The Process for Preventing Problem Behaviours

Step 1: Teacher Jamie observes a pattern in student behaviour during her maths lessons.  Students are colouring on their dry-erase boards during instruction time rather than keeping their markers on their desks. Jamie wants to prevent this behaviour from becoming a bigger problem. 

Step 2: Jamie decides to address this issue with her students and re-teach the expectations for dry-erase materials with the entire class during the following day’s meeting.

Step 4: During the lesson, students are focused on learning and only use their dry-erase materials when Jamie instructs them. Dry-erase boards are used to enhance the instructional experience and are no longer distracting for most of her students.

Step 3: Later that day, during the maths lesson, Jamie reminds her students of the expectations for using dry-erase materials. To provide students with an outlet for the problem behaviour she wants to avoid during the lesson, Jamie also gives them one minute to free draw on their dry-erase board before the lesson.