Envisioning Language 

gives students an idea of what they are able to achieve. The

students can picture themselves achieving goals and believe in their abilities to succeed. For example, before independent reading time I could say “Biology is the study of life. Today, we will all be good biologists and examine the growth of our sunflower seeds!”

Reinforcing Language 

points out and affirms positive behavior. This helps

children recognize what they are doing well helping them grow academically and socially. An example of reinforcing language is “The blue table is sitting quietly and waiting for directions. Blue table, you can be the first students to line up for recess.”

Reminding Language

prompts students to remember classroom expectations and make good decisions based on the expectations. For example, if students are

calling out answers when they were asked to raise their hand I could say, “Show me what to do when you want to ask or answer a question.”

Redirecting language 

is used when a behavior needs to be stopped immediately. This language helps a student get back on task when they have lost control. For example, if students have been asked repeatedly to remain quiet and listen to a lesson, I could say "everyone, voices off and eyes on me."

Interactive Modeling involves quick paced, straightforward, multistep instructions to teach children how to perform procedures in a specific way. Because they are included in the discussion and demonstrations, students are more likely to adhere to the processes they learn through interactive modeling. 

Example: Lining up at the door.

1. “I am going to show you how we should get up to get in line when we are leaving

the classroom. This is going to help us keep our classroom tidy as well as keep

our promise to maintain a safe classroom environment.”

2. Model standing up calmly and quietly, pushing in my chair, and walking at a safe

speed to the door.

3. Ask students what they noticed. “What did with my chair before I walked away?”

4. Ask one student from each table or section of the room to model for the students

around them.

5. Ask students what they noticed. “How did _______ walk to the door?”

6. Have all students practice. (Remind them to keep calm bodies/push in chairs all

the way/etc.)

7. Provide feedback. “I noticed a lot of friends walking safely from their table to the

door. Remember to gently push your chairs under the table.

Logical consequences are respectful of the child's character, related to the child's action, and realistic for the child to do and for the teacher to follow through on. 

Examples

- You Break It, You Fix It: If children break something or make a mess, we help them take responsibility for their actions. 

- Loss of Privilege: rather than being a reward for finishing work, a privilege is an opportunity to learn to be reliable and to take responsibility for following the rules when acting autonomously. 

- Time Out: this strategy aims to help children learn self-control while keeping the classroom calm, safe, and orderly. 

Everyone in the classroom gathers in a circle for a short amount of time at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message. Morning Meeting is essential in maintaining a safe learning environment and a welcoming classroom community. An example of a Morning Meeting sequence is attached above.