Give clear & direct directions

Use teacher proximity & movement

Use cues Follow routines

Consider scheduling alternatives

Help students make transitions Establish, teach & enforce rules

 An important role in helping them behave

appropriately. We can also phrase our commands to them to ensure that they are: Stated in positive terms and focus on what students should do Presented to students in an appropriate sequence when giving multiple commands Phrased directly rather than indirectly

 It can promotes good behavior.

Example:
o Standing near students who have behavior problems o Placing students desk near us

o Talking briefly with students while walking around the

class o Monitoring our movement patterns to ensure that all students receive attention

 Verbal and nonverbal cues can be used to prompt

group or individual responses. It also can establish routines or signal to students that their behavior is unacceptable and should be changed. Different cues must be used for different cultural and language backgrounds.

 It means that we must follow a consistent routine for

each day. By that, they will feel like they are in control of their environment. Thus, can reduce instances of misbehavior in the classroom. The important things is that we must make a schedule that is suitable with our students.

 Transitions are used to make sure that students can

adapt with classroom routines by themselves. Verbal, musical or physical cues can be used to signal students to get ready for a new activity. Rewards can be given to those who makes an orderly and smooth transitions (pair them). Having clear expectations and giving students specific directions can help them make the transition.

 It is to promote students learning, socialization and

safety. It is desirable for students to be involved in developing the rules, as it communicates to them that they are also responsible for their actions. Students also are more likely to follow rules that they help to create.

Use positive reinforcement

Select appropriate reinforces

Administer reinforcement surveys

Use contracting

 When using this type of reinforcement, we need to

consider several things. i. Be consistent ii. Reinforcement is delivered after the behavior occurs iii. Gradually deliver the reinforcement less often, less quickly and raise the standard once that students become successful

 This means that we only can use reinforces when

necessary and carefully examining their impact on students. Some examples are make rewards more subtle, use rewards equitably and for improved performances, fade out the use of rewards and encourage students to reinforce themselves via self-statements.

 It means that teacher need to ask for students

preferences via a reinforcement survey. From this survey we can know what are the best reinforcers to be used. During the survey we must use student language rather than professional jargon (reward rather than reinforcer) The effectiveness, availability, practicality, cultural relevance and cost of reinforcers on the survey can be examined.

 A contract between students and their teacher. Contracts should give immediate and frequent

reinforcement. It must be stated in language that the students can read and understand. Generally, contracts include (some of it): a) A statement of the specific behavior(s) the student is to increase/decrease b) A statement of the environment in which the contract will be used c) A list of the types and amounts of reinforcers and who will provide them d) A schedule for the delivery of reinforces