Teacher 12 Step Response Hierarchy

Student-Initiated Disruptions
On the first day of class, you introduce the 5-6 core rules for your classroom. The purpose of the
following hierarchy is to give students the opportunity to correct their behavior with the least
severe consequence while you demonstrate immediacy and consistency in your actions across
students and sessions. For example, on the first day of class, you introduce the rule that
students are not to be talking while you or someone else is talking or asking a question. Now,
somebody starts talking while you are talking and continues to do it. The most serious
mistakes that novice teachers make in classroom management are the following.
1. They are not clear about what they expect from students in a large group session.
2. When a student misbehaves, they do not immediately make a correction with the student
3. When the misbehavior continues, they do not increase the seriousness of the consequences
in a logical and usually well-understood series of actions.
4. They do not work to gain influence with the student by reaching out to them in some other
area of their school, work or personal life. They just toss them away.

Classroom Level Actions

o
o
o
o

Provide a warning by reviewing the rule to the entire class in a conversational tone.
Scanning the room
Reminder of expectations
Far consulted distance- 15 ft.
Example: Boys and girls, look up here. Lets go over our class rules once more.

Establish proximity (you may not say anything)

o Establish near-consultive distance- 4 ft. but avoid personal space
o Example: Simply stand near them and keep delivering the lesson.
From the front of the class establish direct eye contact and call out their individual names and
remind them of expectations
o Business-like tone of voice
o Direct eye contact
o Refocus their attention.
o Example: Alex and Graham, look up here! Its time to stop talking.
Establish proximity and be verbally direct and insist on after class meeting.
o Establish near-consultive distance
o Use a business like tone. No questions.

o Example: I want the two of you to stop talking right now. Dont leave class without stopping to
talk to me before you leave. Do you understand? (Remember: quiet = COOL! )
o The after class session creates an accountable moment after class.
Re-establish proximity, be verbally direct, but tell them to leave the class.
o You want to conference with them. The immediacy communicates your seriousness. Stopping
class communicates seriousness to the rest of the class.
o Example I need you two to quietly and quickly pick up your gear and wait for me outside the
door. Stand behind them so you push them out of the room. To the rest of the class, be quiet;
this is none of your business.
o Outside the room is a chance to address concerns in conversation tone.
o Outside is a chance to warn about the next consequence, which is a detention.
o Example: Whats the deal with you guys? Dont you get how serious I am about this? Is there
something going on that is so important you must talk about it now? Whats keeping you from
listening? If this happens again, youre going to be put on detention by me and Im going to
call your parents.
o Leave them in the hall or let them re-enter the class as you choose. In either case you still meet
with them after class to reinforce what you have said.
As they come into the room the next day, remind them of your expectations and show them preprepared detention slips.
o Conversational tone
o Remind them of subsequent consequences
Detention
Call home
o Example: Robert, Christian, good to see you. Come over here for a minute. These are detention
slips. I need you two to pay attention. You can sit next to each other, but the first time I catch you
talking, you will receive these detention slips. Remember theyre right here.

Building Level Actions

o
o
o
o

Administer the Detention in class as calmly as you can. No arguing. No who did what?

Walk back to them slowly with the Detention slips in your hand.
Hand them to them with as little conversation as possible.
If they fuss just be calm.
Example: Put your hand up and just say Stop if there is any arguing. Say it again. Stop. Or
Example: I want you to listen to me: here are your detention slips. Alex, move over to that seat
for the rest of this class. Stop by my desk before you leave class.
o At your desk, remind them of subsequent consequences
Detention
Call home

 Ask for a meeting with the building administrator responsible for student discipline.
o Parents should know this is happening, but may not be required to attend.

Ask for a parent/teacher conference on their behavior and your consequences

Take your record of their misbehaviors to the meeting.
Take any record that you have about work not done.
Take a record of our interventions to the meeting.
In School Suspension is often times the next step.
Try to get classwork to the In-School Suspension student.

District Level Actions

Out of School Suspension is the next step
Expulsion is the next step.
A student would rarely reach the expulsion stage for talking in class. Anyone being expelled
has done stuff like deal drugs, start fights, harass another students, verbally abuse a teacher, bring
a weapon to school etc. Chronic deviancy will often result in expulsion. This is a district action.