Responsive Strategies 

Verbal redirection involves calmly and respectfully helping the student back to appropriate behavior with clear, concise instructions. This strategy is useful for minor disruptions or distractions.

• How it works: When a student is off-task or engaging in minor misbehavior, the teacher can use a quiet, non-confrontational voice to redirect the student’s focus. For example, saying “Please get back to your seat and start your work” or “Remember, we raise our hands to speak” helps bring attention back to correct behavior without making the situation worse or more distracting.

• Benefits: This technique is quick, non-punitive, and can help the student regain focus without drawing attention to their misbehavior in a negative way. It also prevents disruptions from growing into larger issues.

(Alasmari & Althaqafi, 2024; Alcruz & Blair, 2022)

Proximity control is the strategy of moving closer to a student who is misbehaving in order to shift their attention or behavior without speaking. It relies on the teacher's physical presence to subtly influence student behavior.

• How it works: The teacher moves near the student who is misbehaving (without being confrontational), which can act as a non-verbal cue to stop the disruptive behavior. The proximity of the teacher may help the student self-correct without needing further verbal intervention.

• Benefits: This technique works well for low-level distractions or students who may engage in off-task behavior because they feel overlooked or disconnected. It also minimizes disruptions in the lesson and reduces the need for verbal confrontation.

(Alasmari & Althaqafi, 2024; Hepburn et al., 2021)

Non-verbal cues involve using body language or gestures to communicate expectations and redirect behavior. This strategy can be particularly effective for students who may respond better to visual or non-verbal prompts.

• How it works: Teachers can use gestures, eye contact, or other body language to signal that a student’s behavior needs to change. For example, raising a hand to signal quiet, pointing to the clock to remind students of time limits, or giving a student a gentle “look” when they are off-task can often correct minor misbehaviors.

• Benefits: Non-verbal cues are subtle and non-intrusive, allowing the teacher to maintain control of the classroom without drawing excessive attention to a student's misbehavior. This technique is also helpful in maintaining a calm classroom environment.

(Alasmari & Althaqafi, 2024, Hepburn et al., 2021)

Private converstations can help with ongoing behavior issues, speaking with the student privately can address concerns without embarrassing them in front of their peers. This allows for a more personalized approach.

• How it works: After a behavior issue arises, the teacher can ask the student to step outside the classroom or meet them at a quiet spot to discuss the situation privately. This conversation can include discussing why the behavior was inappropriate, setting clear expectations for future behavior, and offering support if needed.
• Benefits: This approach reduces the chance of the student becoming defensive in front of their peers and gives both the teacher and student a chance to reflect on the behavior in a non-confrontational setting. It’s also a chance to build a positive rapport with the student and address underlying issues. When a student’s behavior is more disruptive or persistent, having a private conversation can be an effective way to address the issue. This strategy avoids embarrassing the student in front of their peers and can lead to a more open, honest discussion.

(Alasmari & Althaqafi, 2024; Hepburn et al., 2021)

Behavior contracts are agreements between the teacher and the student (and sometimes the parents) that outline specific behavioral expectations and consequences for meeting or failing to meet those expectations.

• How it works: If a student’s misbehavior is recurrent, the teacher and the student can agree to a contract that sets clear goals for behavior, along with rewards for meeting those goals and consequences for not meeting them. For example, a student might agree to stay on task for 15 minutes at a time in exchange for earning a reward (such as extra recess time or a special privilege).

• Benefits: Behavior contracts offer a formal, structured approach to correcting behavior. They promote accountability and allow the student to have a clear understanding of the consequences, while also giving them ownership of the process. This strategy is especially effective for students who require more individualized support or have ongoing behavior issues.

(Alasmari & Althaqafi, 2024; Alcruz & Blair, 2022)

Restorative practices focus on repairing harm caused by misbehavior through open dialogue, empathy, and understanding. The goal is to help students take responsibility for their actions and making things right for those affected the behavior.

• How it works: When a student misbehaves, the teacher facilitates a restorative conversation where the student reflects on their actions, understands how their behavior impacted others, and discusses ways to repair the harm. This may involve apologizing to another student, making amends, or finding a constructive way to prevent similar behavior in the future.  

• Benefits: Restorative practices help students understand the emotional and social consequences of their actions, promoting empathy and responsibility. It also creates a more supportive and inclusive classroom environment, where students are encouraged to work together to resolve conflicts.

(Alcruz & Blair, 2022; Hepburn et al., 2021)

Sometimes, students need a break from the classroom environment to calm down and reset their behavior. A time-out or designated break space allows students to step away from the situation, reflect on their behavior, and return when they are ready join in appropriately.

• How it works: The student is asked to leave the situation (for a short period) and go to a designated break space or a quiet area. During this time, the student has the opportunity to reflect on their behavior and return when they feel they are ready.

• Benefits: This strategy can help students who are becoming emotionally overwhelmed or who need time to regain control over their emotions. It provides an opportunity for the student to self-regulate without the pressure of continuing in a disrupted state. It’s also a less confrontational way of managing disruptive behavior.

(Alasmari & Althaqafi, 2024; Hepburn et al., 2021)

Logical consequences are directly related to the misbehavior and designed to help the student understand the impact of their actions. These consequences are intended to be fair, related, and respectful, rather than punitive.

• How it works: For example, if a student is caught cheating, the logical consequence might be that they must redo the assignment under supervision. If a student is disruptive during group work, the logical consequence might involve working individually for the remainder of the session.

• Benefits: Logical consequences are effective because they are directly tied to the behavior in question, making it clear to students why the consequence is occurring. It also promotes responsibility and helps students understand the natural outcomes of their actions.

(Alasmari & Althaqafi, 2024; Hepburn et al., 2021)

When misbehavior involves multiple students, or when there is a recurring pattern of disruptive behavior in the class, group discussions or class meetings can be an effective strategy to address the issue collectively.

• How it works: The teacher facilitates a group or class meeting where students are given the opportunity to discuss the issues at hand, reflect on their behavior, and work together to create solutions. This approach can be particularly effective when the behavior is related to peer conflicts, group dynamics, or classroom-wide norms.

• Benefits: This strategy encourages open communication, problem-solving, and community-building. It can also prevent the recurrence of similar issues by involving students in the decision-making process and helping them take collective responsibility for the classroom environment.

(Alasmari & Althaqafi, 2024; Alcruz & Blair, 2022)