Remediation of Problem Behaviors
The process of remediating behaviors in the classroom is to teach replacement behaviors and implement strategic consequences.
Maximizing Instructional Time
Beyond preventing behavior before it occurs, I create an “invisible architecture” in my classroom.
I use a visual timer to signal to my students when an activity is coming to an end. I use individual reminders for students that need it the most when the time is drawing near to its end. When the time is over, and the timer blinks and sounds, I turn off the classroom lights and use a call and response to gather their attention.
“Class Class? -YES, YES!”
For other transitions, I use Mighty Minutes activities to transition. These fall under the domains of Language and Literacy, Physical, or Mathematics and are short, fun, simple ways to break up the day and move on to the next activity.
I have a visual schedule posted at eye height for students to reference every day. I strive to stick to my schedule and return to it as quickly as possible in the event of drills or special events that break our schedule.
For individual students, I create personal schedules and mini-procedure booklets for them to keep and carry with them or take home to practice with family.
When teaching replacement behaviors, I utilize the gradual release of responsibility model, moving from explicit instruction and demonstration to independent practice. I use prompting to encourage students to remember the next step in a procedure until they have mastered it.
While reinforcement is the primary tool for change, by utilizing specific positive behavior systems I decrease behaviors.
I have a “Kindness Tree” where I can recognize students’ good behavior and students can recognize each others’ good behavior.