IYT Session 4
Positive redirecting statements
• Positive proximal praise to all others-
• First/Then rule – first you finish this/then you can ...
• Thank you - end statements
• Come and read to me and we’ll see where you are up to.....
• I need some help with...
• May I sit with you.....
• You are just the person I need ...
• “Peter I can see you ...”
• “Show me what you have done so far....so I can help if you it”
• “Bring me your work”
• I’m looking for students that are “specific”
• I can see ....You have finished would you like to.....
• Please take these back to the staffroom
• Would you come and help.
• Can you just go and.....
• I can see you have lots of ideas
Behaviours teachers can ignore...
• Can ignore: calling out/Standing at the back of the mat. Interrupting, jiggling/wiggling, loud
tapping, disruptions when with a group, Whistling, blowing/picking nose, Off task - wandering,
secondary behaviours,
• Can’t ignore: genuine harm/hurt /crying, physical harm, distracting other, talking over the teacher/
students constantly, subtle niggling behaviours directed at others, picking nose, groaning when
asked to do something, Miss use of devices, rude manners directed towards adults and students,.
What does ignoring look like?
• No eye contact – eyes on teacher
• Turn body away
• Privacy to calm – give space
• Move group in
• Neutral expression on face/stay calm/calm voice
• Be consistent
• Walk away
• Proximity praise
• Looking disinterested
• Having fun with the other children
• Reengage when ignoring is over – Key Principle
How to teach ignoring to a whole class
• Talk about what ignoring means
• Y-Chart, what does it feel/sound/look like
• Turn body away- plan for self, stay calm while ignoring
• Eyes on teacher (teacher), or on work
• Moving away
• Reinforcement for those doing the right thing
• Use ‘ignoring’ muscles and practice
• Role playing/Puppets or adult to always be doing the negative behaviour
• Calm breathing
Helping the impulsive child
• Don’t presume they are off task!!!! – Ask student/find out what they need/what is the problem
for them – find a joint solution
• Stress ball/wobbly cushions/plastic bolts to wind and unwind
• Buddy challenge
• Regular breaks
• Set up clear boundaries/rules and routines
• Incentives
• Private signals for breaks/food snacks/drinks
• Allow grazing/drink
• Give responsibilities to show you trust them.-start small/with support and build up
• Weighted jacket/blankets
• First/Then rule – first you finish this/then you can ...
• Thank you - end statements
• Come and read to me and we’ll see where you are up to.....
• I need some help with...
• May I sit with you.....
• You are just the person I need ...
• “Peter I can see you ...”
• “Show me what you have done so far....so I can help if you it”
• “Bring me your work”
• I’m looking for students that are “specific”
• I can see ....You have finished would you like to.....
• Please take these back to the staffroom
• Would you come and help.
• Can you just go and.....
• I can see you have lots of ideas
Behaviours teachers can ignore...
• Can ignore: calling out/Standing at the back of the mat. Interrupting, jiggling/wiggling, loud
tapping, disruptions when with a group, Whistling, blowing/picking nose, Off task - wandering,
secondary behaviours,
• Can’t ignore: genuine harm/hurt /crying, physical harm, distracting other, talking over the teacher/
students constantly, subtle niggling behaviours directed at others, picking nose, groaning when
asked to do something, Miss use of devices, rude manners directed towards adults and students,.
What does ignoring look like?
• No eye contact – eyes on teacher
• Turn body away
• Privacy to calm – give space
• Move group in
• Neutral expression on face/stay calm/calm voice
• Be consistent
• Walk away
• Proximity praise
• Looking disinterested
• Having fun with the other children
• Reengage when ignoring is over – Key Principle
How to teach ignoring to a whole class
• Talk about what ignoring means
• Y-Chart, what does it feel/sound/look like
• Turn body away- plan for self, stay calm while ignoring
• Eyes on teacher (teacher), or on work
• Moving away
• Reinforcement for those doing the right thing
• Use ‘ignoring’ muscles and practice
• Role playing/Puppets or adult to always be doing the negative behaviour
• Calm breathing
Helping the impulsive child
• Don’t presume they are off task!!!! – Ask student/find out what they need/what is the problem
for them – find a joint solution
• Stress ball/wobbly cushions/plastic bolts to wind and unwind
• Buddy challenge
• Regular breaks
• Set up clear boundaries/rules and routines
• Incentives
• Private signals for breaks/food snacks/drinks
• Allow grazing/drink
• Give responsibilities to show you trust them.-start small/with support and build up
• Weighted jacket/blankets
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