• Early and Appropriate Interventions That Improve Student Behavior


    We all want to spend more time teaching and less time disciplining. While there are many interesting programs that reward and alter student behavior our instructional strategies also play a part in the improvement of behavior.

    Disengaged students are bored students and unsuccessful students. The strategies that you choose to use to introduce a lesson, during a lesson, and after a lesson, need to entice the student so they will stay on track and behaviors will stay in check.

    This list does not cover the basics such as: proximity, eye contact, contracts or behavior modification techniques. Instead this list provides strategies to be used with any instruction that will help engage the student for longer periods of instructional time.

    • Know the pace at which your students learn. When following an instructional calendar, some students will require additional, individualized and/or small group support. Pace out your lessons.
    • Know when to chunk or compact the lesson. Too much material can frustrate the student. Plan lessons accordingly so you know when to take a break. Students who are frustrated can act out and disrupt the lesson.
    • Assess students early on. Knowing their attitudes, interests and learning styles allows you to group accordingly. Pre-assessing allows you to know the background knowledge and level of understanding. Spend time frontloading and setting up the lesson.
    • Differentiate the process for lesson mastery. Provide alternative paths to explore new concepts. Everyone does not learn the same way and assessment protocol can also be varied.
    • Reward students within short time intervals. Set goals. Set up a time frame with students for staying on task and then provide feedback when time has been met. Increase increments as needed.
    • Create co-operative learning groups and flexible groupings. Try not to assign students to the same group for each task or study area. When possible, allow students to participate in group arrangements.
    • Extend learning time or lessen the expectation. If a student has trouble staying on task, either provide additional time for task completion or decrease the amount of work required. Once you know a student has mastery, is additional practice necessary?
    • Incorporate various peer-tutoring systems that are manageable and practical.
    • Provide opportunities to enhance social skills through group projects, role-playing and study groups.


    IntroductionStudent Behavior • ESE • ESOL • Gifted and Talented