Kids will be Kids Part 2

Of course kids will be kids… they talk out of turn, run down the hall, jump to be first in line and they forget to keep their hands to themselves.  Expect your students to be, well, kids.  Kids will make mistakes, break rules and try out your patience.  It’s their job!  Your job is to keep children safe and class time productive, even when their self-control is failing them.

Redirecting Language: Giving Clear, Nonnegotiable Instructions*

Redirecting language helps students act differently and at the same time preserves their dignity and sense of belonging to the group.  Effective redirecting language:

•   is direct and specific
•   names the desired behavior
•   is brief
•   sets firms limits (if necessary, action follows words)
•  makes a statement instead of asking a question

Situation:  Your students are sitting on the floor, listening to a story or ready for Kehillah (morning) Meeting.  Jacob is using his hands to pester the child next to him.  Redirecting language is quick and to the point:

“Jacob, hands in your lap.”

Situation: Students are working independently at the tables.  Rebecca leans across the table and is trying to engage Rachel in a conversation, not allowing Rachel to concentrate.  Redirecting language is specific and clear:

“Rebecca take your paper and sit at this table, 

where you can pay attention to your work.”

Situation: The class is walking towards T’filah (prayer time).  Eli takes off in a run.  Redirecting language states the desired outcome and commands respectful behavior.

“Walk.”

Situation: You are about to give the directions, but students are already leaving the circle to head to their tables.  Again, clear commands, respectful behavior.

“Stop… Wait to hear the directions.”

Situation: The students are busy working in groups, noisy and eager to create skits to present to their classmates.  The teacher wants to issue a reminder of what to include in the skits.  The teacher starts talking, giving a series of directions.   A few students turn to listen, and begin to follow the directions, then move on to something else.  Redirecting language is brief and to the point:

Teacher uses the Quiet Signal, and waits for everyone to look at him.

Or says; “Stop, all eyes on me.”  Once everyone is listening, then the teacher

gives simple and clear directions.

Situation:  The teacher wants the student who is walking about the room to take a seat.  The teacher says, “Will you take a seat now?”  Or a student continues to talk when the teacher is waiting to get started, and the teacher says, “Are you ready to listen?”  In these cases, the student might be thinking “NO”, because a choice is implied.   Redirecting language tells the student what to do.

“Eyes on me” or “Sit here.”

Examples of redirecting language:

“Hands down while someone is speaking.”

“Tell your feet to hold still.”                                               

“Pick up the paper on the floor.”

“Wait for the blessing before starting.”

“You have one more minute to finish.”

“Put the scissors down.”

The key to using redirecting language is to think in terms of using positive actions in terms of a statement.  On the metro, driving in the car, at home with your own children – try it out.  Less words is best.  Direct and to the point.  Say what you want them to do. Wait for this to happen before you move on.

*Taken from Responsive Classroom Resource Book ©2014 by Northeast Foundation for Children, Inc.