Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
D-04 Social Skills
D2- After any given activity or class ask the students to repeat one thing they heard someone else say. Try to have them repeat what other students, just the teacher, said. (Example: ‘I heard Bill say..’)
D3- Allow students to earn coupons for good behavior and give them a sticker for every 10 coupons earned. For every 3 stickers give them a prize on Friday. Include small items, computer time, and special privileges as prizes.
D4- Allow the students to make a choice every day about one or two things (i.e., pen or pencil, inside or outside, etc.). At times, discuss the reasons behind the choice. If student cannot choose within a given limit, choose one for he/she.
D6- Arrange students in groups of 3 with each group consisting of a high, average and low achiever (tri-pod grouping). Have these groups perform various activities cooperatively. Have students periodically rotate in groups.
D7- Ask simple opinionated questions of the class: How many like pizza? Who would rather play baseball than read a book? Make note of similarities and differences. Discuss responses.
D10- Ask students basic, relevant questions. Then switch roles, allowing the student to ask you the same types of questions, e.g., What is your name? What is your age? Where do you live? Continue with simple questions until they are mastered. Then expand to more difficult question forms.
D11- Ask students to present all rules they can think of (school, home, community) and list them on board. Discuss why these rules were established and what occurs when they are broken.
D12- Ask students to think of other ways to say ‘good.’ Example: nice work, way to go, wonderful, all right, terrific. Use these phrases as often as possible with the student and encourage students to use these as often as possible with each other.
D13- Ask the students to name family members. Have them express the relationship by asking questions. ‘Is that uncle you mother’s or father’s brother?’ Have students draw pictures of their family members. Help students identify and label the relationship. Students could make a family tree.
D15- Assign a make-believe handicap to each student. Have student cope with the handicap for a specified amount of time.
D16- Assign certain words, cues, situations from a filmstrip or video to each student. Have student respond orally to assigned cues in audio-visual presentations.
D17- Assign jobs that last for two weeks. After the initial job training by you, have the students train and supervise each other as jobs are reassigned.
D21- Call students for line-up, dismissal, morning attendance, etc. by relationship to family member. Examples: Marissa’s sister may get her coat. Is John Smith’s nephew in class today?
D22- Clean and properly store all tools and equipment after each use. Involve the students in this work. Prepare drawings to illustrate correct procedures in caring for tools and equipment. Label drawers and storage areas as to the contents.
D23- Consistently reward good outlets of anger.
D24- Construct a Styrofoam cake with each student. Have the student put the same number of candles as his/her age on the cake. Use as visual prompt when asking student’s age.
D25- Copy many certificates simply titled ‘Thanks, I needed that.’ Have spaces for ‘to:’ and ‘from:’ and blank spaces for students to write what was done for them and how they felt. Students and teachers give certificates to each other when something special is done.
D26- Create a set of simple questions on 3×5 cards (e.g. What is your favorite food?). Have one student identify another in the group through eye contact only; ask a question and get the response while maintaining eye contact. If wrong student responds or if eye contact is lost, that student becomes the new questioner.
D28- Cut 5×1.5-in. slips of paper. Divide the slips into the number of class periods for each student. After each period, give each student 2 checks for good behavior and completed work. Have students accumulate ‘checks’ for prizes or free time.
D29- Cut out 3×5.5 in. Easter eggs with 2×2 in. ovals in the middle. Make an egg for each student and place each student’s picture on the back of an egg. Cut out a 17×24 in. Easter basket and put it on a bulletin board with the heading ‘Good Workers.’ Have students put their eggs in the basket as they attain objectives.
D31- Demo hitting a balloon with different body parts hand, nose, elbow, knee, and keeping balloon in air. Give inflated balloon to each student. Ask students to keep balloons in air by hitting with body parts as you name them.
D32- Describe an event that involved the entire class. Include 2 or 3 facts and 2 or 3 fantasy elements. Have students identify the nonfactual events and retell the story to include only the facts.
D33- Designate a ‘Prize Day’ and challenge students to follow classroom behavior rules all day. Remind them during the day, if necessary, about the reward (a small toy or other tangible object and a happy gram) to be given at the end of the day.
D34- Develop (with student input) a list of feelings on the board. Ask students to express/demonstrate one emotion without saying a word. Have the remainder of the class guess what emotion is being expressed.
D35- Develop a list of affective-oriented topics, Example: describe the world of a person 80 years old, I’m happiest when. . ., tell how it would feel to be retarded, all about friends. Have students write themes and discuss them.
D36- Develop student guidelines for selecting a class project and discuss these with students. Have students apply guidelines to brainstorm ideas, to a discussion of the pros and cons of each and then to the selection of one idea.
D37- Develop value or decision-related short stories. Only present part of a story and ask students to complete the story as they would respond in that particular situation.
D38- Direct student’s attention to his/her photograph by stating his/her name and pointing to the picture. Discuss the activity in the picture and ask the student, ‘Who is in the picture?’ and ‘Who is doing this or that in this picture?’ etc.
D39- Discuss a fictional situation as a class. Have students describe how they would feel and react in that particular situation.
D40- Discuss and demonstrate appropriate greetings and responses. Have student sit in a circle for a group activity in the morning. Say ‘good morning’ to a student. Prompt the student to respond appropriately and maintain eye contact. Then, prompt the student to greet another student and so on.
D41- Discuss appropriate ways of expressing feelings. Encourage students to think about their feelings and to discuss them with people they trust. Discourage expressions that might hurt others unnecessarily.
D42- Discuss behaviors that have both good and bad consequences (stealing, cheating, getting an A on a test). What are the consequences? How could it have been avoided or promoted? Why do we have consequences? Discuss learned internal consequences (conscience). Discuss the students consequences at home and at school.
D44- Discuss field trips with the class. List suggestions on the board. Then, have the class vote on them. The 3 trips with the most votes win and the class plans them. Supervisor approval suggested.
D45- Discuss making apologies as a group. Emphasize the need to be sorry. Discuss possible methods of apologizing (say it aloud, in a note). Reinforce students for apologizing.
D46- Discuss school rule concerning items students cannot bring to school or class. Identify and/or role play possible consequences to self and others if the rule is followed or if it is broken.
D48- Discuss short and long term goals. Have each student choose a realistic goal they would like to achieve. Have students decide when they can achieve the goal. Discuss the steps needed, have students write them down. Are all skills and materials needed available? Steps should be followed one at a time. Note: not all goals can be achieved.
D49- Discuss socially acceptable alternatives to the use of swear words with student. Develop a contract with student that lists his/her options. Include appropriate positive rein forcers. Reinforce student behavior when these options are employed by the student.
D50- Discuss the appropriate volume for: conversation between 2 people, group, classroom, playground, hospital. Tone should not be too soft to be heard, and not too loud to be disruptive. Model different tones, discuss where they would be appropriate.
D51- Discuss the following cues to emotional behavior: the way your body feels (blushing, tight muscles, queasy stomach). Decide what you should call these feelings (specific emotions, feelings). Say to yourself, ‘I feel ______.’
D52- Discuss the following: A problem has been identified (academic/social). Brainstorm possible solutions. Decide the best method. Work through the solution. Try another if it does not work. Decide if the problem has been solved. Have the class identify and work through a class problem.
D53- Discuss the inappropriateness of certain vocabulary in specific settings (school, church, among parents or other adults). Have students describe how certain language makes others feel. Provide alternative vocabulary that is less offensive to others.
D54- Distribute five tickets to each student at the beginning of a class session. Each time a student volunteers, collect one ticket. All students must use all tickets by the end of the session.
D56- Divide students into groups of four and give each group $1.00 and descriptions of five people. Have them use a catalog to choose appropriate gifts for the people without spending more than $1.00. (i.e., Descriptions could include age, hobbies, professions, interests.) Have each group agree on their final selections.
D58- Divide the class into small groups. Read each group a value-related story about honesty, friends, cheating, name calling, etc. Ask each group to role-play their story or have them use puppets.
D59- Do a group activity of ‘Who’s here’ by having students sit in a circle. Call the student’s name. If the student is there, the student takes his/ her picture and places it on a picture of the school. The student is told and shown how to do the activity if the response is inappropriate.
D60- Dramatize making introductions. Video tape these introductions and then let the students evaluate how they did during the introduction. Have the students make a rating chart for evaluating how they did with the introduction.
D61- Each Monday morning ask the students to share the highs and lows of their weekend. Encourage students to share but do not insist. Make this activity more effective by sharing your highs and lows, too.
D62- Encourage students to engage in independent or small group activities or projects that interest them (puzzles, model crafts, magazine reading, drawings etc.). Reward appropriate use of free time by increasing the amount of time when all other work has been completed.
D63- Encourage students to tune into what is going on in their bodies that indicates they may lose control (tension, hot feelings, fidgety behavior). Go over the process of labeling the cause (internal, external). Discuss ways of controlling oneself (exercise, counting to 10).
D65- Explain and demonstrate how to appropriately get someone’s attention and/or assistance. Reinforce students for establishing eye contact and appropriately asking for your assistance (i.e., ‘Will you please help me?’).
D67- Gather a spoon, measuring cup, hot pot and cup of soup mix. Demonstrate each step in the use of the hot pot to prepare an instant soup mix. Direct student to prepare a cup of soup. Repeat directions if necessary.
D68- Gently touch student to stop behavior. Give toy object, or activity to replace the self-stimulation behavior. Give much praise for appropriate behavior.
D70- Give each student 9 faces without facial features. Have students draw in features of sad, happy, mad, and surprised faces. Ask questions and have students hold up faces as to how they would feel.
D71- Give each student a behavior contract with consequences for misbehaviors listed. The teacher and student must discuss the contract and sign it. Consequences are followed through with each infraction of listed behavior.
D72- Give each student a laminated paper object which pertains to that particular month of the year (i.e., pumpkin, wreath, etc.) Every time a student comes to school, give him/her a sticker to place on his/her laminated object. Whoever has the most stickers at the end of the month gets a special prize.
D73- Give each student a plastic container with his/her name on it. Every time the student completes an objective for a certain period of time, give that student a token. At the end of the week have them spend their accumulated tokens at the classroom store.
D74- Give each student a pocket-size tablet. Have him/her write the date at the top of a page each morning. Remind each student to enter assignments and due dates throughout the day. Review the tablet with each student at the end of the day.
D76- Give special privileges to students who complete a succession of homework assignments. Students with incomplete assignments must complete their work before privileges are given.
D77- Give students a time limit in which to complete assignments (with or without teacher assistance). Have students turn in assignments immediately upon completion. Gradually decrease the amount of time allowed to complete assignment and amount of teacher assistance provided. Increase student responsibility by having students turn in work the next day.
D78- Give students with aggressive behavior or a violent temper a flexible rubber ball and tell them to squeeze it 25-50 times. For each squeeze, have them say, ‘Grannypacka-loomer.’ They usually end up laughing.
D79- Greet a small group of students by singing, ‘Where is (student’s name)?’ The student stands up and responds by singing, ‘Here I am!’ Continue by singing, ‘How are you today?’ The student answers, ‘Fine (or ‘not fine’), thank you.’ Continue the same procedure with the remaining students.
D80- Greet each student individually and say something positive. Elicit statements of agreement from other students and ask simple questions while preparing for opening and closing exercises. Model and reinforce appropriate social behaviors.
D81- Hang the outline of a shape (tree, heart, Easter basket, etc.) with 10 circles drawn on it for each student. Award stickers for completing homework correctly. Place a sticker on each circle. Have students color their picture and take it home when all ten circles have a sticker.
D82- Have a student act as host or hostess and pass out snacks and other items to peers. Prompt students to use appropriate manners with each other.
D84- Have a supply of mini-baskets available for students. The materials a student uses for a specific subject can be put together in one of the baskets. The student is responsible for maintaining the contents of each of his/her baskets.
D86- Have each student develop 3 personal goals. Laminate these and tape on student’s desk. Discuss these periodically; make suggestions; give support, encouragement, congratulations, etc.
D87- Have student list consequences of inappropriate behavior when it occurs. Then, have student list positive behaviors he/she might have used and the consequences of those behaviors. Have student compare lists.
D88- Have student respond to the question ‘What did you do?’ when he/she has been in trouble. Accept only an I ____ answer, not He ____. Repeat question if necessary. Reward student for a truthful answer, but still reprimand him/her for the behavior that caused the trouble to occur.
D89- Have students apply for a social security number, if parents permit. Have students bring the number to school and memorize it. Then, have students fill out various job applications correctly including their social security number on each.
D90- Have students choose partners and stand across from each other. Have them move only as their partner moves, as if they were a mirror.
D91- Have students complete personal data sheets for name, age, sex, height, weight, parents names, interests, religion, educational background, birth date, and references.
D93- Have students cut out a roof and a house and print their full name on the roof and their address on the house. Have students play matching games using their roofs and houses.
D94- Have students determine classroom rules and consequences if rules are broken. Have students enforce rules.
D95- Have students develop a commercial, advertisement, poster or any other method of selling themselves. Encourage students to tell all their good qualities and accomplishments in sharing factual information about themselves.
D96- Have students develop lists of materials needed for class. This may be kept at school and at home. Check daily. The lists should be hung in a place where they will be seen. Keep materials in a container or bag. Don’t bring materials to school that do not belong there (toys, games, etc.).
D97- Have students develop personal preference sheets. Use the opening statement, ‘Would you most likely…?’ followed by statements such as, move from your home town, move from this state, move from this country, own a small car, medium car, big car, etc.
D98- Have students discuss positive qualities of their peers. Direct them to provide at least one positive to each student. Discuss and reinforce appropriate responses.
D99- Have students discuss situations where others have influenced negative behaviors. Discuss the need to consider possible consequences (injury, arrest, hurt feelings). Have students role-play suggesting alternative activities or saying ‘no.’
D100- Have students draw a picture of a ‘dream house’ and on the back of the paper have them draw their house as it really looks. Have students share their drawings for discussion purposes. Repeat the procedure using various topics (car, friends, family).
D101- Have students draw self-portraits. Collect all self-portraits and go through them one at a time, asking questions and having students respond. (Example: ‘Who has blonde hair and brown eyes?’) The appropriate student should raise his/her hand.
D102- Have students form a circle. Play ‘Simon Says’ using the words girl and boy to give commands. (Example: All girls stand up or all boys hop on one foot.)
D103- Have students identify their own negative behaviors. Help each student develop a list of alternative behaviors that could be utilized. If appropriate, open it up for class discussion.
D104- Have students match a paper cupcake with their dates of birth, and paper candles with their names, to their picture on a birthday bulletin board.
D105- Have students memorize their social security numbers. Place the numbers 0-9 in a fish bowl and play ‘Social Security Lottery’ by drawing a number, mixing them up, drawing again, etc., until nine numbers are drawn.
D106- Have students practice taking a test on a chalkboard. The test should cover information the student knows well.
D107- Have students re-take tests until they pass them. Work with students on the items they did not know before the next test is given.
D108- Have students read a problem taken from a set of situations that include commonly held fears and embarrassments. Role play the situation. Discuss the feelings displayed in the role play and generate alternative actions that would reduce the character’s negative feelings.
D109- Have students role-play various difficult social situations they have experienced. Lead students to express a solution to that situation. Have the class discuss alternative solutions.
D111- Have students share one positive thing about themselves that occurred that week. Ask for one thing they accomplished that they are proud of.
D112- Have students tell something they can do for someone else during the week. Ask for suggestions on Monday. On Friday, ask students if they completed the good deed. Reinforce those who were successful.
D114- Have students utilize daily passes for leaving the room during class. Direct them to quietly take the pass from the shelf before leaving, sign a sheet and replace it upon returning to class. Reinforce appropriate behavior. Do not prevent emergency trips to the rest room.
D115- Have students watch a video or film segment of people interacting. First view without sound and have students identify facial and body behaviors portraying feelings. Watch with sound and have students identify words and voice tones that portray feelings.
D117- Have students write 3 sentences that could happen and 3 sentences that are fantasies. Read sample sentences from each student to the class and have them discuss why it is truth or fantasy.
D118- Have students write a personal goal and place it in a sealed envelop. In one month, have students open the envelopes and share goals and results of success or failure in reaching the goals.
D119- Have students write down their personal goals in school and/or life. Each student will share these goals with others in the group. Students will compare and discuss similar and different goals. Students will realize that different goals make our society productive and interesting
D120- Have the reader stand and face group during oral reading. Have group members raise their hands if the reader’s voice becomes too loud or too soft. Ask the reader to be aware of the signals and get louder or softer as required.
D121- Have the students bring in various games. Let each one in the class give the rules for the game and see if the students can follow the directions to play the game.
D124- Hold conversation times during the day in a relaxed manner and encourage talk about a subject which is based on class interests and concerns. Praise appropriate participation and ignore minor interruptions.
D125- Hold discussions and have students act out ways of dealing with emotions such as anger frustration, and rejection.
D126- Hold discussions describing the appropriate manner of following verbal or written directions. For example: listen and/or read directions carefully, ask questions if you don’t understand, repeat them to yourself, follow the directions.
D127- Identify inappropriate behavior to student and tell student to ‘Go to time out’ (a designated area in the classroom where the student is excluded from classroom environment). After approximately 30 seconds of appropriate behavior, have the student return immediately to task.
D128- Identify inappropriate, abusive, or stimulatory behavior to the student and say, ‘stop’ as you place the student’s hands away from him. Block student’s view with your hand for approximate 5 seconds. Release hands and immediately redirect to task.
D129- Identify inappropriate, abusive, or stimulatory behavior to the student as you firmly state the student’s name. Take the student’s hands and place them on a flat surface for approximately 5 seconds. Release hands and verbally praise. Perform this method immediately and consistently.
D130- In a step-wise fashion, go over: Deciding when it is appropriate to ask a question or permission. Discuss manners and classroom rules. Model the correct manner to ask. Specify that permission is not always granted for the asking. Reinforce when exhibited properly.
D131- Interview students about their interests and encourage participation in extra curricular activities.
D132- Introduce students to pantomime by demonstrating. Have students select a concept to pantomime and do it for the class. Advance to situational cards and role playing.
D133- Let students draw a ‘happy face’ on their own paper when work is completed correctly.
D134- List goals for a class period and explain them. Students must choose one or more to complete before the end of the period. At the end of the period, discuss the achievement of goals with each student.
D135- Maintain a box filled with pencils, pens, erasers, and rulers for students to borrow. Have the students sign them out, return them daily, and check off their names when they return the items. Do not allow students to borrow items until previously borrowed items are returned.
D136- Make a class bar graph for attendance. Have students fill in one square every day they are at school on time and a half square if they are tardy. Have the class select a reward for each week the entire class arrives on time each day.
D140- Make an affective-oriented graffiti banner or poster (Example: Happiness is. . ., I am anxious for . . .). Allow students to write responses during free time, as a reinforcer. Use for class discussions.
D142- Make sheets listing a goal to be achieved. Include: time to be completed, materials needed, steps to follow, reward for when it is completed. Have each student fill out a realistic short term goal to work on at home or at school.
D143- Make up ‘What would you do if’ stories. Present these to your class and have discussions about them.
D146- Model and role-play ways of ignoring distractions in the classroom. Show students how to keep eyes on their materials, to silently encourage themselves to not attend to distractions. Point out that they should not get into trouble for the behavior of others.
D147- Model covering your own mouth daily. Encourage students to cover their mouths with verbal or physical reminders.
D148- Model the appropriate target response to use when one cannot understand what is said. Then, ask a student to do something using unintelligible speech so the student does not understand. The student should respond, ‘I can’t understand you. Would you please say that again?’
D149- Obtain a photo album to use as your class/family album. Place photos in it of events that occur throughout the year. Invite students to occasionally bring pictures of important events that they want to share with their school family album.
D150- Pair students having different yet complimentary problems to work on a computer. While the students are working on computer skills, they are also developing cooperative behaviors.
D151- Place 3 items in front of the student but out of reach (1 food item). Ask, ‘Which do you want.’ The student must respond with, ‘I want _____.’ The student must name the item. If not, the teacher models it and the student repeats. The student is reinforced by receiving the item.
D152- Place a ‘good job’ symbol on one side of 3×5 card. Place a corresponding ‘not ok-get back on track’ symbol on other side. Give praise and reminders to individual students by turning cards to appropriate side.
D153- Place student in front of a full length mirror. The student is asked to point to different body parts in the mirror; points to body part on self while teacher says name of part.
D154- Place the student by your side. Ask an adult to call the student’s name from behind you. Turn toward the caller and respond, ‘I heard you.’ Reinforce imitation.
D155- Play ’20 questions’ based on experiences within student’s realm of knowledge (Example: ‘Do you like ice cream?’, ‘Do you like vanilla ice cream?’, etc.). If student shakes head instead of verbalizing, say, ‘I can’t hear you’ and cup one hand to ear to signal speech is required.
D156- Play the ‘Get Acquainted’ game by having students hold a ball of yarn, tell their name and something about their family, then, pass the ball of yarn to the next student. After every student has a turn, reverse the process by having the last student say something they learned about the student before them and continue until the yarn gets back to the first student.
D157- Plot on a personal chart, when a student brings his/her paper, pen, or pencil, and if the student completes homework.
D158- Post a ‘word of the day’ each morning. Develop a routine of using the word 1-3 times daily randomly infused into group instruction or discussion. Instruct students to signal they have remembered, listened, and heard the word.
D159- Post students’ telephone numbers and their names on a bulletin board. Read them aloud and give students practice in recognizing them.
D160- Prepare a class data graph, listing each student. Also indicate each of the activities in which students participate. Examples might be: Participate in classroom activities; Delivers verbal messages; Completes in class assignments; Reads out loud; Answers questions. Mark the graph each time the students does one of the stated activities.
D162- Prepare a list of tasks that students may complete at their desks (put away pencils, straighten papers, books, etc.). Have the students follow the directions without talking. When completed, have students raise their hands for a check by the instructor. Reinforce or correct where necessary.
D163- Prepare sheets of paper with faces displaying emotions at the top. Leave enough room under each face for students to write or draw what makes them have the various faces. Adapt for H.S. by using photographs.
D164- Prepare situational cards that pertain to various school life situations. Discuss behavior and consequences of it in these situations. Encourage students to role-play the open-ended situations and choose their own way of dealing with it.
D166- Present students with a topic. Instruct them to interview several people to obtain their opinions on the topic. Have students orally summarize the results of their interviews.
D167- Present the following steps to completing assignments: Listen and/or read instructions. Ask questions if you are unsure about anything. Remember classroom rules. Organize all needed materials (books, papers, etc.). Begin the assignment with the thought of completing it. Clear your head of all negative thoughts.
D169- Provide opportunities for students to see each other’s work and model language used to express compliments.
D170- Provide student with his/her own tape recorder and earphones to listen to quiet music; keep his/her hands busy at all times.
D172- Put a sticker on the student’s target body part. Throughout the day talk about the body part often. Examples: Look you bent your knees. I see that everybody’s knees are under the table. Hands on knees to show me you’re ready for group.
D173- Put the word ‘consequences’ on the board. Ask students what it means. Have someone look up the meaning in the dictionary. Present various situations to the class and have students list positive and negative consequences for each situation.
D174- Put the word, ‘Authority,’ on the board. Ask the class to define it. Have someone look up the definition in the dictionary. Make a list of people in authority. Discuss how they obtained it and why they have it. Have the class draw authority situations.
D175- Put various discussion starters that reflect personal feelings, attitudes and behaviors on index cards (Ex: Right now I feel…, A proud moment for me was…, One thing that makes me angry…). Have students randomly pick cards to begin group discussions but allow them to pass if they so choose.
D176- Read stories and show pictures related to the story that reveal the feelings of characters. Have the students tell how they would feel in this particular situation.
D177- Read story about teenagers. Discuss story and identify feelings displayed by each character. Ask students to identify feelings they have in situations described in story. Identify personal situations that produce the same feelings.
D178- Read the books ‘What Do You Do, Dear?’ and ‘What Do You Say, Dear?’ to students to encourage them to use manners and to be aware of the ways in which people are rude.
D179- Redirect student in beginning stages of tantrum to water fountain, lavatory, or quiet area. As he calms down, explain that he may rejoin the class when he feels more in control. Praise his self-control (quietly) when possible.
D180- Remind students to display good manners when any visitor enters the room. Discuss the positive and negative manners shown during the visitations. Make lists and give bonus points for courtesies displayed.
D181- Require student to work individually (preferably at a carrel) for specified amount of time with teacher assistance (if needed) to keep student on task. When the assignment is completed in the specified amount of time, give the student free time to utilize classroom materials (i.e., computer, magazines, puzzles, etc.)
D182- Role-play bad manners and have students analyze the situation. Have them discuss and list correct and acceptable behaviors that lead to positive outcomes.
D183- Say ‘Approach the bench’ to any student who displays unwanted behavior. Discuss the behavior and have the student play the defense attorney, giving reasons. You be the judge and pass sentence on the behavior. Then, have the student play the prosecution attorney, giving alternative behavior to use.
D185- Set aside a hugging time when adults are available for a hug, back rub, lap-holding, etc. Otherwise, it’s hands and feet to oneself. Permit handshaking at all times.
D186- Set aside a special area for good work to be displayed. Have students invite school personnel to come and view it. Ask this person to offer public praise. Send the work home the next day with a ‘Happy Gram.’
D188- Set up a reward system for reading. Establish a goal for number of books read. Have students read one of the books to the class, students in another class, the principal or other adult in the school.
D190- Set up mini Olympics (Examples: garbage can basketball, drop pennies in cup, ring toss, straw-blowing, etc.).Give positive reinforcement for good sportsmanship.
D192- Students sit in circle. Pass around cut-out house, phone, birthday cake, etc. as music plays. When you stop music student holding cut-out states into matching cut-out. House=address. Phone=telephone number. Cake=birth date.
D194- Tell the class an exaggerated story about ‘the fish I caught was this big’ and use hand gestures to indicate length. Exaggerate the length each time you tell the story to another student. Discuss ‘exaggeration, fantasy, and truth’. Then, have students share stories and use the hand gesture from the fish story to cue them when they stray from the truth.
D195- The Directions Game: One student at a time (without writing) listens to a list of commands (directions), e.g., stand up, turn around, etc.. After an appropriate number of commands, the student must perform them in the proper order. Other students may then make corrections to the sequence if not performed correctly. Each student gets a turn.
D196- The Ignoring Game: One student has the task of going around the room trying to get others to laugh or talk. The distractor may jump, laugh, tell jokes etc.. No touching is allowed, nor is inappropriate language or malicious activity. Any student who talks or laughs is out. Each student gets a turn being the distractor.
D197- Tie a brightly-colored piece of yarn around each student’s wrist when playing ‘pretend’ games. Explain that this bright bracelet will remind them that they are pretending.
D199- Use a bulletin board section for ‘Birthdays of the Week.’ When students have a birthday, let them create the bulletin board about themselves for the week. Have the students bring in pictures, awards, souvenirs, etc. They may post the items on the bulletin board and explain them.
D202- Use a non-verbal signal on a flash card in lieu of an oral signal to help student control behavior.
D203- Use class discussion to examine the learning process. Discuss that mistakes are a normal aspect of learning and that all people make them. Model the appropriate manner of accepting correction and reinforce when exhibited.
D204- Use class participation to develop a list of attention-seeking behaviors, both positive (good grades, repair something, current event, etc.) and negative (stealing, disrupting class, name calling, etc.). Talk about why people, adults and children, do these things.
D205- Use group discussion and role play to demonstrate an appropriate method of attending to a speaker (e.g., eyes on speaker, say ‘yes’ or nod your head, ask questions). Point out that one of the goals of the listener is to show that he/she is listening. Reinforce proper listening skills.
D206- Use the letters in the name of the school for a cheer. Give me a ____, Give me a ____, Etc. ‘What does that spell? (name of school).
D207- Use the tune of Hokey Pokey to make up original song with different body parts. Have students participate by pointing to the specified body part as it is sung.
D208- Use visual symbols (up-arrow, down-arrow) to direct student along basic hallway and stairwell routes.
D209- Utilize sign-in sheets and maintain a daily routine of signing in, picking up work packets, going to seat and beginning work. Reinforce appropriate behavior.
D211- Videotape the student in a situation where inappropriate mannerisms occur. Review the videotape with student privately. Discuss and determine a plan to eliminate the mannerism.
D212- Visit students in school social settings (i.e., proms, dances, assemblies, and sporting events) to observe and reinforce appropriate dress and behavior.
D213- Walk the student through a situation that causes fear or embarrassment. As the student encounters emotional blocks in dealing with the situation, verbally encourages the student on which course of action to take.
