Are you looking for ways to teach students to react appropriately when peers attempt to be nice to them? If so, keep reading.
1. Urge the learner to interact with others.
2. .
3 Embody appropriate ways to respond to interactions with other learners or teachers.
4. Utilize feedback related to performance (e.g., test scores, grades, etc.) in place of praise or recognition. As the learner becomes more capable of accepting praise and recognition, slowly deliver oral praise and recognition.
5. for responding properly to praise or recognition based on the number of times they can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.
6. in the classroom who respond properly to praise or recognition.
7. in private. The public aspect of praise or recognition is often the cause of the unacceptable response.
8. concerning the learner’s capacity and ability to be successful.
9. Give chances for appropriate interactions within the classroom (e.g., peer models engaged in appropriate interactions).
10. . Talk objectively at all times.
11. Give praise or recognition for smaller increments of success so that the learner may slowly become accustomed to the recognition.
12. that indicates they are essential.
13. Instead of emphasizing winning or “beating” other students in competition, urge individual success or progress that may be enjoyed privately rather than publicly.
14. for responding properly to others’ attempts to be friendly, complimentary, sympathetic, etc.: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
15. (a) what they are doing wrong (e.g., using unacceptable language, responding negatively, calling names, making unacceptable gestures, etc.) and (b) what they must be doing (e.g., being positive in response to others).
16. in creating social understanding (e.g., people may be embarrassed by what you say, feelings can be hurt by remarks, tact is the best policy, remember interactions that have made you feel excellent and treat others in the same manner, etc.).
17. Show praise with a matter-of-fact delivery and avoid exaggerated exclamations of success.
18. that are not menacing to the learner (e.g., written notes, telephone calls to parents, display work done well, etc.).
19. Show respect for the learner’s right to a sensible amount of privacy.
20. Attempt several groupings to ascertain the situation in which the learner is most comfortable.
21. Give as a natural consequence for appropriate behavior.
22. stating appropriate ways to respond to others and find which reinforcement will be implemented when the agreement has been met.
23. Consider using a classroom management app. to view a list of apps that we recommend.
24. Consider using an adaptive behavior management app. to view a list of apps that we recommend.
25. Consider using Alexa to help the student learn to behave appropriately. to read an article that we wrote on the subject.
26. to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.
The post appeared first on .
1. Urge the learner to interact with others.
2. .
3 Embody appropriate ways to respond to interactions with other learners or teachers.
4. Utilize feedback related to performance (e.g., test scores, grades, etc.) in place of praise or recognition. As the learner becomes more capable of accepting praise and recognition, slowly deliver oral praise and recognition.
5. for responding properly to praise or recognition based on the number of times they can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.
6. in the classroom who respond properly to praise or recognition.
7. in private. The public aspect of praise or recognition is often the cause of the unacceptable response.
8. concerning the learner’s capacity and ability to be successful.
9. Give chances for appropriate interactions within the classroom (e.g., peer models engaged in appropriate interactions).
10. . Talk objectively at all times.
11. Give praise or recognition for smaller increments of success so that the learner may slowly become accustomed to the recognition.
12. that indicates they are essential.
13. Instead of emphasizing winning or “beating” other students in competition, urge individual success or progress that may be enjoyed privately rather than publicly.
14. for responding properly to others’ attempts to be friendly, complimentary, sympathetic, etc.: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
15. (a) what they are doing wrong (e.g., using unacceptable language, responding negatively, calling names, making unacceptable gestures, etc.) and (b) what they must be doing (e.g., being positive in response to others).
16. in creating social understanding (e.g., people may be embarrassed by what you say, feelings can be hurt by remarks, tact is the best policy, remember interactions that have made you feel excellent and treat others in the same manner, etc.).
17. Show praise with a matter-of-fact delivery and avoid exaggerated exclamations of success.
18. that are not menacing to the learner (e.g., written notes, telephone calls to parents, display work done well, etc.).
19. Show respect for the learner’s right to a sensible amount of privacy.
20. Attempt several groupings to ascertain the situation in which the learner is most comfortable.
21. Give as a natural consequence for appropriate behavior.
22. stating appropriate ways to respond to others and find which reinforcement will be implemented when the agreement has been met.
23. Consider using a classroom management app. to view a list of apps that we recommend.
24. Consider using an adaptive behavior management app. to view a list of apps that we recommend.
25. Consider using Alexa to help the student learn to behave appropriately. to read an article that we wrote on the subject.
26. to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.
The post appeared first on .