Bleh

Tips for teachers

Redirecting Behavior

Quick Starters for Redirecting Behaviors

Directions: Use some of these quick starter statements to verbally redirect challenging behavior.

I’m looking for quiet hands.”

“Children who are sitting will get a turn.”

“Let’s practice inside voices.”

“Time to give a friend a turn.”

“Gentle hands.”

“Let’s try working together.”

“Ask a friend.”

“Let’s listen to our friend’s words.”

“Let’s go do….”

“Why don’t we try…?”

“Wow, look at this…”

“Clap and respond.”

“Sing the “clean up” song.”

“Tonya is sitting quietly, she can line up.”

“Michael is raising his hand, he can give the answer.

NCQTL

For more Information, contact us at: ncqtl@uw.edu or 877-731-0764

This document was prepared under Grant #90HC0002 for the u.s. Department of Health and Human Services,

Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.

FALL 2012

Tips for teachers

Redirecting Behavior

Redirecting Behavior is a proactive teaching strategy that a teacher can use to anticipate a child’s challenging behavior

and try to prevent it before it continues or escalates into a problem.

BENEFITS OF REDIRECTING

• Minimizes attention to challenging behavior

• Maximizes learning

• Provides a clear description of the behavior expected from the child

• Provides positive attention or access to desired material or activity as soon as the child is again engaged in

appropriate behavior.

Types of redirecting

Physical

Physical redirecting prevents a child from misbehaving and directs to another activity.

Verbal

Verbal redirecting distracts the child and directs to another activity.

Cue

Redirecting with a cue prompts a child to use an appropriate skill.

Proximal attention

Redirecting with proximal attention focuses on a positive model in the child’s proximity (e.g., a nearby child who is

engaged in a more appropriate behavior).

NCQTL

For more Information,...