Cooling off area:  Have a designated area for students to regain control if they have an emotional outburst or become upset. 

During cooperative learning and peer interactions, give choice to break or work alone If possible, allow students to decide if they can work in a group on an activity or if they need to work alone. If that choice isn't possible, remind students of the rules for interaction in a group and steps to take if they become upset or frustrated.

Positive reinforcement Provide positive reinforcement in terms of verbal praise, small breaks, or a tangible item. Let students know that you see them working toward target behaviors/peer interaction. 

Building relationships Give students direct instruction on how to work in a group and respect everyone's contributions to the group/class. Model appropriate interactions between pairs/group members. Provide clear guidelines and procedures to help establish positive classroom interactions. 

Arrange a place in your classroom to allow for breaks, quiet time, or calm down time Give a 1–3-minute break between tasks to help reduce student fatigue and frustration. This also allows students to feel a sense of accomplishment over completed work. 

Behavior contract Create a behavioral contract with students that outlines desired behaviors and rewards students if successful. 

Reduce competition Limit the focus on competition in the classroom. Competition can cause students to lose focus or not listen to others. 

Delegate work Delegate work equally amongst group members to prevent arguments and frustrations over workload.

 Keep from using sarcasm and joking; be literal Refrain from using sarcasm, humor, or other figurative language. Give lessons or instructions in uncomplicated language for understanding. Sarcasm may lead to confusion and awkward social interactions. 

Assign students jobs Assign jobs within groups so that everyone is involved and held accountable. This can be teacher-directed or group-directed. 

Conflict resolution and self-control Discuss conflict resolution and self-control strategies with students. This may include walking away, asking for help, changing to a different activity, counting to ten, etc.

Use peers to share notes and ideas Give students an opportunity to interact with their peers in a positive way by sharing notes and ideas with another student. This allows for peer tutoring. 

During cooperative learning and peer interactions, give choice to break or work alone If possible, allow students to decide if they can work in a group on an activity or if they need to work alone. If that choice isn't possible, remind students of the rules for interaction in a group and steps to take if they become upset or frustrated. 

Positive reinforcement Provide positive reinforcement in terms of verbal praise, small breaks, or a tangible item. Let students know that you see them working toward target behaviors/peer interaction. 

Small group instruction where applicable Instruct students in small groups, where possible. This lowers student anxiety and allows for student focus, minimization of distractions, reading aloud if necessary, probing questions, and checks for teacher understanding. 

Building relationships Give students direct instruction on how to work in a group and respect everyone's contributions to the group/class. Model appropriate interactions between pairs/group members. Provide clear guidelines and procedures to help establish positive classroom interactions. 

Keep from using sarcasm and joking; be literal Refrain from using sarcasm, humor, or other figurative language. Give lessons or instructions in uncomplicated language for understanding. Sarcasm may lead to confusion and awkward social interactions. 

Whole class team building Give students direct instruction on how to work in a group and respect everyone's contributions to the group/class. Model appropriate interactions between pairs/group members. Provide clear guidelines and procedures to help establish positive classroom interactions. 

Physical arrangement Make sure groups are in physical arrangements that allow for eye contact and collaboration. 

Assign student jobs Assign jobs within groups so that everyone is involved and held accountable. This can be teacher-directed or group-directed. 

Peer partner Assign peers to sit with students during different activities. Increase group size as the comfort level increases. 

Strategic grouping Group students with those they would feel most comfortable with. Try various groupings until there is one arrangement that fits. 

Reduce competition Limit the focus on competition in the classroom. Competition can cause students to be hesitant to interact with peers.

Activities to work together Ensure that activities focus on a common goal, rather than on individual success. Encourage students to work together on products in order to complete the activity. 

Reduce competition Limit a focus on competition in the classroom. Competition can cause students to want to "beat" the others. 

Strategic grouping Group students with those they feel are less threatening or intimidating. Try various groupings until there is one arrangement that fits. 

Satisfy immediate needs Allow students to use the material or perform a task as many times as necessary for immediate satisfaction, and then gradually introduce increased levels of sharing. 

Behavior contract Create a behavioral contract with students that outlines desired behaviors and rewards if successful. 

Assign student jobs Assign jobs within groups so that everyone is involved and held accountable. This can be teacher-directed or group-directed. 

Short turns Modify the activity so that each student takes small turns. Then gradually increase the length of each student's turn as they display success. 

Positive reinforcement Provide positive reinforcement in terms of verbal praise, small breaks, or a tangible item. Let students know that you see them working toward target behaviors/peer interaction

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