
Have students call on friends with quiet hand to go next. Gives them the microphone more
often. Increases student participation.
One Voice Model when giving instructions. Always have silence when giving instruction. Do
claps, countdowns, etc. to regain attention on your voice. One voice model whenever another
student gets called on to talk. John will you say that again, some of our friends werent showing
you respect.
Turn & Talks with partners: Only use turn and talk when it is an engaging high level question or
something all students will be quick to have a response for.
Movement when applicable
Visuals

Classroom Transitions
1. Have a student model how each transition should look, sound and feel like before the group
transitions. what did you notice? (ask students what they say when the student showed what
the transition should look like).
2. Call on small groups of students to transition from carpet spot (i.e. table 1, table 2; students
with red on their shirts, blue shirts. Anyone I havent called on). Have the group come back
to the carpet if they did not transition like the student who modeled the transition.
3. Use a key word or phrase to indicate students can transition.
3, 2, 1 GO (Go being the key)
4. Countdown to get into circle spot, carpet or desk spots. Possibly a fun controlled patting on
your legs as this happens. And 10, pat pat pat, 9 pat pat pat, 8 pat pat pat, etc.). All students
should be in the designated spot by the time you are done with the countdown. If LOTS of
students arent do it again as a group. If only 1 or 2 arent then they take a break.

Responsive Behavior Management

Break Spot
1. Take a break. Try Again (student is crisscross, voice off, ready to learn).
Ignore the person in the break spot as much as possible
Ask for the student to find another break spot if close to other students
Student is still in the room learning
Use a calm, firm, confident voice. Look at student then look away. Do not engage in
why. Just repeat take a break. Student knows the behavior as to why they are taking
a break. If they do not, thats what the break stop is for. To think about why they are
taking a break and how to fix behavior.
Student cannot rejoin the activity until they have successfully taken a break.
If break spot is difficult for student give reminders for what you are looking for (i.e.
John, Im looking for crisscross and a still body so I can invite you back).
2. Buddy Room
3. Logical Consequences for Behavior
Clipboards at Recess if Work Avoidance
4. Restorative Justice

Instructional Strategies

Turn & Talks with partners: Only use turn and talk when it is an engaging high level
question or something all students will be quick to have a response for.
Model new activities in a semi-circle so kids can all see and hear. If appropriate, model
with a student. Keep all directions simple and short.
Use interactive reading whenever possible. Either choral read or read and then have
them fill in the missing words when you pause.
Always give the students something to do, listen for, or think about to keep them
accountable and engaged.
Manage the room versus helping one on one until the room feels completely calm with
students on-task. Once they are all settled, then you can start circulating.
Have students doing, doing, doing and keep challenging students with rigorous
questions.
Keep a firm and serious tone when giving directions or when redirecting. Smile and
lighten up when all is calm and all engaged.

~Assume Nothing. Teach Everything~