Manipulating children’s behavior by holding up classmates as exemplars

“Look how nicely Bobby and Clarence are standing in line” (announced to the class to get a few children to stop pushing in line).

Telling the children directly what to do

“Maria, Paul, and Georg, join me at the end of the line. Show me how to follow our hands-off rule” (said quietly to the three students). 

Phrasing directions as questions

“Could you please wait your turn to speak?”

Phrasing directions as directions

“It’s time to listen” (in a matter-of-fact tone with a raised-hand signal for attention). 

Using sarcasm

“Samantha, you’re in fourth grade. Our first graders follow rules better than you. Why am I not surprised by your behavior?”

Pointing child in the positive direction

“Samantha, stop. Walk to your classroom. I’ll watch you from here” (in a firm tone).

Generalizing about a child’s motivation

“You’re trying to test my patience, aren’t you? I think you enjoy starting arguments during recess.”

Figuring out what’s going on for a child

“It looks like recess is a hard time of day for you. What’s happening at recess that makes it hard to remember our safety rules?”

Pulling negative history

“Taylor we’ve talked about this many times do I have to remind you to keep your hands to yourself in line?”

Remaining in the present moment

“Taylor, hands to yourself in the hall. Come walk with me.”