Mt Adams School District

PURPOSE: Responding to inappropriate behaviors in a fair and consistent manner using behavioral best practices allows the teacher to implement consequences that students understand and learn from. Students accept that they are held accountable for their behaviors and allows the teacher to keep control of the classroom environment.

Teacher Observable's	Student Outcomes
Builds upon existing relationship with student by privately discussing causes and solutions to repeated misbehavior's Provides specific and brief corrections, e.g., stating expected behavior for academic and social errors Begins with the least restrictive procedure to discourage rule violating behavior - nonverbal signals, e.g., eye contact, proximity, shaking head, TPR; moving to verbal corrections; then proceeding to more restrictive procedures as needed, e.g., time-out to problem-solve misbehavior Provides verbal signals when student's behavior is not appropriate; asks student/s to state and show expected behavior, “solve that problem" Secures student's attention and redirects student to correct behavior Uses teach, reteach as needed to make good decisions, show respect and solve problems (3 Personal Standards; 10:2) Involves home when appropriate, e.g., makes a call home to parents to help extinguish inappropriate behavior Responds to rule violating behavior in a calm, emotionally objective and professional manner while speaking to students with dignity and respect Uses different reinforcement strategies to address behaviors that violate classroom rules, considering situational context and needs of individual students Other (Note: Teacher may seek administrative help for serious misbehavior)	Cease inappropriate behavior when signaled by the teacher Accept consequences as part of the way class is conducted When asked, describe the teacher as fair in application of rules Work to make good decisions, show respect, solve problems Are settled by teacher’s calm behavior

Teacher Observable's

Student Outcomes

Builds upon existing relationship with student by privately discussing causes and solutions to repeated misbehavior's

Provides specific and brief corrections, e.g., stating expected behavior for academic and social errors
Begins with the least restrictive procedure to discourage rule violating behavior - nonverbal signals, e.g., eye contact, proximity, shaking head, TPR; moving to verbal corrections; then proceeding to more restrictive procedures as needed, e.g., time-out to problem-solve misbehavior
Provides verbal signals when student's behavior is not appropriate; asks student/s to state and show expected behavior, “solve that problem"
Secures student's attention and redirects student to correct behavior
Uses teach, reteach as needed to make good decisions, show respect and solve problems (3 Personal Standards; 10:2)
Involves home when appropriate, e.g., makes a call home to parents to help extinguish inappropriate behavior
Responds to rule violating behavior in a calm, emotionally objective and professional manner while speaking to students with dignity and respect
Uses different reinforcement strategies to address behaviors that violate classroom rules, considering situational context and needs of individual students
Other (Note: Teacher may seek administrative help for serious misbehavior)

Cease inappropriate behavior when signaled by the teacher

Accept consequences as part of the way class is conducted
When asked, describe the teacher as fair in application of rules
Work to make good decisions, show respect, solve problems
Are settled by teacher’s calm behavior

Attendance

Professional Learning Communities (PLCs)

PBIS

Board Policies

Technology

5. Responding to Inappropriate Behaviors and Maintaining Classroom Culture

5. Responding to Inappropriate Behaviors and Maintaining Classroom Culture