![]() The Corrective Teaching process begins with the teacher speaking privately to a student who is misbehaving in a friendly way through a smile, eye contact, pleasant voice, and a hand on the shoulder. It requires as little as one minute for minor misbehavior. This interaction approaches misbehavior similarly to the way educators address academic errors: by reteaching and practicing. Corrective Teaching responds to misbehavior, interrupting the behavior and teaching the correct response so the behavior can be practiced and reinforced.Effective Reprimand replaces common ineffective public reprimands or rhetorical questions with a brief and personal instructional redirect.Positive Feedback strengthens responsible behavior through the power of praise and specific feedback.Preventive Prompt briefly reminds a student or group of an expectation just prior to the opportunity to use that behavior or skill.Individual Instruction quickly teaches an expectation for a student who requires more frequent review to be successful.Grounded in effective instruction, social learning theory, and youth-preferred adult behaviors, these strategies provide all the tools educators need to teach, encourage, and correct behavior without disrupting the classroom: Incidental teaching capitalizes on the “teachable moment” when the student is active and the learning is relevant.įor more than 25 years, educators have used five positive discipline strategies, based on the early work of renowned behavioral analyst Montrose Wolfe. In addition, teaching incidentally lets the teacher strengthen positive behavior through praise or discourage misbehavior with correction. Instruction for positive behavior should be given preventively to set expectations and allow for success. Teachers can modify behavior with direct instruction, practice, encouragement, and correction as needed. Teachers would never ignore academic errors they would use mistakes as an opportunity to reteach. Unfortunately, tolerating inappropriate behavior can validate the misbehavior and overlooks an opportunity to teach coping skills. When asked why they don’t uphold expectations and address misbehavior, teachers often say that ignoring the behavior is best, that they are unsure of how to respond, or that they are apprehensive about student reactions. Without straightforward approaches to teach, encourage, and correct behavior moment by moment, discipline efforts can fall short of changing student behavior. Positive student behavior develops from expectations, relationships, and direct instruction.Īlthough many schoolwide discipline efforts focus on systems, rules, and consequences, they often overlook effective response strategies to students’ misbehavior.
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