NJ PBSIS Strategies to Promote Cooperation 1
Strategies and Practices to Promote Cooperation and
Build Rapport
Practices to Promote Cooperation and Build Rapport
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Use verbal and visual advanced organizers, reminders and scaffolds to help
students follow routines.
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Model expectations, interactions and routines that you want the students do and how
you want them to act.
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Provide frequent behavior specific praise – Use a minimum of a 3:1 positive to
negative interaction ratio (for every 1 correction you should use three positives).
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Use a neutral tone of voice and demeanor when a student has engaged in a conduct
infraction
a. Refer to the redirection protocol for specific redirection recommendations.
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Use interactions that convey a genuine interest and care in the student’s well-being.
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Give corrective feedback privately
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Use student-directed problem solving to promote the development of self-regulation
and reflection skills
a. Present two options for the student to choose from
b. Ask the student to generate an option or solution
c. Ask the student how they think the situation should be handled
NJ PBSIS (2015). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in
collaboration with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.
www.njpbs.org
NJ PBSIS Strategies to Promote Cooperation 2
Interaction Strategies to Avoid
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Constant corrections
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Delivering a message in an angry tone
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Yelling / raising voice – using body language to convey disapproval
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Getting into a debate with the student about the expectation or their behavior.
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Power struggles (e.g., trying to have the last word, prove the adult is right, etc.)
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Public display of disapproval or correction (i.e., don’t put the student on blast in front
of the other students)
Practices that Set a Positive Tone and Build Rapport
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Greet students at the door
 Check and monitor for affect
 Set the tone
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Create and visually display a classroom contract that everyone adheres to
 We agree to…
 Everyone signs
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Engage students to build class goals (no more than 2 at a time)
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Have a “safe” zone for reflection, calming down and taking 5
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Have a class Brag board
o Display student accomplishments
o Display personal celebrations (e.g., birthdays)
o Featured student
o Results of a weekly class poll
o Etc.
NJ PBSIS (2015). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in
collaboration with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.
www.njpbs.org
NJ PBSIS Strategies to Promote Cooperation 3
Practices that Set a Positive Tone and Build Rapport (continued)
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Have opportunities for students and staff to learn about one another
 Preferences, interests, life outside of school
 Learning styles & preferences
 Dislikes and triggers
 Activities that build shared experiences
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Have opportunities for students to express their emotions
 Journaling
 Commentary box
 Talk tickets
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Have weekly class meetings to:
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Celebrate accomplishments
Review goals and contract agreements
Engage in group problem solving
NJ PBSIS (2015). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in
collaboration with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.
www.njpbs.org
NJ PBSIS Strategies to Promote Cooperation 4
Following Rules and Routines
Positive Interactions with
Peers
Positive Interactions with
Staff
Examples of reasons to give Positive Behavior Tickets
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Being helpful to adults or peers
Accepting responsibility for your own actions
Carrying a hall pass when necessary
Quickly getting started on an assignment
Having all materials for class
Turning in an assignment on time
Getting assignment information independently after an absence
Enter the classroom quickly and begin the assignment
Following directions given by staff
Submitting class, work, projects, and homework assignments on time
Entering or exiting an area quietly and orderly
Working quietly on a difficult task
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Apologizing when necessary
Including others into a group setting
Dealing with an upsetting or frustrating situation appropriately
Helping a student catch-up after being absent
Asking before using something that belongs to others
Going from one topic to another smoothly
Showing concern for others
Working well in a group
Congratulating another student who got a good grade or won a contest
Waiting for turn patiently
Assisting new students
Raising his/her hand to answer a question or talk
Walking in the halls quietly and staying on the right
Telling an adult about a dangerous situation
Working on a task quietly and diligently
Using computers, laptops, or other materials appropriately
Lining up quickly and quietly when signaled
Being on time
Throwing out/ recycling garbage in the cafeteria
Playing safely on the playground or gym
Keeping his/her hands to themselves when walking in the hallway
Following the school dress code
Listening quietly to a speaker
Helping to clean up an area (e.g., picking up litter in the hallway)
Holding the door for others
Being a problem solver
Doing your best work
Using appropriate tone of voice throughout different school scenarios
Using good manners (i.e., Please and Thank you)
Speaking politely to another student or staff member
Indicating a difference of opinion in a respectful way
Using time wisely
NJ PBSIS (2015). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in
collaboration with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.
www.njpbs.org
NJ PBSIS Strategies to Promote Cooperation 5
NJ PBSIS (2015). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in
collaboration with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.
www.njpbs.org