Issue Forty-Nine: Tracking Behavior Interventions with a Difficult Class
December 8, 2014
Issue Forty-Nine: Tracking Behavior Interventions with a Difficult ClassEvery teacher, no matter how experienced, has a difficult class. Sometimes a class is difficult because they are sleepy first thing in the morning or wild after lunch or loud because it's the end of the day or unfocused because of class chemistry...the reasons for the difficulty are endless. Sensible teachers know that it takes a multi-faceted approach to manage a difficult class. Here is a form to help you keep track of the possible interventions that you could use to turn your difficult class into a successful one.
When dealing with a difficult class, here are options I could choose:
1. _____Asked a colleague to observe the class and provide feedback
2. _____Made sure that expectations are clearly expressed in several modalities and taught to students
3. _____Analyzed the time use by students at the start of class, during various activities, and at the end of class
4. _____Made sure that procedures for all activities are in place and known to students
5. _____Recorded or videoed self to determine how I could be contributing to the problem
6. _____Made sure that students are aware of the class rules and the positive consequences for following rules as well as the negative consequences for disregarding rules
7. _____Held individual conferences with key students
8. _____Held a brief conference with entire class to solicit their suggestions
9. _____Used exit tickets or other written formats to elicit student suggestions
10. _____Adjusted the pace and types of instruction
11. _____Increased student choices or options for instructional activities
12. _____Praised positive behavior of entire class
13. _____Gave class positive labels to use to identify themselves
14. _____Made their successes as concrete and visible as possible
15. _____Involved other staff members in creating solutions
16. _____Involved the parents or guardians of students in creating solutions
17. _____Shared a pleasant activity together to build a sense of community
18. _____Made sure everyone has access to materials and supplies
19. _____Worked with individual students to set and achieve goals
20. _____Worked with entire class to set and achieve group goals
21. _____Made sure that the level of work is neither too easy or too difficult so that students will find it easy to stay on task
22. _____Used all available class time in a productive way
23. _____Offered a variety of relevant learning activities including games and technology based instruction
24. _____Taught students a courteous way to respond or to behave
25. _____Offered a combination of tangible and intangible rewards
26. _____Taught students how to modulate their noise levels
27. _____Provided opportunities for students to be in the spotlight for positive reasons
28. _____Established signals for students to indicate that they need help
29. _____Involved students in as many helpful roles in the classroom as possible
30. _____Established ways for students to help each other in productive ways
31. _____Included motivational activities in the lesson to increase engagement
32. _____Made it obvious that the purpose of class is to learn and not to misbehave
33. _____Posted encouraging mottoes to remind students to stay focused
34. _____Allowed students to redo a failed assignment for credit so that they have a reason to continue to work
35. _____Communicated a strong belief in the ability that students have to succeed
36. _____Established predictable routines so that students know what to do
37. _____Provided different role models and mentors for students
38. _____Established a time-out area in another area of the school so that students can gain self-control
39. _____Gave a student a second chance
40. _____Made sure the lesson was as exciting as possible
41. _____Appealed to a variety of learning styles in each lesson
42. _____Gave written and verbal directions that are easy for students to follow
43. _____Involved students’ interests in the lesson
44. _____Offered frequent checks for understanding to reduce frustration
45. _____Made sure the traffic flow of the class is conducive to on-task behavior
46. _____Kept expectations for academic and behavioral success high
47. _____Varied instructional activities so that students could interact as well as work independently
48. _____Asked students to help teach a lesson
49. _____Acknowledged student effort
50. _____Ignored as much bad behavior as was possible and prudent