# Name of Description or Example of Strategy Who is

Strategy Aware/Involved?
1. Welcoming Maintain a happy, calm and safe classroom environment Teacher, EA
Environment and set the tone for the day so the students get off to a
positive start.
2. Routines, Rules Create a sense of routine and structure into the classroom Teacher, EA
and Expectations such as bell work, classroom chores and classroom rules.
Have the student be involved when making rules so that
they are fair and clear to the student. Describe the
behaviour you want, not the behaviour you are
discouraging.
3. Simplifying the Remove objects or anything that could be distracting. Teacher, EA
Environment Seating arrangement or adjacent surroundings can be
modified to benefit the student.
4. Set Short Term Have the student set short term goals that can be academic Teacher, EA,
Goals or behaviour related so they are motivated to reach them.
Be sure to offer positive encouragement and praise when
achieving them.
5. Modelling Model the quiet respectful behaviour you want from your Teacher, EA
student while still maintaining boundaries of student
versus teacher.
6. Voice Matching Maintain the level of voice that you expect to receive Teacher, EA
from the student. A loud and aggressive voice will usually
result in a loud and aggressive response.
7. Reward/Incentive Reward the student for positive behaviours clearly stating Teacher, EA
System the behaviour they are being praised for.
Have rewards and incentive systems in place to encourage
the students.
Treasure box (add name for positive behaviour then draw
for weekly prizes)
Class incentive ( + or – minutes extra recess time)
8. Positive Reinforce good behaviour with positive words of Teacher, EA
Reinforcement encouragement and praise.
9. Organization of Prepare the student for transitions, shifts in topic, setting Teacher, EA
the Day or Period or schedule.
10. Regrouping Change the composition of a group to avoid or interrupt a Teacher, EA
potential problem.
11. Interest Boosting Increasing the interest level of the activity can decrease or Teacher, EA
prevent problems of troubled students.
12. Be Proactive: Try to avoid the anticipated behaviour by setting up Teacher, EA
Plan Ahead conditions that make it less likely to occur or provide
student with consequences ahead of time, either positive
or negative. This way if the behaviour takes place the
 consequences are already implemented and little
discussion needs to occur.
13. Restructuring Preventing or resolving problems by altering the structure Teacher, EA
of a particular activity.
14. Time A change of environment will often help to focus a Teacher, EA
Out/Change Seat student or break up a dysfunctional group.
15. Hurdle Help Support student with frustrating obstacles, be observant Teacher, EA
and move in to help before a crisis occurs. Use positive
posters as reminders to help students overcome hurdles
that prevent them from completing work or complying
with expectations.
16. Zones of These are four coloured zones used to support the Teacher, EA
Regulation development of self-regulation and allows the student to
identify their feelings and be aware of what zone they are
in.
17. Refocus/Redirect Refocus or redirect the student to the task by using a Teacher, EA
statement of understanding (Yes, I see, but right now you
need to…)
18. Planned Ignoring A planned, skillful lack of recognition of a student’s Teacher, EA
negative attention seeking behaviour.
19. Non-Verbal Physical Proximity: move closer to the misbehaving Teacher, EA
Language student.
Eye contact: Stop, wait and look at student
Body language: Non-verbal gestures or movement that
signal/redirect student on task (hand gestures, facial
expressions etc.)
20. Proximity Frequently position yourself near the student so that your Teacher, EA
Control physical presence can act as catalyst toward the initiation
and maintenance of attentive, appropriate behaviour.
21. Signaling A sign of disapproval directed at a student when negative Teacher, EA
behaviour begins.
22. Track Have an accurate and objective system for tracking, Teacher, EA
Behaviours monitoring and evaluating behaviour such as ABC charts,
diary, log or journal.
23. Antiseptic When a student is worked up or aggressive; give the Teacher, EA
Bounce student an errand to run outside the class or an activity
that may assist in letting off steam.
24. Limitation of Limiting materials and space based on the student’s lack Teacher, EA
Space and Tools of readiness, abuse or danger.
25. Think Sheet/Self A process to enable the student to reconsider their actions Teacher, EA
Review and to decide on a more appropriate course of action next
time.
26. Diffuse Diffuse challenges and divert attention away from Teacher, EA
behaviours or certain hotspots by directing attention to the
task at hand and using one or two word responses then
continuing without interruption. (“I understand”, That’s
interesting”, “Nevertheless”)
27. Hypodermic A dose of warm attention/affection to help a student cope Teacher, EA
Affection with a stressful or difficult situation. Used to help a
student whose own self-control is deteriorating to regain
their composure.
28. Assertive Ensure you communicate the expectations and enforce Teacher, EA
Discipline them frequently and consistently.
29. Authoritarian Used when a behaviour is so unacceptable/dangerous that Teacher, EA,
Interference it requires a sharp clear statement by the adult. Principle
30. Self-Calm Practice self-calming skills. Take a deep breath and do not Teacher, EA
react immediately. Remain calm and have a clear mind to
think and react with self-control and maintaining
authority.
31. Communicate Make sure there is a system in place to enable the sharing Teacher, EA,
of information with teachers and other EA’s who are Parents
involved with the student and communicating with the
parents.
32. Hierarchy of Have several levels and types of responses and remember Teacher, EA
Responses that the goal is to use the appropriate response to keep the
student at a calm level and not to escalate the situation.

33. Physical Used when a student is a danger to themself or others but Teacher, EA
Restraint only to be performed when trained and certified.
34. Behaviour Identify challenging behaviour, why it is occurring and Teacher, EA,
Intervention plan construct a plan on how to change the unwanted Student,
behaviour. Principle, Parents
35. Detention First give student a detention if the behaviour is out of Teacher, EA,
Suspension control and they can sit at the office for the day, next Student,
Expulsion suspend the child from school for a couple of days if they Principle, Parents
are still not following rules, lastly the child may need to
be expelled from school completely if they cannot respect
the rules and policies and are a danger to themselves,
other students and school staff.