Teacher Toolbox
Classroom Management - Behavior in the Classroom

Student Feedback

Feedback to a student what behaviors you want changed and why.

When Discussing the Behavior Plan with the Student:
  • Use clear and simple statements.
  • Explain to the student what the expectations are going to be and how you are going to help him or her adapt to using a more appropriate behavior.
  • Provide guidance to help adapt to using the appropriate replacement behavior.
  • Outline the type of feedback that will be used.
  • Discuss the type of consequence that will be used. Make it immediate and relevant.
  • Make sure the behavior expectations, the replacement behavior, and the feedback to the student are developmentally appropriate.
    Example: "Stand in line quietly and we can get to lunch quickly." A consequence specific to the behavior is "If it is too difficult to stand with your hands to yourself, you will need to stand by me so I can help you."

When asking children to change behaviors, It is important to help them understand that rules and expectations are to keep them and others safe in a classroom. Many times students feel that rules are set to make their lives miserable. The adults need to reiterate that rules are made for a reason.

Types of Feedback

Briefly provide the student with the reason, but do not negotiate or argue with the student once a rule or expectation has been established. This will help to establish a clear boundary for the behavior expectation.

Feedback needs to be given to the student consistently and immediately. Types of feedback presented to the student need to be based upon the student’s developmental profile, their cognitive functioning, their emotional status, and according to their responses or reactions to different consequences, praise, and rewards.

Sample Form

Sample Form

In the Sample Behavior Management Plan, feedback that targets CW's way or interacting is described.

1. CW responds well to acknowledgement. Use statements to connect the positive actions and provide verbal recognition when he is meeting his goals.

2. A desk chart will be created with stickers to reward replacement behavior. If CW receives three stickers at the end of the day, he will be able to select a favorite activity from the reward survey to complete during activity time.

3. If CW does not meet the criteria of three stickers at the end of the day, the teacher will present him with choices of activities to select during unstructured time, or he may need to use that time to make up the work he missed.

4. Story boards and discussions will be utilized with CW to discuss the behavior incident as soon as he is able to discuss the problem. With the aid of the instructor, the problem will be reviewed and supportive options for next time created.

5. If CW cannot transition without assistance, a teacher will facilitate class changes. This may involve using tools such as handing CW a visual card to demonstrate transition time.

6. Time out intervention will be taught. If CW refuses to interact appropriately he will be directed away from the current activity. He will need to make up at another time any academic instruction he missed. This may have to occur during an unstructured time. However, it should not take up the entire free time period.

7. Natural consequences, such as using a waiting chair, will be used as much as possible. Care should be taken not to embarrass the child by singling him out for punishment.