Response Continuum
the What, Why, When, & How — explained by teachers
Tier 1
This is a response strategy.
They keep a behavior “small” and also make it less likely to happen again in the future.
Slow and Fast
Triggers 🧨
AKA “Setting Events”
and “Antecedents”
Undesired
Behavior 💥
Pleasant
Consequence 🥳
that maintains the behavior and
keeps the pattern repeating
RESPONSE
strategies weaken the pattern
“Better” Behavior 👍
that achieves the same thing for the
student (ex. asking for a break instead
of running out of class)
PREVENTION
strategies put student in a position to succeed
Pleasant
Consequence 🥳
that maintains the behavior and
keeps the pattern repeating
REINFORCEMENT
strategies strengthen the pattern
TEACHING
behavior expectations and skills
“Best” Behavior 🙌
what is ultimately best for the student (ex. persisting with learning)
Competing Pathways Chart
What?
Addressing inappropriate behavior in an immediate and calm/respectful manner using a continuum of strategies which are consistently and appropriately applied.
This is how we manage MINOR behaviors, as opposed to a MAJOR behavior (“automatic referral”).
In-the-Moment Response Strategies
Nonverbal | Facial expressions, proximity, taps, pointing, speaking pauses, etc. | Student interrupts during instruction → I’m in his eyeline and I make a confused facial expression. |
Indirect Verbal | Acknowledging other students who are showing expected behavior | Student is off task. Instead of addressing them, comment on another group: “I notice this group is dividing up the responsibilities.” |
Direct Verbal | A brief prompt, right to the student, about what’s expected | Student is off task during group work. As discreetly as is feasible: “[Student], what part are you working on right now?” |
Private Chat | A back-and-forth problem solving conversation with the student | As discreetly as is feasible: Listen to the student’s perspective, Define the dilemma, and Make and state a plan (e.g., student takes calming break). |
Referral | An adult directive that the student exit their routine and transition to a processing space | “[Student], you continue to talk while other students are trying to learn and that interrupts your learning and other’s learning. I am going to ask a staff member to pick you up and take you to [processing space]. I want you back in class when you feel ready to learn.” |
🛠️ Response Continuum handout
A handout that walks through your options when responding to misbehavior (with examples).
🤔 What did you notice or wonder about while reading over the handout?
Find this tool + similar resources on the webpage for this strategy.
🛠️ Response Continuum mini-poster
A quick visual reminder of your options when responding to misbehavior.
🤔 How could this visual cue be beneficial to you in the moment?
Find this tool + similar resources on the webpage for this strategy.
Why?
Our goal is to keep students on track while disrupting the flow of learning as little as possible
When we can get a student back on track without distracting the rest of the class and also without putting that student in a social position where they have to “save face” — learning continues and we’re less likely to put our relationship with the student in jeopardy
Nonverbal Prompts
AKA "Gentle Guidance Interventions”
🛠️ Nonverbal Prompts mini-poster
A quick visual reminder of the nonverbal options that you have when responding to minor misbehavior.
🤔 What stood out to you? What would you amplify or add to this menu?
Find this tool + similar resources on the webpage for this strategy.
An elementary teacher redirects an off-task student using proximity (2:37)
🤔 What did you notice or wonder while watching the video?
An elementary teacher models redirecting of a “shut down” student using a nonverbal prompt (0:29)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models redirecting interrupting behavior using a nonverbal prompt (0:26)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher redirects an off-task student using proximity (3:18)
🤔 What did you notice or wonder while watching the video?
A secondary teacher models redirecting a “shut down” student using a nonverbal prompt (0:21)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting inappropriate language using a nonverbal prompt (0:20)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting an inattentive student using a nonverbal prompt (0:21)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting interrupting behavior using a nonverbal prompt (0:14)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting out of seat behavior using a nonverbal prompt (0:12)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting phone issues using a nonverbal prompt (0:21)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting horseplay using a nonverbal prompt (0:17)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A middle school teacher shares examples of how she redirects nonverbally and explains why she always tries to do this first (1:08)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
CREDIT: @darylwilliams__
A middle school teacher shares why he pauses and stops talking when students’ voices are out of control (0:36)
🤔 What did you notice or wonder while watching the video?
CREDIT: @mselliec
An elementary teacher shares how she uses a nonverbal signal with a plush (0:44)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
Part 1 of 2: “Self-interrupts” vs. whole class resets (0:16)
🤔 What did you notice or wonder while watching the video?
Part 2 of 2: “Self-interrupts” vs. whole class resets (0:56)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
Indirect Verbal Prompts
AKA "Compliment Corrects," "Praise the Opposite," "Strategic Noticing Misdirects,"
🛠️ Indirect Verbal Prompts mini-poster
A quick visual reminder of some phrases you can use to redirect minor misbehavior.
🤔 Why do you think the examples include a student’s name in close proximity but not from a distance?
Find this tool + similar resources on the webpage for this strategy.
CREDIT: @mrnapoles
An elementary teacher shares how he uses “compliment corrects” (0:42)
🤔 Why do you think he chooses to prompt the student to get back on track by praising other students rather than just jumping straight to a direct correction?
CREDIT: @life_in_intermediate
An elementary teacher models a preventative reminder, then provides affirmative attention while indirectly redirecting a “shut down” student (0:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting interrupting behavior (0:13)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models affirmative attention while also indirectly redirecting an out of seat student (0:32)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models using affirmative attention to indirectly redirect a “shut down” student (0:21)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting an inappropriate discussion (0:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting an inattentive student (0:20)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models a preventative reminder, then provides affirmative attention while also indirectly redirecting interrupting behavior (0:18)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary educator models a preventative reminder, then provides affirmative attention while also indirectly redirecting horseplay (0:31)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
CREDIT: @professor_patsy
An elementary teacher models “nudging” off track students by affirming other students’ behavior (0:22)
🤔 Do you think she had to praise the other students by name? Could she have “noticed” a row or a table and gotten the same effect?
CREDIT: @natalie_kinder_adventure
An elementary teacher shares how she uses “secret student” (1:26)
🤔 What do you see as some of the potential benefits of prompting a “mystery” student vs. naming specific students when praising or correcting?
CREDIT: @_bigheartlittleminds_
An elementary teacher shares how she uses “secret student” (1:00)
🤔 How does having a “secret student” amplify the praise or correction statements she’s making throughout the day?
A teacher offers several suggestions for widespread off-task behavior, including anonymous correction (0:53)
🤔 Why do you think she chooses to prompt students anonymously, using numbers, rather than addressing the students directly, by name?
CREDIT: @ms.kelleher
CREDIT: @misstierraney
A teacher shares about “anonymous correction” (0:23)
🤔 She gave the example of off-task behavior. Can you think of any other behaviors that this would be a good match for?
Direct Verbal Prompts
AKA "Redirection”
🛠️ Direct Verbal Prompts mini-poster
A quick visual reminder of some phrases you can use to redirect minor misbehavior.
🤔 What stood out to you? What would you amplify or add to this menu?
Find this tool + similar resources on the webpage for this strategy.
Don’t run!
Walk; Use walking feet;
Stay with me; Hold my hand
Stop climbing!
Keep your feet on the floor
Don’t touch!
Keep your hands down;
Look with your eyes
No yelling!
Use a calm voice; Use an inside voice
Stop whining!
Use a calm voice; Talk so that I can
understand you; Talk like a big boy/girl
🛠️ Get Started Strategy visuals
When a student isn't working, you can point and ask, "Which strategy are you going to use to get started?"
🤔 How could students benefit from this type of redirection?
Find this tool + similar resources on the webpage for this strategy.
FOUR CORNERS
Voice volume, tone, rate, & pauses
Body position & posture
Facial expression
Hand gestures & limb movements
An elementary teacher models redirecting of a “shut down” student using a direct verbal prompt (0:29)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models redirecting inappropriate language using a direct verbal prompt (0:16)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models redirecting interrupting behavior using a direct verbal prompt (0:15)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models a preventative reminder to avoid out of seat behavior, then redirects a student with a direct verbal prompt (0:42)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting a “shut down” student using a direct verbal prompt (0:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting inappropriate language using a direct verbal prompt (0:12)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting interrupting behavior using a direct verbal prompt (0:20)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting teasing behavior using a direct verbal prompt (0:18)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
CREDIT: @a.bond.teach
A secondary teacher shares about the importance of quickly redirecting and then moving on (1:16)
🤔 What did you notice or wonder while watching the video?
A high school history teacher shares how he approaches redirection (1:00)
🤔 What did you notice or wonder while watching the video?
CREDIT: @ya_boi_mr._stevenson
A middle school teacher shares advice about how to redirect students (0:34)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
A middle school teacher shares a non-confrontational phrase “I care about you too much…” to gently redirect students (0:49)
🤔 What did you notice or wonder while watching the video?
CREDIT: @darylwilliams__
A middle school teacher explains why she doesn’t phrase non-negotiable redirections as a question (1:06)
🤔 Do you think this is black-and-white advice? What about phrases like “What should you be doing?” or “What strategy are you going to use to get started?
CREDIT: @teachthenseetheworld
A middle school teacher explains why she doesn’t respond to blurted questions and how she redirects students in that situation (1:09)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
CREDIT: @ms.kelleher
A secondary teacher shares how she responds when she’s not sure if students are teasing or being mean to each other (0:34)
🤔 What did you notice or wonder while watching the video?
CREDIT: @ya_boi_mr._stevenson
A high school history teacher shares how he approaches redirection (1:00)
🤔 What did you notice or wonder while watching the video?
Private Chats
AKA "Conferencing”
🛠️ Private Chats mini-poster
A quick visual reminder of how to approach a back-and-forth corrective conversation with a student.
🤔 What stood out to you? What would you amplify? What other advice would you offer?
Find this tool + similar resources on the webpage for this strategy.
Listen | Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. TEACHER: “Thanks for walking out here with me, [student]. Hey, what happened back there?” [teacher steps back and actively listens] |
Define the dilemma | Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. TEACHER: “I think I get it. It’s tough to work on stuff you’re not interested in. My main concern was when you were off task. Here’s the thing: the classroom needs to be a place where everyone can focus and get their work done.” |
Make and state a plan | Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. TEACHER: “What can we do to make this right and avoid problems in the future? STUDENT: “Maybe before group work you can give you a reminder to focus? TEACHER: “When I do that, I need you to say ‘okay’ and get to work.” [student nods] “Great. With this plan, I think you’ll get more work done in class and won’t have as much missed work to make up later.” |
CREDIT: @mslovejoyteaches
Elementary — 🤔 What steps from our example formula did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
CREDIT: @mrmonroeandnala
Elementary addressing interruptions — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
Elementary addressing voice level — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
CREDIT: @mrmonroeandnala
Elementary addressing cussing — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
CREDIT: @mrmonroeandnala
An elementary teacher models redirecting of a “shut down” student using a private chat (0:35)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models redirecting inappropriate language using a private chat (0:33)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models redirecting interrupting behavior using a private chat (0:31)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
CREDIT: @that.teacherguy
High school addressing interruptions — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
CREDIT: @myteacherface
High school addressing interruptions — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
CREDIT: @danshutes
Secondary addressing interruptions — 🤔 What steps did you hear/not hear?
Listen: Quickly boost rapport with empathy or acknowledgment. Explore the student’s perspective and learn how they perceive the situation. |
Define the dilemma: Objectively label the behavior of concern, avoiding inflammatory language. Prompt the student to think about how they’re impacting themselves and/or others. |
Make and state a plan: Together, with the student, brainstorm ideas for how to make things right and move on. Don’t be afraid to own part of the problem. Be clear about what you’ll be looking for from the student and, if applicable, what you’ll do differently. |
A secondary teacher models redirecting interrupting behavior using a private chat (0:27)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting a “shut down” student using a private chat (0:58)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting inappropriate language using a private chat (0:30)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
An elementary teacher models attempting to redirect interrupting behavior using a private chat, but the interaction results in a referral (0:32)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models attempting to redirect inappropriate language using a private chat, but the interaction results in a referral (0:26)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
A secondary teacher models redirecting teasing behavior using a private chat (0:37)
🤔 What did you notice or wonder while watching the video?
CREDIT: Vision (setting IV behavior program) in Pine City, MN
Crowd Control
Tips & tricks:
A middle school teacher shares how and why she has students (or her class) “stop and try again” to keep routines in place throughout the year (1:33)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
A middle school teacher shares how she responds to trends of disruptive behavior by resetting expectations (1:28)
🤔 What did you notice or wonder while watching the video?
CREDIT: @teachthenseetheworld
Avoiding Pitfalls
Common Pitfalls to Avoid (Part 1 of 3)
Raising your voice, scowling, and other aggressive nonverbals
Taking the student’s disrespectful comments/actions personally
Engaging in power struggles (e.g., responding to “This sucks! Why do we even have to do this?” by arguing about why the material is important. A better choice would be to correct the student for disrespectful language/voice tone and prompt them to self-advocate appropriately.)
A high school history teacher explains why he never raises his voice at a rowdy class and what he does instead (0:58)
🤔 What did you notice or wonder about what he shared?
CREDIT: @mrv_history
Common Pitfalls to Avoid (Part 2 of 3)
Threatening punishments which are vague, impassioned, and/or that you will not enforce (e.g., “You might lose [privilege] if you keep doing this.” or “Quit it soon or you’ll be sorry!”)
One-sided lecturing (i.e., talking at the student about why their feelings/perspective is wrong without providing opportunities for feedback. This encourages passivity and merely motivates the student to escape an aversive conversation rather than to genuinely reflect on their behavior.)
CREDIT: @myteacherface
A high school teacher models two ways a teacher could respond when a student with excessive absences returns to class (1:30)
🤔 Put yourself in her student’s shoes. What is likely to be the outcome of the interaction with each teacher?
Common Pitfalls to Avoid (Part 3 of 3)
Mocking, sarcasm, or making jokes at the student’s expense (e.g., “Wow, you’re really being mature about this. What a surprise.” or “Stop acting like a brat.”)
Minimizing/trivializing the student’s issue (e.g., “It’s not a big deal.”)
Using presumptive phrases (e.g., “I understand how you feel.”)
CREDIT: @matteicheldinger
A secondary teacher shares a tip that he uses to stay patient when student behaviors are frustrating him (0:46)
🤔 What would you amplify or expand on? Do you have another tip for staying cool?
Tip: Be Dispassionate
“Be the traffic cop” — be dispassionate.
If you broke the speed limit, the traffic cop is just going to dispense a speeding ticket matter-of-factly. It’s not personal.
It’s just the rule, the rule was broken, and this is the consequence.
Turn & talk