Redirect Behavior

Redirect Behavior

The fourth and final key category of classroom management is Redirect Behavior.

At some point, all students will need to be redirected in their tasks and/or behavior. Determine the most effective method to redirect the behavior to achieve desired results.

Teachers are responsible for creating the opportunity for all students to learn. Misguided students prevent themselves and others from achieving desired outcomes.

If you choose to build positive rapport with your students, attempt to set appropriate context and give effective directions, you will minimize the frequency of needing to redirect behavior. For those times when it is still required, however, let's unpack what this might look like.

Step 1: Monitor all situations closely, to identify needs for required redirection. The more aware you are of all situations in your classroom, the less chance there is of receiving multiple versions of the story.

Step 2: Quickly assess what you observe. We must move quickly to prevent a situation from escalating beyond repair. Who was involved? What happened? In what state of mind are the parties involved?

Step 3: Address conflict quickly and wisely. Remove the student, students or objects involved from the situation immediately. State firmly, "This behavior is unacceptable."

Step 4: Ask for the student's explanation of the situation and hear the student. Provide all parties involved a time to speak without being interrupted. Calmly but firmly state something like, "Cindy, you have 60 seconds to share your version of what happened". When Cindy finishes, provide the other student or students with the same opportunity.

Step 5: State what you observed and thought. An example might be, "It sounds like this is a misunderstanding of one another’s actions. Let's fix the problem together."

Step 6: Explain the larger result of how the student's actions affect their learning and the learning of their classmates. You might say in a calm but firm voice, "Actions like this are a waste of time, for you and your classmates. This situation doesn't show very strong self respect or respect of others."

Step 7: Reference classroom expectations to establish the desired goal. Still using your calm but firm voice, "At the beginning of the course, you helped develop the classroom expectations and signed an agreement indicating you would follow them. How do these actions align with our classroom expectations?"

Step 8: Seek commitment of improvement from the student. In a positive, hopeful voice, ask the student, "So what do we do next?" Guide the student to a commitment of how they will better control their actions. Ask the student how you can help them achieve their goal.

Step 9: Provide the student with the next step. Direct them to get back to work on their project, to take their seat for a few moments, to get a breath of air in the hallway, or any other action you think will be the most beneficial and productive for all parties involved.

Enjoy the opportunities for growth that redirection of behavior provide. Your students will appreciate you as you build rapport with them by treating them respectfully, even in times of conflict.

Last modified: Monday, 2 July 2012, 11:04 AM