Kids will be Kids Part 1…

So you have established classroom rules, your students have practiced responding to the quiet signal and they know some of the routines, but yet, well, they aren’t always doing what they are supposed to be doing.  In other words, kids are being kids.  They will test the rules, and push the limits.  A little, or for few – huge stretches.  What to do?

Reminding Language – helps students remember the expectations*

Reminding language helps children develop feelings of autonomy and competence, leading to self-control and intrinsic motivation.  Expectations become clear, and students respond because they know they will be expected to remember them and behave accordingly (Responsive Classroom).

Key #1:  Base your reminders on Clearly Established Expectations:

Example: Lack of Respectful Listening (talking while teacher or classmate is sharing, etc)

Step 1: Respond with Discussion - “Our rules say that we will be respectful.  If someone is sharing their answers or thoughts, what will we be doing to show our respect to the sharer?”  Note: teacher refers to Brit Kitah rule: “BE RESPECTFUL”. 

Students are called on to share their answers of what it means to be respectful when someone is talking: “Not talk.” “Look at the person who is talking.” “Keep our hands to ourselves.”

Step 1b: Respond with Interactive Modeling (after the above discussion or without discussion) -  The teacher models what respectful listening looks like.  Then ask the students what they noticed; how she is quiet, looks at the speaker with interest, and how her hands and feet are still and in appropriate places, and how she raised her hand when she wanted to a turn to speak. 

Step 2: Practice – The teacher begins to give directions or read from a book, and after a moment, stops and remarks like this, “I feel respected.  What were you doing that helped me feel respected?”  Then the teacher guides the students to do the crucial steps of naming the positive behaviors the students were doing that demonstrated their respect.   Remind the students to use their respectful listening behavior as the lesson continues.  And later, as needed use reminding language to reinforce the respectful behaviors needed.

Examples of Reminding Language for a Variety of Situations:

Preparing for Transition: “What will you need to do so you will be ready…”  “Think about how you will help each other…”

During the Transition: “Jacob, what do you need to be doing right now?” “I’ll begin when everyone is ready.” “What could you do if you have a question?”

Before or During a Whole Group Discussion: “What can you do if you have an idea to share, but someone else is talking?” “How will you let the speaker know you are listening?” “Sara, what do you need to do with your hands so Isaac can concentrate?”

Just as our students need to practice to use the appropriate behaviors, teachers need to practice using reminding language.  Try it. And try it again.  It will take practice!

Next: Redirecting Language in Kids will be Kids Part 2

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