Across
- 5. Reminding students of the rule if previous steps ineffective
- 7. Describe the students innapropriate behaviour
- 10. A way to distract the studentfrom their plan to disrupt the lesson is to invite them to provide assistance
- 11. Command should be kept short, direct eye contact and firm voice
- 16. Find a quiet and private place to talk to the student separately
- 18. At this stage time out process has becomes more formailsed, and a contract can be in place for a students' behaviour
- 19. Humor can lighten tense situations and help build warmth and rapport with their students
Down
- 1. Restraint of some types are permitted only in violent situations occur and to protect students
- 2. Eye contact, moving around the room and nod towards rule chart
- 3. The teacher may need to follow up and follow through later by talking to a student individually
- 4. Teachers may state assertively their personal feelings, the effect of student behaviour and a description of what they saw happen
- 6. Making choices helps students to learn responsibility and become familiar with the consequences
- 8. Serious repeated or dangerous behaviours may result in the students removal from the calssroom
- 9. Students are directed to this area to settle down
- 12. Keep repeating directions until the students learn to execute the behaviour
- 13. Disregard attention seeking, whining, throwing tantrums and calling out
- 14. Repeating simple directions, rule reminders and simple commands
- 15. In a firm but not threatening tone ask the student what are you doing?
- 17. Usually gives the student a choice before implemented