Classroom Management Strategies for Effective Instruction

5 Steps to Correction, cont.

• 3) State Expectations.
• “Elizabeth, what I expect from you is, for you to go to your seat, sit in your seat, pay attention, and only talk to your neighbors when I give you permission.”
• 4) Child Repeats.
• “You want me to go to my seat, sit down, listen, and keep my mouth shut.”

5 Steps to Correction, cont.

• 5) Praise Any Efforts.
• Acknowledge any compliance
• Be positive
• Be sincere
• Be encouraging
• You need a positive relationship with the student to use this effectively.

• If you want it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it.
• source unknown

Post-Correction

• Adapted from the “Life Space Interview” model, Fritz Redl.
• Allows the child an opportunity to process and learn from the experience.
• Should be done by the adult who witnessed the incident.
• Should be done within 24 hours. (As soon as both parties are calm)

5 Steps to Post-Correction

• 1) Youth’s Perception-
• Adult should:
• Listen
• Refrain from judgments and corrections
• Ask questions which help student with description
• Attempt to find out what student was trying to achieve

5 Steps to Post-Correction, cont.

• 2) Adult’s Perception-
• Discuss what parts of incident you see same and differently
• Provide reality base
• 3) Connection Incident to Pattern of behavior
• Assist student in seeing a behavior pattern he/she has developed

5 Steps to Post-Correction, cont.

• 4) Explore Alternative Behaviors-
• Prompts may be used
• Important to let student find options
• 5) Develop A Plan-
• May use behavior contract
• Assure student of adult commitment
• Discuss consequences for next incident

• “Always say what you mean, and mean what you say…but don’t say it in a mean way.”
• Nicholas Long