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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,...