Day 41:The Obvious First Step to Behavior Management

My practicum students meet once a week for class and the last 10 minutes or so of class are spent in our kāko'o circle where students are able to bring a problem of practice up to their colleagues and we spend some time in supportive, problem solving conversations. This weekʻs POP was about getting students to stop blurting and yelling out answers.

Different students gave their input until I realized that the root of the problem might really be the first step to finding the solution. 

Here's the question I asked to my student: did you tell your students that you did not appreciate their behavior? 

Her answer:  long pause, slight grin. . ."no."

Me: well then, start there and have a conversation of what you would like to see instead.

Coincidentally, I got an article in my feeder and lo and behold, here is the first tip:

Here's a process along with a few starter ideas to move you in the right direction, whether you're an individual teacher or thinking about this on a campus-wide scale.
  1. Be clear with your expectations.
  2. Draft a list of memorable ways to teach these expectations (be sure to include models).
  3. Estimate how often you will need to reteach this lesson.
  • Create a timeline.
  • Establish a list of signs that indicate when it is time to reteach this expectation
The very helpful article from Edutopia is here. 

The main takeaway is that I guess as a teacher of pre-service teachers, I do not say this enough: be clear (with your expectations, with your instructions, with your assessment criteria, with your learning intentions. . .)

be clear

Hogan, A. (2015, December 23). Behavior expectations and how to teach them. [Web log]. Edutopia Retrieved from:


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