UCPS Behavior Support - Relationship Strategies

5:1 Ratio

The 5:1 ratio refers to the number of positive interactions you need to have with a student (5) to every negative interaction you have with a student (1). Positive interactions can consist of verbal communication, gestures or physical contact. These interactions help students learn the expected behaviors and help to build positive relationships. The most effective positive interactions are specific, contingent and emphasize the effort, behavior or process. Reprimands or corrective statements are more effective when they are delivered in environments that have already been proven to be positive and reinforcing. It is also important to note that students living in poverty and students of color, receive up to double the reprimands or corrective statements which is often not accompanied by increased positive interactions. This hurts relationships and negatively impacts behavior.

Smile and Be Nice

It seems like common knowledge that smiling and being nice improve relationships but there is actually science behind this strategy. Researchers have found that neurons within our brains are firing when we come across another person. Often, these neurons mirror the behavior of the other person. In studies, where the only change was if another was smiling or not, researchers found that those in groups with others who were smiling found that boring material was more interesting, neutral images looked more positive and bland drinks seemed tastier.

We know that modeling is an effective teaching strategy so when we consider behavior, it is important to demonstrate the behavior we want students to exhibit. The more we can smile and simply be nice, the more kindness we can expect to see exhibited.

Positive Greetings

Greeting students positively at the door of your school or classroom can establish a positive atmosphere and pre-correct problem behavior. Positive greetings can be verbal or non-verbal and, when possible, should include the students’ preferred name. Greetings at the door can give you a chance to precorrect individuals or all students and remind them of when tasks will begin in your class. This is a chance to reference successes that occurred in the prior day and to show enthusiasm for lessons or activities that will be coming up.

Communicating Competently

As educators, it is imperative for us to have excellent communication skills. This is important to teaching and in relationship building. When providing students with at least five positive interactions for every one reprimand or corrective statement, it is important that the praise is contingent, specific, sincere and emphasizes the effort, process or use of a strategy. When those reprimands or corrective statements are necessary, use an empathy statement with a non-threatening, soft voice. Don’t get caught up in the context and consider your proximity to the student. Too close can be threatening. Too far can be embarrassing.

Wise Feedback

When providing feedback to students, it is important to voice your expectations to the student. Expectations should be high but attainable. It is important to show confidence and belief in the student’s ability to meet those expectations.

Intermittent Non-Contingent Reinforcement

To use Intermittent Non-Contingent Reinforcement it is imperative to reflect on the function of the behavior - what is the student trying to achieve through their negative behavior? The most common functions of behavior include trying to obtain something (often attention) or escaping something (often tasks or other people). Once you have determined the function, you can provide the student with the opportunity to get what they want before they exhibit the negative behavior.

Trust Building.pdf

Traume-Informed Practices.pdf