Correct Behavior

Universal. At-Risk. Targeted. Academic. Behavior. Praise. Specific. Positive Climate.

1. How quickly the correction is given: Corrections should be given verbally immediately. The adult needs to be the first to say something and before peers can react.

2. The length of the correction: Short verbal corrections are best. Corrections consist simply of the child's name and no more than a couple other words. The shorter the correction, the less likely it is the child will argue.

3. The volume of the correction: Corrections that only the child can hear are best. Louder reprimands may create a power struggle between the adult and child.

4. Physical closeness of the child and adult: The adult should be within a couple feet of the child when giving corrections.

5. Emotional state of adult: The effectiveness of the correction depends on the adult's ability to remain calm and to use a consistent tone. This may be the hardest part of giving effective corrections but also an incredibly important part. Staying as calm and neutral as possible will help avoid a power struggle and ongoing conflict.

6. Eye contact: Feedback can be improved by eye contact with the child. Avoid staring the child down.

• Use effective feedback with the whole group, not just one student.

• Frequently scan the room to see any behaviors that need feedback.

• Never force eye contact.

• Staying calm is very important. Some children find making adults upset rewarding. If the adult does not let their emotions show outwardly, then the child is not getting that reinforcement.

• Precorrecting and prompting behavior can help avoid a reprimand by letting students know the behavior expectation before an activity. Precorrecting includes telling a student what may be challenging about a new task and how to prepare. Prompting behavior is giving reminders about behavior expectations before a task. Preventing misbehavior is a lot easier than correcting misbehavior.