Minimize the attention

Ignore the behaviour

Give "the eye"

Stand close by

Mention the student’s name while teaching

Send a secret signal

Give written notice

Give an I-message

Legitimize the behaviour

Make a lesson out of the behaviour

Extend the behaviour to its most extreme form

Have the whole class join in the behaviour

Distract the student

Ask a direct question

Ask a favour

Change the activity

Do the unexpected

Turn out the lights

Play a musical sound

Lower voice to a whisper

Change your voice

Talk to the wall

Use one-liners

Cease teaching temporarily

Notice appropriate behaviour

Thank the students

Write names of well-behaved students on the board

Move the student

Change the student’s seat

Send the student to the "thinking chair"

Make a graceful exit

Acknowledge student’s power

Remove the audience

Table the matter

Make a date

Use a fogging technique

Agree with the student

Change the subject

Use time out:

In the classroom

In another classroom

In the office

In the home

Enforcing time out

The language of choice

The who squad

Setting the duration for time out

Set the consequences

Establishing consequences

Presenting consequences

Guidelines for effective consequences

Related consequences

Reasonable consequences

Respectful consequences

Consequences vs punishments

Choosing the consequence

Loss or delay of activity

Loss or delay of using objects/equipment

Loss or delay of access to school areas

Denied interactions with other students

Required interactions with school personnel

Required interactions with parents

Required interaction with police

Restitution

Repair of objects

Replacement of objects

Student response to consequences

Use concrete learning materials and computer assisted instruction

Attractive

Self-explanatory

Self-correcting

Reusable

Teach one step at a time

Provide tutoring

Extra help from teachers

Remediation programs

Adult volunteers

Peer tutoring

Learning centers

Teach positive self-talk

Post positive classroom signs

Two "put-ups" for each "put-down"

Use self-talk before class

Make mistakes okay

Talk about mistakes

Equate mistakes with effort

Minimize effects of making mistakes

Build confidence

Focus on improvement

Notice contributions

Build on strengths

Show faith in students

Acknowledge the difficulty of a task

Set time limits on tasks

Focus on past success

Analyze past success

Repeat past success

Make learning tangible

"I-can" cans

Accomplishment albums

Checklists of skills

Flowchart of concepts

Talk about yesterday, today & tomorrow

Recognize achievement

Applause & standing ovations

Stars and stickers

Awards and assemblies

Exhibits

Positive time out

Self-approval