Limit Setting
What happens when you are faced with situations that require actions? This takes things to a whole new level, for you have moved from a low profile to a high profile response, which is more costly. Actions also communicate to your students that you are serious and committed: once you respond with an action, you are in it for the long haul. Repeat this phrase to yourself over and over: slow is calm, fast is upset. When dealing with misbehavior, approach the situation in a calm, collected, and regal fashion. You will be communicating with your actions that you are not amused and you mean business.
The Six-Second Turn
Let’s imagine that you are working with a student when you notice a disturbance in the back of the room: Larry is goofing off.
1. Eyes to the target. Make eye contact with Larry. He continues to goof-off.
2. Excuse yourself from the student you’re working with.
3. Breathe. One thousand and one. Stay down and focus on taking a gentle, relaxing breath.
4. Stand/Turn
-One thousand and two: Begin to half-way straighten up while looking at Larry.
-One thousand and three:Finish straightening up while continuing to look at Larry.
-One thousand and four: Slowly rotate your upper body (shoulders and waist) towards Larry.
-One thousand and five: Point one foot towards Larry and bring your hips around
-One thousand and six: Bring the other foot around and complete the turn as you square your body towards Larry.
5. Breathe as you continue to look at Larry. Make sure your hands and jaw are relaxed. Do not smile.
6. Say Larry’s name. Larry is not phased.
7. Breathe.
8. Move in—slowly and purposefully. Stand approximately one inch from Larry’s desk.
9. Breathe while looking down at Larry.
10. Give Larry a visual prompt (point down to his worksheet, indicating you want him to start working).
11. Breathe. Larry is on-task.
12. Thank Larry
13. Breathe (remain there for a few more seconds to communicate that you mean business).
14. Move out—slowly and purposefully.
15. Stand/Turn to squarely face Larry to (1) ensure that he is still on-task and (2) communicate that you still mean business.
Larry continues to be on-task.
16. Return to instructing your student.
1. Eyes to the target. Make eye contact with Larry. He continues to goof-off.
2. Excuse yourself from the student you’re working with.
3. Breathe. One thousand and one. Stay down and focus on taking a gentle, relaxing breath.
4. Stand/Turn
-One thousand and two: Begin to half-way straighten up while looking at Larry.
-One thousand and three:Finish straightening up while continuing to look at Larry.
-One thousand and four: Slowly rotate your upper body (shoulders and waist) towards Larry.
-One thousand and five: Point one foot towards Larry and bring your hips around
-One thousand and six: Bring the other foot around and complete the turn as you square your body towards Larry.
5. Breathe as you continue to look at Larry. Make sure your hands and jaw are relaxed. Do not smile.
6. Say Larry’s name. Larry is not phased.
7. Breathe.
8. Move in—slowly and purposefully. Stand approximately one inch from Larry’s desk.
9. Breathe while looking down at Larry.
10. Give Larry a visual prompt (point down to his worksheet, indicating you want him to start working).
11. Breathe. Larry is on-task.
12. Thank Larry
13. Breathe (remain there for a few more seconds to communicate that you mean business).
14. Move out—slowly and purposefully.
15. Stand/Turn to squarely face Larry to (1) ensure that he is still on-task and (2) communicate that you still mean business.
Larry continues to be on-task.
16. Return to instructing your student.
Bored and Disinterested
The most important thing to remember when faced with adversity is to remain calm. Don't give in to the temptation to become angry and upset. Focus on your breathing and relax.
Relax your body
When the student realizes that he/she will not get a reaction out of you, he/she she will soon tire and will begin to feel awkward. You now have their full attention.
Relax your body
- Don't tense up--relax your shoulders and posture
- Place your hands loosely at your side--don't tighten your fists
- Breathe
- Release the tension in your jaw by placing your tongue on the roof of your mouth
- Think "bored and disinterested"
- Visualize a calm, relaxing place in your mind and camp out there
- Don't focus on what the student is saying or doing
- Look into the student's eyes. If you cannot do so without loosing your composure, look slightly above his/her eyes
When the student realizes that he/she will not get a reaction out of you, he/she she will soon tire and will begin to feel awkward. You now have their full attention.
In a 4th Grade Classroom
The techniques of limit setting do not change in an elementary or secondary classroom. The only thing that varies is the range of student disruptions (however, even these have similarities). Limit setting is appropriate for dealing with instances of talking to your neighbors, goofing off, etc. When done properly and consistently, limit setting allows the teacher to use less and less obtrusive ways to get the student on-task. The end goal is to simply look at the student and he/she will be on task because that student knows exactly what will happen if he/she doesn't.
Spiritual Support
"Train up your child in the way he should go; even when he is old he will not depart from it." Proverbs 22:6
Limit setting is all about training students to become good students. It preserves the dignity of the student while encouraging him/her towards appropriate behavior. The goal of limit setting is to give students opportunities to develop self-control and responsibility, which are characteristics that students will need when faced with real-life situations. These lessons begin early and they must be taught well so that "when he is old he will not depart from it."
Limit setting is all about training students to become good students. It preserves the dignity of the student while encouraging him/her towards appropriate behavior. The goal of limit setting is to give students opportunities to develop self-control and responsibility, which are characteristics that students will need when faced with real-life situations. These lessons begin early and they must be taught well so that "when he is old he will not depart from it."