Classroom Strategies

    Student misbehavior is often motivated by their desire to get something, or escape or avoid something.  Interventions depend on the motivations behind the behavior.  It is important to remember, what works one day may not work the next. There is no magic wand to wave to get students to work but there are techniques and strategies we can try to redirect students and encourage them to work.

ü     Give choices:  This puts the responsibility on the student.

If students are refusing to do work, give students two choices.  This can be done in a couple of ways.  If it is a work period and there are several assignments to do, tell the student they can either do one or the other (one assignment knowing it is something they like).  Example: You can either do math first or social studies first.  Which one are you going to start with?  If they are trying to avoid the social studies homework they will go to the math.  This will get them into the work mode and then go back to the social studies as there is no longer a choice.

If this occurs during an assignment that needs to be completed at that time, give the choice of working on the assignment or losing something they like (example: do the work or lose recess, computer time, etc).  Make the student make the decision and explain how it is their decision on how their day will go.

ü     Avoidance Behaviors

    Many students try to escape work by sharpening their pencils, going to the bathroom, or getting a drink of  water.  Be ready for these behaviors. 
    ·   Have several pencils sharpened for when they suddenly break their pencil led.  You can easily  
          hand them another one.
    ·  Set up rules that there is no getting up to get drinks or go to the bathroom during work time.  Give students opportunities to get a drink and go to the bathroom throughout the day (during down times).  During these times encourage students to do these behaviors so you do not get into a power struggle later.
   · Teach students the socially acceptable escape behavior (asking for help, which needs to be available if the student asks for it).

ü     Independent Work

Many students with special needs have difficulty working independently.  Set time limits on when the work should be done and give reminders. 

For other students tell them you are going to time them, you can use the classroom clock and say when you are starting to time them (this makes it like a game).  Remind them not to rush and make careless mistakes.

For other students that have an extremely difficult time working independently without getting distracted,  set a time limit (example: 5 minutes) that you are tying to have the student work up to and use a stopwatch to see if the student reaches the time limit.  Share results with the student and get the student involved with trying to beat their independent work times.

ü     Praise

Praise can be a powerful tool at times.  Just a few words to tell how well they did something can boost their confidence and make them work harder or stay on task. (Example:  That is a very good topic sentence; Your writing is improving, nice work; You are doing very well with restating questions in your answers).

ü     Direct Assistance

Students often try to avoid doing work when they are not sure of a task or how to tackle a task.  If the child becomes very stubborn and refuses to work, walk the student through the steps as you model the thought processes.  Guide the student and give a few answers, if needed, to get them to move on.  Slowly have them start to answer questions to how the work is to be done and try to build the student’s confidence to try the work on their own with you as support if they need it.

ü     Broken Record

Sometimes students try to engage in a power-struggle with adults and this is how they avoid work.  Become a broken record and repeat a direction that the student is to follow or a task that they have to do.  Ignore their comments and be direct with a calm voice by stating what it is that you need them to do.  

ü     Proximity Control

Sometimes students just need the presence of an adult near them to get them to work.  If they become off task, walk in their direction and observe the work.  

ü     Humor

At times using appropriate humor can reduce the tension caused by a stressful situation.  The student must have a sense of humor and the humor never should be used toward the child to embarrass him/her.  

ü     Time-Out

When a child refuses to do work and you are trying to help, give the student the opportunity to cool down.  Tell them that you are more than willing to help them on the task and that when they are ready to work they can let you know.  Give the student a wait time (a few minutes).  If the student doesn't respond, ask them if they are ready to work. Wait again if necessary, and then you may need to set up choices.  This time is used as a cool down period to try and get students to settle down.   

ü     Positive Rewards

Reward positive behaviors.  If a student sat down and completed work without confrontation, use praise to tell the student what behaviors you liked that they did.  Occasionally, if there is time, a quick tic-tac-toe game could be a positive reward toward behaviors.  Sometimes stickers or a few minutes of free time are rewarding to students as well.  Be careful with rewards. Students should not feel as though they should receive rewards for acting appropriately.

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