REFRAME OUR WORDS for POSITIVE OUTCOMES
We can reframe the way we view behavior to look through a lens that all behavior is a form of communication or a need for skill fluency practice (need for the behavior to be explicitly taught with precise language and practiced multiple times in multiple situations).
We also reframe our requests to students to specifically teach what we DO want students to be doing. We are teaching the correct behavior instead of giving attention to the incorrect behavior.
Using positive, precise language to help support the development and practice of social and emotional skills.
|STATEMENT||REFRAME to the POSITIVE and/or to the PRECISE|
|Don’t run.||Use walking feet to stay safe.|
|Don’t yell.||Use a quiet voice to be ready.|
|Don’t touch the wall.||Keep your hands locked in front of you to stay safe. (behind you). (make sure students understand the vocabulary of in front and behind)|
|Walk nice.||Walk on the line a shopping cart length behind your friend to stay safe.|
|Listen to me||Eyes are watching me, ears are listening to my voice, hands and feet are still to be ready.|
|Put away your coat.||Hang up your coat on the hook in your cubby to be responsible. (remember that “put away” at home might mean throwing the coat in the corner)|
|Stop playing with your mask.||The mask needs to stay on your face. We are being kind to ourselves and each other by wearing our mask. We will go outside soon for a break.|
|Don’t grab it from your friend.||Everyone has their own supplies. Please use the items in front of you or raise your hand if you can’t find yours.|
Many children need explicit, direct teaching of skills. Below is a resource that may help.
Two Versions- click on the links to view them at TpT- then sign up for my blog and send me an email at firstname.lastname@example.org and let me know which version you would like to use. I will send it to you at no cost.