Narrator: Hello, and welcome
to this short module on redirecting behavior. Redirecting behavior
is a proactive method for dealing with challenging behavior. It maximizes a child’s
engagement in learning by giving the child
alternatives to a behavior that teachers consider problematic. Redirecting Behavior is one
in a series of in-service suites on behavior guidance. This is the House Framework. The National Center on
Quality Teaching and Learning uses this framework to show the
necessary elements of effective teaching that support school
readiness for all children. These elements are: A solid foundation of effective
interactions and environments; the pillars that remind
us of the importance of a research-based curriculum
in ongoing child assessment, and the roof that represents highly
individualized teaching and learning. Our module on redirecting behavior
is part of the foundation of the house. Now, let’s see what
redirecting behavior looks like and learn different ways to use
this method in preschool classrooms. Redirecting behavior helps to increase
a child’s engagement in learning, by preventing problem
behavior in the first place and by avoiding the escalation of
problematic or challenging behavior. That means teachers use redirecting
before the behavior gets out of hand. Redirecting behavior consists of
simple instructions and simple cues that teachers can easily
embed into the ongoing activities and routines of the day. Teachers can use redirecting behavior along with classroom rules
and clear expectations to help maintain a well-organized
and productive learning environment. Let’s look at four
types of redirecting. Teachers can redirect verbally,
physically, with a cue, or by redirecting the child’s attention. Regardless of the type of redirection, it is used when the teacher notices
that the child’s attention is flagging or the teacher notices that the child
is on the verge of losing control or showing frustration in a way
that teachers consider problematic. Redirection happens
before the problem behavior. Verbal: The teacher gives
a simple instruction that distracts the child
from the challenging behavior and guides the child to a
more appropriate behavior. The teacher might say, “Let’s see
if we can find another shiny car,” or, “I need a helper with these
carpet squares. Can you help me?” [Video begins] Teacher: Hey, let’s come
spray down our window, my friend. Oh, man, our window’s looking
great. Nice and clean. [Video ends] Narrator: Physical: The teacher
gives a simple instruction and uses a gentle touch to prevent
the child’s challenging behavior. The gentle touch interrupts
the child’s behavior, and in that pause,
the teacher guides the child to a more
appropriate behavior. [Video begins] Teacher: Can he look up? Oh, let’s
wait until she answers our question. Ask her again.
Boy: Can I see it? Teacher: Can he see
them? Oh, thank you. That was very nice of you.
[Video ends] Narrator: With a cue: The teacher pairs a visual cue
like a picture or a gesture, with the instruction to prevent
the child’s challenging behavior and guide the child
to an alternative. [Video begins] Teacher and children:
Woo… woo… Teacher: Here. Go like this,
and he’ll come land. Watch this. Land on the finger. Woo, woo. Thank you.
[Video ends] Narrator: Sometimes, a teacher
can predict difficult situations, and so she has pictures
already prepared. With attention: The fourth type of redirecting
involves another child who is nearby and who is playing or
talking appropriately. The teacher draws the
attention of the child on the verge of a challenging behavior
to the child who is engaged. This type of redirecting is
sometimes called proximal attention. [Video begins] Teacher: So, let’s see who
is ready to help us today. Oh, I see, he’s sitting
really nice and quiet and he’s trying his best. So, I see him, start
with the letter D. Who is D?
Children: Darryl! Teacher: Darryl, thank you so much.
[Video ends] Narrator: Redirecting behavior
is a positive and proactive method for dealing with
challenging behavior. It can be a way to
prevent the behavior or interrupt the behavior
before it escalates. By guiding the child to an alternative
and more appropriate behavior, the teacher is also helping
the child gain some self-control. In this module, we looked at
four ways to use redirection: Verbally, physically, with a cue,
or with proximal attention. Learn more about this method
of behavioral guidance in our longer in-service suite. Check out the Tips for Teachers,
Tools for Supervisors, and other resources to help learn to use
these methods in your classroom. Thank you.

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