Dos and Don’ts of Behavior Reflection

Do you struggle with helping students process their behaviors and learn to make better choices? Are your time-outs ineffective? Are your students repeating the same negative behaviors?  Having strategies for effective behavior reflection is critical to creating a positive learning environment (and staying sane).

Dos

  • Choose the appropriate behavior reflection form based on your students’ levels (reading, developmental, age, etc.)
  • Present this tool to the student in a 1:1 setting after their behavior has deescalated and they are ready to reflect
  • Provide supports in completion (e.g., teacher prompting, student can dictate to adult)
  • Select, model and practice appropriate replacement behaviors for the future
  • Guide student to write an apology letter to help them realize how their behavior affects others
  • Copy and send home for parental signature; save original in student file for behavior documentation and data collection

Don’ts

  • Use for every minor behavior infraction; instead focus on target behavior(s) and/or moderate to severe issues
  • Present and discuss in front of whole class
  • Forget to review and discuss the behavior reflection and appropriate replacement behaviors with student
  • Overlook positive behaviors and attempts to make better choices

Two versions of the Think Sheet are included, as well as a template for an apology letter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Download the Think Sheet and other helpful behaviors tools here!

 

Does Anyone Hear Me? The Art of Active Listening

Does anyone hear me? Am I speaking English? Why aren’t my students listening to me?

Do these questions run through your mind frequently? I found I was repeating myself over and over like a broken record and ready to bang my head against the wall. I finally realized that I was making a costly oversight that was hindering academic achievement and testing my sanity.

Listening is such a critical skill, yet I never took the time to truly teach it. I expected that my students would walk into my classroom with the understanding and ability required for active listening. When they didn’t listen, I would punish them for something that hasn’t been taught.

Listening, like any other concept or skill, must be explained, modeled, practiced and reinforced, especially the first few weeks of school.  Students must know what listening looks like, sounds like and feels like.

ALP example

Now I introduce active listening on the first day of school in 3 easy steps:

1. Create a common definition:  I give each student 3 colored Post-Its. On the first Post-It, I ask them to write down what active listening looks like. I call students up to the board and each student shares while I sort and label students’ responses. After all have shared, we come up with a consensus and repeat the process for the sounds like and feels like indicators. I record these on my Good Listening Poster.

ALP looks like

active listening behaviors collage

2. Practice active listening indicators: Next I share my Alert Listening Position (ALP) poem that teaches specific active listening behaviors and we practice these behaviors several times. Students are actively engaged in learning as they chant the second line of each stanza and model the listening behaviors with their bodies.  We also practice non-ALP behaviors such as slumping in seat, head on desk, no eye contact so students can understand non-examples.  While we are practicing, I rove the room and take pictures of excellent ALP examples and post to my ALP poem to use as visual reminders of expected behaviors. Students also get a copy of the ALP poem and add visual cues to help them remember active listening expectations.

ALP

ALP poem student example

ALP class page

3. Reinforce and provide regular feedback: During the first few weeks of school, we say the poem together before each lesson to ensure that all students are active listeners. As students become proficient, we recite poem in the morning only and I will give active listening reminders before each lesson by saying, “Let’s do an ALP check,” and provide feedback as necessary. I also share this with specials’ teachers as well as cafeteria aides so that students understand that I expect active listening throughout campus, not just in my classroom.

ALP poem class

Need suggestions for teaching other routines, procedures and transitions? Download our Back to School Teacher Toolbox: Routines, Procedures and Transitions that has engaging activities and lessons to teach 10 critical classroom routines.

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Happy New Year!

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