Monthly Instructional Strategies

Each student comes to school with unique learning styles and personalities. Research demonstrates that schools should teach positive school behaviors following the same methodology as academic subjects. In fact, instruction of academics and behavior should be viewed as seamless in classroom settings. If implemented, many of the suggestions below will impact academics and behavior simultaneously. This page will be updated monthly during the school year to provide suggestions for instructing all students of the triangle.

Academic Strategy #1:

It is considered best practice to use a mini "warm-up" activity prior to beginning the academic lesson for the day. This "warm-up" activity should act as a bridge between the previous day's lesson and today's content.  The key to success for this activity is the degree of difficulty. The activity should be challenging enough to engage all of the students, but not so difficult that it cannot be completed successfully. Higher level students will be bored if the activity is too easy and lower performing students will become quickly frustrated and give up. How students respond to the warm-up activity will set the tone for the rest of the class period.

Academic Strategy #2:

Spring can be a stressful time of year for many students. When signs of student stress are recognized, strategies should be utilized to redirect stress towards positive learning opportunities.

  1. Incorporate movement activities and games into instructional activities. Allow students to demonstrate what they have learned through art, drama, movement or music.
  2. Use a variety of instructional strategies to reach all learners. (visual, auditory, kinesthetic, etc.)
  3. Use quick, informal assessments to monitor student mastery of material. The longer that students feel frustrated or stressed, the more likely they are to act out in the form of disruptive behavior.

Behavioral Strategy #1:

The appearance of problem behavior is a great opportunity to recognize positive student behavior rather than increasing the punishment of negative behaviors. The four procedures below are considered best practices for addressing spikes in problem behavior.

  1. Review behavioral data to determine problem times and locations.
  2. Use the PBIS mini-lessons to re-teach the expectations and rules before and after extended school breaks.
  3. Increase the frequency of verbal and tangible rewards for students demonstrating correct behaviors.
  4. Design behavioral interventions for students with chronic problem behavior.

Behavioral Strategy #2:

Warm weather usually brings spikes in student behavior. A few simple steps will minimize problem behavior and maximize student learning.

  1. Give plenty of pre-corrects and reminders for expected behaviors. Prevention is the key.
  2. Increase your use of positive reinforcers. Maintain a 4:1 positive to negative ratio of verbal reinfocement.
  3. Incorporate games and movement into instructional activities. (walking, streching, running in place)