General Tips & Basic Strategies

  • Allow for movement (fidget toys, doodling, knitting). Students can still pay attention, and may be able to actually focus better when their bodies are moving.
  • Allow students to work and sit in various parts of the classroom (work standing up, cross-legged on the floor with clipboards, tablets, lying on the floor), as sitting feet flat on the floor at a desk is not conducive for learning and working for everyone. Teach students the expected behavior first (model it, have them practice multiple times) and be clear about expectations for work completion.
  • Avoid power struggles, which often occur after the request of a teacher. Make your redirection statement/statement of expectation (which students will already know because of your explanation, modeling, and teaching of classroom rules and consequences). “You know what is expected. Take your time to compose yourself and then take care of X so you can rejoin our learning.” Avoid eye contact, look away, and walk away. Give the student a moment to regain composure.
Proximity
  • Strong teachers are constantly adjusting their proximity to students during a lesson. Staying active and moving around the room is a great classroom management tool as it keeps students accountable to the classroom expectations.
  • If you anticipate off-task behavior, physically moving yourself closer to the students who may struggle can help avoid difficult behavior.
  • When behavior begins to escalate, seating yourself (or a classroom support person), near students that are struggling can often be enough to get them back on task.
  • Solicit extra staff support or volunteers (adults, older peer mentors) for the classroom to sit within close proximity of a student to improve behavior.
Token Economy
  • In a token economy, tokens are used (points, chips, tickets) and paired with a reinforcer (rewards, privileges, special events) that a student can purchase or trade in for a specific amount. When a token is given, it is important to give specific encouragement to the student in regards to what they did to earn the token. Verbal feedback should be timely, positive, and specific to the positive behavior.
  • Token economies work well when there are a variety of strategies to reward positive behavior. If a student is not responding to the reward system it is important to consider:
    • Do they need rewards that are more motivating?
    • Do they need to be rewarded on a more consistent schedule?  
  • Students who do not respond well to the classroom token economy system may need more individualized prizes curtailed to their interests, or may need to be recognized and encouraged more often.
  • The use of activity reinforcement is another great addition to a token economy. Activity reinforcement involves giving the opportunity for students to use their tokens to participate in a preferred activity (swinging on the swing, reading a comic, using technology), or a preferred whole-class activity (party, extra recess).
Contingency Contracts (Independent)

A contingency contract is an agreement between a student and teacher, which outlines a specific behavioral expectation.  The contract includes a menu of reinforcers. When the student meets the expectation, they receive a reward/reinforcer.

​General guidelines include giving the student an understanding of what a contract is, collaboratively working to develop the contract, involving all members who may be a part of implementation, setting a time frame to review and update the contract, and signing the contract to make it official.
Group Contingencies (Interdependent)
A group contingency focuses as a group (small group, table group, or class) to increase a positive behavior/reduce a specific problem behavior. The goal, and the specific reward, is set by the group.

If the goal of the group contingency is positive peer interactions, then the group receives a reinforcer when individual students make a positive comment; in this way, students are supporting each other to behave appropriately. (For example, I will put a tally up every time I hear a student making a positive comment to another student. When twenty positive comments have been made by the group, the class earns 20 minutes of extra technology time).
References:
Carr, J. E., Fraizer, T. J., & Roland, J. P. (2005). Token economy. Encyclopedia of behavior modification and cognitive behavior therapy, 2, 1075-1079.
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​Kerr, M.M., and Nelson, C.M. (2012). Strategies for Addressing Behavior Problems in the Classroom. Pearson Education Inc., New Jersey. 
Resources:
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities