FOUNDATION: Having a strong foundation is key to delivering feedback to students who may exhibit negative behaviors. It is essential to have a strong positive relationship and proactive classroom management strategies in place. When we consider the foundation needed to effectively manage negative behaviors, it is essential that we communicate effectively. Before responding to any negative behavior, it is important to self-regulate ourselves. A simple way to do this is to think, “How would I want someone to interact with my own child in this situation?” 

PROXIMITY CONTROL: Once you have a strong foundation built, using Proximity Control can correct up to 50% of negative behaviors in a classroom. By simply being near or standing next to students demonstrating problem behaviors, there is no need to stop instruction or verbally reprimand the student.

REDIRECTION STRATEGY: If Proximity Control is not enough to stop the negative behaviors, your next step is to use a Redirection Strategy. A Redirection Strategy involves giving the student a direction that they will likely comply with. The goal is to disrupt the negative behavior and gain compliance with a new or related activity. Creating a list of instructionally relevant redirections to reference can be a useful tool so you aren’t left trying to come up with something in the heat of the moment. Between consistent Proximity Control and effective Redirection, up to 90% of all problem behaviors can be addressed.

ONGOING MONITORING: Once you’ve had to correct a behavior, it is important to continue to monitor that student. You are looking for the opportunity to praise the student for changing their negative behavior. Don’t miss an opportunity to praise a student for demonstrating desirable behaviors after they have been corrected.

PROMPT EXPECTED BEHAVIOR: After using Proximity and Redirection, if problem behaviors continue, you may need to prompt for the expected behavior. Prompts communicate exactly what you want the student to do. They are not threatening and do not describe the negative behavior the student is demonstrating. Effective prompts are positively stated, only give one command at a time, and are phrased as statements rather than questions. Prompts should be delivered as privately as possible in a cool, calm, collected yet firm manner

TEACHING INTERACTION: The final step in the PROMPT model is the Teaching Interaction. This is the act of using a corrective teaching procedure to turn problem behaviors into teachable moments. This evidence-based intervention has been proven to prevent escalating behaviors while preserving the relationship you have built with the student. Teaching Interactions are delivered privately in a calm but firm manner.

To create a Teaching Interaction, there are six steps to take. First, start with an empathy statement. Next, label the inappropriate behavior and describe the appropriate alternative behavior. Be sure your alternative behavior is positively stated and clear. Next, provide a rationale for appropriate behavior. Then, deliver a warning or consequence. Finally, be sure to deliver feedback or praise when a positive choice is made.

Often, just a warning of a consequence is enough to correct a behavior. By putting students into a decisional dilemma, they realize they want to please others. Once the steps of the Teaching Interaction have been followed, it is important to provide think time. This gives students the time and space to reflect on their behavior and the choice they have to make. Usually, this is enough to stop the negative behavior, although, if it isn’t, be prepared to follow through with the consequence that was warned of. Consequences must be enforceable in your classroom to be effective and should be delivered calmly.

If consequences are required with or without assistance from others, it is important to work on the foundation of the PROMPT model to reconnect, repair, and restore the positive relationship.