Micro-Skills
For Trainers and Teachers
Based on the work of Christine Richmond and Mark Davidson, Education Queensland
and adapted by Martha Goldman, Tropical North Queensland TAFE
Notes about these skills
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The micro-skills are about establishing a positive learning climate so that behavioural issues are
minimised. Use of the skills is intended to reduce the likelihood of serious disruptive behaviour
occurring.
Skills 8, 9 and 10 would normally be used much less frequently than the other skills.
The micro-skills are appropriate for most ‘everyday’ issues in behaviour management. Very serious or
continuing examples of challenging behaviour (eg those involving violence, threatening
confrontation, behaviour influenced by alcohol or drugs) will need different approaches, possibly
including outside intervention. For such incidents refer to your organisation’s guidelines and policies.
Establishing Expectations
Skill 1
To clearly articulate and demonstrate the boundaries of pro-social behaviour
Why is establishing expectations an effective management skill
It is important to have clear boundaries for social behaviour so that everyone is clear about what is, and is not,
regarded as responsible and safe in a particular context.
Students expect and want boundaries of behaviour set. Some rules are non-negotiable, eg smoking is not permitted
in government buildings; safety equipment is required in certain settings. It is important that teachers and students
are clear on what these rules are, what the consequences are for breaking them, and the procedures for applying
them.
Apart from the non-negotiable rules, teachers need to establish clear expectations so that students can learn in a
productive, harmonious environment.
How to establish expectations:
1.
Work out rules in a group meeting if possible.
 About four or five rules at any one time because they can be faded in or out as necessary.
 Consider the following as the way to introduce your rules:
Discuss and question students about their expectations of themselves, the teacher and one
another. Consider using the following questions as prompts:
Is it safe?
Is it respectful?
Is it fair?
Is it legal?
Discuss these in relation to student’s RIGHTS, RESPONSIBILITIES, RULES & CONSEQUENCES
(both positive and negative).
2.
Keep the rules short and simple. For example:
 Arrive prepared.
 Be in the right place.
 Stay on task.
 Show respect for yourself, others and the environment.
3.
Make the rules positive. They have more impact if they describe what students can do.
4.
Refer to the rules frequently.
5.
Model, model, model. Simply greeting students, using their names and encouraging all students to
participate reinforces expectations that everyone will be valued and treated with respect in the class.
6.
Monitor your own expectations. Cultivating a positive attitude towards students and the learning situation
can lead to greatly improved results.
Instruction Giving
Skill 2a
To give a clear direction about what to do
Why is giving an instruction an effective management method?
1.
Clear, short instructions help students understand what you expect them to do.
2.
Instructions help students organise what they are required to do. Students are then able to begin the task as
soon as possible.
How to give effective instructions:
1.
Demonstrate appropriate body language stance for giving instructions i.e. hands either behind the back or
by the side with a slightly open, relaxed stance positioned at the front of the room where all eyes can focus
upon yours.
AVOID
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Arms folded in front
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Hands on hips
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One leg on a chair (or similar) and the other on the floor
NB I have encouraged ‘wanderers’ to mark a spot on the floor and inform their students that the cross is the spot
where important instructions are given from, then practice. (The training effect from this is very powerful.)
Chain the instruction to a short pause and scan the class.
2.
Use instructions only for the “have to” tasks. Give choices for optional tasks.
3.
Phrase the instruction as a direction rather than a question.
4.
Use “thanks” rather than “please” at the end of an instruction for a crisper, less question-like tone.
5.
Use “now” if the group or student is escalating.
7.
When applicable, in your instruction include the materials the student will need, where they will need to be
and the noise level acceptable for the activity or time allowed.
8.
Give the instruction in a firm, calm and measured voice.
For example:

Come here, John.
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Move to your group areas now.
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Stop what you are doing and look here, thanks.
Verbal Redirections
Skill 2b
To give a clear direction about what to do
Why are verbal redirections an effective management method?
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It clearly draws the student’s attention to what they should be doing.
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It reinforces the rules and expectations.
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It shows you are aware of the behaviour.
How to use verbal redirection:
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Keep your tone neutral and calm, but firm

Choose the least intrusive option for the situation. Non-verbal options are generally less intrusive than
verbal so should be used where possible. A selection of less to more intrusive options verbal options
include:
Individual close talk – move to student and speak in a low voice so others cannot hear
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Curriculum redirection – eg “Mark have you finished Question 5?”; “I hope this group will be
finished in time to go to lunch”
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Questioning to redirect – eg “What should you be doing?”; “Where should you be?”

Humour to control behaviour – eg “Danielle, if you keep taking phone calls we’re going to know
your whole social schedule. Better switch the phone off.” NB Be careful not to be sarcastic or to put
down the student. The student’s response is the indicator of whether it is taken as humour or not.

Call student’s name – often this is all that is necessary to redirect a student.
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Redirection given – explicitly telling the student what they should be doing. Use “thanks” rather
than “please” so it sounds less like a request and more like an expectation.
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Across room to individual – this is more intrusive because it affects others in the room, not just the
individual targeted. However it can be unavoidable especially where safety is an issue.
 Oral directional phrase – used when a teacher needs to get the attention of the whole group.
Examples include: “Listen up folks”; “All eyes to me” etc.
AVOID
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Being confrontational
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Using sarcasm or put downs
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Repeatedly giving the same verbal redirection. Move to giving a choice (Skill 8) if your redirection is
ignored.
SECONDARY BEHAVIOUR
Secondary behaviour is behaviour that has the objective to change the original focus of your concern.
Where you have given a redirection a student may engage in secondary behaviour by trying to argue (“I wasn’t doing
anything”; “You didn’t say anything when Bob did this”) or by sulking or aggressive behaviour.
Where possible, tactically ignore this secondary behaviour as it is often attention seeking. Do not get involved in the
argument or justify yourself. Repeat your redirection and move away.
Waiting and Scanning
Skill 3
To wait for a short time after you give an instruction
(time will vary greatly depending upon the many factors that make up your class)
Why is waiting and scanning an effective management method?
1.
It gives students time to process the direction.
2.
You avoid filling all the available time with excess talk which can inadvertently train the class to stop listening
to your voice.
3.
It communicates the expectation that students will carry out your instructions.
How to wait and scan:
1.
Ensure all students are paying attention before giving the instruction.
2.
Once the instruction is given, stand still and don’t talk. This emphasises that you are waiting for compliance
before moving on.
3.
Scan (look back and forth at) the class. The amount of time you do this for will vary depending on the
complexity of the instruction and the age or language levels of your class.
4.
Consider using the waiting and scanning time to plan ahead..
5.
Consider linking waiting and scanning with giving a descriptive encourager (Skill 5).
Example: While waiting and scanning say something like, “Thanks everyone for moving quickly to get your safety
gear.”
6.
Once students are working on a task remember to glance around (scan the room) regularly. This will help you
to identify potential behaviour issues early on and reduce the risk of a minor problem turning into a major one.
7.
Waiting and scanning can be very effective when checking in with students. Waiting several seconds after
asking “Is everyone with me?” for example, indicates you are genuinely interested in their response.
Cueing with Parallel Acknowledgment
Skill 4
To acknowledge students’ on-task behaviour with the
intention of prompting another to follow suit
Why is parallel encouragement an effective management skill?
1.
It cues other students to match the behaviour that is being acknowledged.
2.
It is an alternative to a redirection, so can help you avoid nagging or becoming too directive.
How to use parallel encouraging:
1.
Scan the group regularly. When students are off task, choose to acknowledge someone in close proximity who
is on task.
2.
Acknowledge that person with a descriptive encourager in a loud enough voice for the others to hear.
The language of parallel encouraging
The following are common ways to begin a sentence where a teacher is parallel encouraging

“I like the way Jill/group…”
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“Ben’s group is ready to go. Thanks for getting organised so quickly.”
NB The above are only examples. You will need to choose words that sound genuine for your situation and suit
your students.
AVOID
 “Dan, why are you wasting time when everyone else is working?”
 “Why haven’t you started?”
 “It’s always the same people not doing their work.”
 “You’re the only one not doing what you’re supposed to.”
Body Language Encouraging and
Nonverbal Redirections
Skill 5
To intentionally use your body language to encourage students to remain on-task
Why is body language encouraging an effective student management method?
1.
It takes no time to do.
2.
It promotes a positive tone in the classroom.
3.
Between 70-90% of our communication is affected by body language messages, and may be even higher with
some cultural groups.
4.
It promotes on-task behaviour when used intentionally.
How to use body language encouraging:
1.
Walk near students who are on-task.
2.
Touch the work of students who are on-task. This cues you to circulate throughout the classroom.
3.
Smile and make eye contact. These are powerful, positive signals that help the student feel welcome and
noticed. This intentional use of body language encouragers does not describe, or preclude, all of the
spontaneous body language messages that you send.
4.
While working on the whiteboard / blackboard or with individuals ensure you scan the class regularly.
5.
Read the body language being displayed by the students in your care. e.g. a student comes into the room and
puts their head on the desk in their arm.
AVOID
 Being confrontational
 Using sarcasm or put downs
 Allowing the student to leave at the end of the lesson without speaking to them
 Running after a student
- REMEMBER LEAST TO MOST INTRUSIVE How to use non-verbal redirections:
1.
Smile at a student who is off-task in a minor way. This will signal to them that you can see what they are
doing and may be enough to refocus them.
2.
Use a low key gesture if to redirect a student. For example, raising your hand in a ‘stop’ gesture if a student
calls out or begins to talk over another student.
3.
When you are talking, pause in talk to send a signal that you are waiting for the off-task behaviour to stop.
4.
Move around the room and stand in the general vicinity of students who are off-task. They will often modify
their behaviour in your more immediate presence and move back on task. This is known as using ‘proximity’.
AVOID
 Standing too close to a student. This can be intimidating and build hostility.
 Holding eye contact, since it can become a ‘stare-out’ challenge.
 Standing near to the student, indicating that you are waiting after you’ve given a correction. Walk away
and scan back.
 Showing irritation through foot tapping, pursing lips or pointed frowning. If something is irritating, say so
straight away and give redirection, unless, of course, you are choosing to use the selective attending skill.
Descriptive Encouraging
Skill 6
To encourage students to become more aware of their competence
by commenting on their behaviour
Why is descriptive encouraging a useful management method?
1.
It describes back to students the behaviour that you know will help them learn. This has a positive training
effect.
2.
It reinforces the rules.
3.
It promotes a positive, supportive learning environment.
4.
It focuses on strength and is esteem building.
5.
It stimulates students to risk-take. They become more able to display the courage it takes to tackle difficult
work, or practise self-control.
6.
It gives students information about what they are doing well.
7.
It directs attention to strategies that are useful for problem solving.
8.
It strengthens your relationship with students.
How to use descriptive encouraging:
1.
Describe exactly what you see or hear that you want to see or hear more frequently, in other words, state the
obvious. For example:
This group has got all the correct safety gear and they’re ready to go, well done.
You have contributed some thought provoking comments to today’s discussion.
2.
Use in a respectful rather than flamboyant tone.
3.
Use in a genuine fashion, but don’t wait till you feel like giving it. Intentional use has the best training effect.
4.
Use privately to individual students.
5.
Use collectively to the group.
6.
Use frequently.
AVOID
 Giving conditional praise. For example: “Good, why didn’t you do it like this all along?” The student will
probably resent it, and the teaching/learning relationship will suffer.
 Replacing descriptive encouraging with ‘warm fuzzies’ or relying on encouragements that are not
descriptive. For example: good, great, terrific, that’s beaut. Use them as add-ons, and remember that they
alone have limited training effect.
Tactical Ignoring/ Selective Attending
Skill 7
To intentionally give minimal attention to off-task behaviour
Why is tactical ignoring an effective management method?
1.
It avoids unintentionally reinforcing off-task behaviour, particularly when it is attention-seeking. It decreases
the likelihood that this behaviour will be repeated.
2.
It gives you time to think of how to handle the student’s behaviour in a way that is productive.
3.
It gives you time to attend to other students who are on-task.
4.
It is a powerful modelling device saying “I can stay focussed on my work despite the disruption.”
5.
It is a deliberate process used within a discrete time-frame, it has a beginning and an end.
Do remember:
There is a fine line between tactical ignoring and overlooking very inappropriate student
behaviour. This comes into play when a teacher “puts the blinkers on” instead of dealing with a
situation that is dangerous, highly disruptive or ongoing. If teachers find themselves doing this it
may mean that it is time to revisit the rules that establish boundaries of behaviour.
How to use tactical ignoring:
1.
Do it when the student is choosing off-task behaviour that is not seriously disturbing to others.
2.
Keep the student who is of concern in peripheral eye range. Avoid turning your back at this point. You may
miss an opportunity to use a descriptive encourager (Skill 6) as the student starts to work.
3.
Stop this process when the student either:

Starts work
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Begins to seriously disturb others: Use a redirection or if necessary give a choice and
follow through.
4.
Use ‘vaseline eyes’ that is, slide your eyes away if you discover you’re maintaining eye contact with a student
who is off-task. Maintaining eye contact can give them the attention they are seeking, or lead to
confrontation.
5.
Be aware that the behaviour you are selectively attending to may have some underlying problem attached
that you may need to follow up.
Giving A Choice
Skill 8
To respectfully confront the student who is disrupting others with
the available choices and their natural consequences
Why is giving a choice an effective student management method?
1.
It provides the student, or group with information about your expectations and the likely consequences of the
choice.
2.
It puts the responsibility for decision-making onto the student.
How to give a choice:
1.
Do it when the student has remained off-task despite redirection, and is disturbing other students.
2.
Do it when the student has begun to seriously disturb the class after a redirection from you. For example, the
student may be engaging in secondary behaviour that is dangerous or won’t stop, despite attempts to
tactically ignore it.
3.
Do it when the student is overtly hostile to you and is challenging your management.
4.
Make sure the choice is logical and can be followed through (Skill 9).
Examples of logical choices that can be followed through:
“Michael, you need to make a choice. Either put your safety glasses on or move away from the equipment.”
“Joan, you need to make a choice. Stop chatting while I am giving instructions or move away from Paul.”
An example of a choice that is not logical:
“Zack, if you keep calling out you will have to sweep the workshop.”
An example of a choice that cannot be followed through:
“Leeann, if you keep using that phone in class you will need to give it to me and you won’t get it back for the rest of
the year.”
5.
It is important that the severity of the choice is appropriate to the behaviour of the student. Being overly
severe is likely to lead to student resentment, perceptions of unfairness and deterioration in the studentteacher relationship.
6.
Use a firm and measured tone in close proximity to the student when giving a choice.
7.
Walk away straight afterwards and scan back intermittently, allow about 15 seconds for the student to make
their choice.
8.
Link the choice to the most logical management skill, for example:
 Descriptive encouragement if they return to the task;
 Tactical ignoring if a student de-escalates the off-task behaviour so that it is no longer disturbing
others; or
 Follow through if the behaviour escalates and continues to seriously disturb others.
9.
If you are frequently having to redirect a student or give them choices you may want to indicate a post lesson
discussion. This gives you a chance to discuss their behavior with them in more detail and look for a long term
solution, possibly developing a behaviour agreement.
AVOID
 Making a choice sound like a threat. This is an easy mistake to make. Remember the body language
impact of tone of voice, proximity and facial expression.
 Physically trying to take a disruptive / distracting object from a student. Give the choice of “…either
in your bag / desk or on my desk.” If they refuse, indicate a post lesson discussion and follow
through. This reduces the likelihood of a power struggle or physical confrontation.
Following Through
Skill9
Resolute, planned action in the face of on-going disruptive behaviour
that is seriously disturbing the learning environment
Why is following through an effective management method?
1.
It clearly establishes that you mean what you say.
2.
It models assertive behaviour in the face of threat.
3.
It models morally courageous behaviour.
Behave as if you are confident even through you may be feeling nervous, uncertain,
terrified, or any of an array of debilitating emotions that characterise an agitated state.
How to follow through:
1.
Act confidently, even if you are feeling nervous. Avoid letting your embarrassment about what others may
think erode your confidence.
2.
Do what you planned and said you would do when you gave the student a choice. MAKE IT HAPPEN NOW.
3.
You must be CONSISTENT and always follow through. If you are not consistent students are likely to see
choices as ‘hollow threats’ and they will be unlikely to change their behaviour. Students may also think that
you are being unfair and only following through with some students. Being consistent will increase student
respect for you as the teacher.
4.
Consider using a follow up choice where a student refuses to comply with the consequences of the first choice.
For example:
“Chris, you need to make a choice and wear your safety glasses or move away from the equipment.”
The student continues to use the equipment without glasses and refuses to move away from the equipment
when you follow through.
“Chris, you are refusing to move away from the equipment. You now need to make a choice. Move away now
or you will need to leave the class and will not be able to return until we talk about this safety matter.”
5.
If a student becomes aggressive or refuses to comply when you follow through, consider removing the class
from the problem situation.
6.
In a crisis event send for help immediately and use the appropriate steps in your organisation’s
policy and procedures.
7.
If you feel powerless to do anything, make an anecdotal note of what is happening in objective,
descriptive language. Remember to sign and date it.
7.
Reassure the class and work on your self-control.
8.
Following through looks and feels messy. Do it anyway as it establishes and reinforces the boundaries. All
students know you mean what you say. They will feel safer and build their trust and respect in you as
teacher/manager.
9.
Reflect on the event later with a colleague if possible.
SEVERITY vs CERTAINTY
It is important to remember that it is not the severity of a consequence, it’s the certainty that it will occur.
If the teacher is not ready to deal with a situation or the student is too upset/angry etc. then some “cool-off” time is
necessary before dealing with the situation.
Debriefing
Skill 10
To provide an opportunity for people who have participated in, or witnessed, a
potentially traumatic classroom or campus event to talk it through
Why is debriefing an effective student management method?
1.
It helps prevent an ongoing situation developing from the original problem.
2.
It helps people calm down and get a perspective on the problem.
How to debrief:
1.
Do it as soon as possible after a potentially traumatic event, but it’s never too late.
2.
The difference between ‘telling the story’ which is beneficial and ‘rehearsing the trauma’ which is not, is
crucial. If the listener, ostensibly debriefing, says things like “you shouldn’t have to put up with things like
that” or “you poor thing, that’s dreadful”, the process can change from a helpful one, to one where the person
feels more and more victimised as they rehearse the trauma with their scandalised audience.
3.
Use a round-robin group meeting. Each has an opportunity to say what happened in turn, or say “pass”.
It is helpful for the teacher to take his/her turn without using the opportunity to give the sanitised
version of what happened.
It is useful for all the people involved in the incident to have this opportunity.
DEBRIEFING AFTER A CRISIS
DEB
(HELPFUL)
REHEARSAL
(UNHELPFUL)
1. Ask what happened.
1. Ask what happened then tell a similar
story that happened to you.
2. Ask what, when, where and how, not
why.
3. Reassure the person that they
survived as best as possible in that
situation.
2. Ask “why” questions.
3. Commiserate and maintain a
scandalised position.
4. Then reflect on what they did and
how they would do differently next
time.
Falling into a bear
trap…
Debriefing
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Have expectations been negotiated with students?
Are they short, simple and positive?
Are they frequently referred to?
Are you modelling them?
Positivel
Skill 1: Establishing Expectations
Rehearsal
Notes……