Proximity
Proximity is a subtle way to redirect student behavior. Because teachers move around the room so often, it is not obvious nor intrusive if a teacher walks over to a certain desk and stands there for a minute. Students tend to disengage from the unexpected when their teacher is within their immediate range. This strategy is easily applicable to any classroom setting as it can be used during direct instruction, small-group practice, and independent work. (Majeika, 2023).
5:1
This ratio describes the amount of praise that should be given to the amount of reprimands. As teachers respond to students' unexpected behavior with a reprimand, it is important to remember the 5 positive statements that must be said to rebuild positive relationships. Students who get redirected but know they are cared for will have an easier time transitioning back to the expected behaviors.
Planned Ignoring
This strategy should be used for less serious unexpected behaviors from attention-seeking functions. When an unexpected behavior occurs, it is the least intrusive to ignore the behavior. This strategy lowers the likelihood of an attention-seeking behavior to occur again. It is essential that this behavior is completely ignored; the teacher should not change their body language, tone of voice, or the way they behave. (Nationwide Children's).
Body Language
Using non-verbal communication is also a subtle strategy to reduce unexpected behaviors. By giving students a look or a signal, the teacher can communicate the expectations without humiliating the student and without interrupting instruction. This response will remind the student engaging in unexpected behavior to return to the expected behaviors.
Cozy Corner
The cozy corner in my classroom will be equipped with tools (students will learn to use) that can help reduce stress and unexpected behavior. When an unexpected behavior needs a response with measures more intrusive, students can be sent to the cozy corner and instructed to choose how they want to de-escalate and redirect their behavior. This is more intrusive because it would require the student to take time away from the lesson.
Call Home
Another option for more serious unexpected behaviors would be a call home. Although it is very important to make positive calls home, it is also effective to make calls home to communicate the unexpected behaviors to the student's parents. Students will be redirected at home and learn the consequences of not redirecting behavior in the classroom.
Logical Consequences
This strategy is best used when an unexpected behavior occurs, less intrusive strategies are not working, and both the student and the teacher are calm. The logical consequence most likely to occur in my classroom will be the loss of a privilege. The privilege lost will be temporary and directly related to the unexpected behavior. It is essential to remember that this only works when, "the teacher [makes] sure that the child truly understands and can live up to expectations," (Responsive Classroom).
Majeika, Caitlyn. (2023). Proximity Control. IRIS Center, Vanderbilt Peabody College. https://iris.peabody.vanderbilt.edu/wp-content/uploads/misc_media/fss/pdfs/2018/fss_proximity_control.pdf
Nationwide Children's. (2021). Behavior Support - Using Planned Ignoring at Home. Nationwide Children's Hospital. https://www.nationwidechildrens.org/family-resources-education/health-wellness-and-safety-resources/helping-hands/behavior-support-using-planned-ignoring-at-home#:~:text=Planned%20ignoring%2C%20or%20extinction%2C%20is,need%20to%20keep%20doing%20it.
Responsive Classroom. (2023). Logical Consequences. Responsive Classroom. https://www.responsiveclassroom.org/three-types-of-logical-consequences/