Reinforcing

• We use reinforcing language 60-70% of the time!

• Proactive strategy.

• Name concrete, specific behaviors.

• Use a warm, professional tone.

• Emphasize descriptions over personal approval.

  • • • • Describe behavior (I see…, I notice…) instead of using personal approval (e.g., I love…, I am pleased…)

• Name positives in all students.

• Avoid naming individuals as examples for others.

Reminding

• Reminding prompts children to do the remembering themselves.

• Proactive or reactive strategy.

• Establish expectations clearly (we remember things we have been taught.)

• Phrase reminders as a question or statement.

• Use a direct tone and neutral body language.

• Use reminders when the child and you are both calm.

• Be brief.

• Watch for follow through.

• Validate student change of action with eye contact, smile, nod. (Words are not needed.)

• Save “please” and “thank you” when students are doing you a favor, NOT when following an expectation or redirection.

Redirecting

• Redirecting language gives clear, non-negotiable instruction.

• Used when behavior is off-track.

• Used the least amount of time.

• Early reactive strategy.

• Be direct and specific.

• Name the desired behavior.

• Keep it brief.

• Phrase it as a statement (not a question).

• Follow through after giving a redirection.

• Avoid naming a consequence when giving a redirection.

  • • • • Creates a power struggle, indicates a child needs a threat to follow through