From Behavior Class to Mainstream Class for the Behavior Class Teacher

The goal of every behavior teacher is to get the child out of the behavior classroom into the mainstream. This is a difficult process, but once a child has shown 30 days of good behavior he should be accompanied to a mainstream class. The supervision that is displayed in the mainstream classroom can be severe to moderate. The paraprofessional teacher that accompanies the child should get in the back of the room and not single the child out unless the child has behavior problems.

If the child needs salvation, you should have a predetermined signal so that the paraprofessional or teacher will know to go over to the child and give him assistance. Raising a hand is not a good option when the student is trying to get the paraprofessional's attention. This would confuse the mainstream teacher, who would stop to answer the question, when actually it was the paraprofessional or special-education behavior teacher's job to respond to the child. You should not expect the child in question to behave better then the mainstream children. This can become an issue when teachers and paraprofessionals are so concentrated on behavior that they expect performance above and beyond that of the age or grade level.

If the child should misbehave, he should be given a silent redirection. The paraprofessional or behavior teacher should bend over the child and tell him to please stop a certain behavior. If the child refuses to stop the behavior, the paraprofessional or teacher should tell him that this is the first redirection and he needs to stop the behavior. This could also be done by silently putting out a green card or another signal so the child knows that he is officially being warned. If the child continues to misbehave, a yellow card should go out. This signifies a caution time for both the student and the teacher. It suggests that the student should put himself in a voluntary timeout to redirect himself or he should simply stop the behavior. If the behavior continues past the second level of redirection, the teachers should assess whether the student needs to leave the room or not.