1. Identify behaviours you want to encourage or reduce

• Think about and plan how you will respond to these behaviours. Having a list of planned responses that suit your teaching style means you are more likely to use them authentically and efficiently.  
• Explicitly outline reward systems for positive behaviour to students. This might be needed at the start of most lessons.

2. Choose strategies to reinforce appropriate behaviour

Strategies might include:

• specific praise – providing positive verbal feedback specific to the student and the behaviour, e.g. 'Thank you for raising your hand to ask a question, Jane'.
• token economies – giving students a token for positive behaviour, e.g. for persistence in completing a task. Once a student has a specified number of tokens, they can trade the tokens for items or activities.

3. Choose strategies to respond to inappropriate behaviour

Strategies might include: 

• restating positive expectations – reminding students of the behaviour you want to see in the classroom
• differential reinforcement – reinforcing or praising only appropriate behaviours and removing or stopping reinforcements for other behaviours
• conferencing – one-on-one problem-solving with a student when they are calm, asking students to suggest strategies for the future.

NB: As you choose strategies, always refer to the student behaviour policy and guidelines within the relevant state or school system.

It works better if:

• you reinforce appropriate behaviour consistently
• you offer praise for students’ efforts or for their use of specific work strategies rather than for intelligence or for the mastery of a skill, helping students to build a growth mindset 
• the requirements for students to receive tokens gradually increases to avoid dependence on rewards
• students are collaborated with to create a list of reinforcing items or activities that may be traded for tokens. Providing choices will increase students’ motivation.

When responding to inappropriate behaviour:

• use positive, constructive, and consistent responses
• give specific praise for positive behaviours (see the practice brief) 
• give students a manageable task, once the student is calm, that focuses on their strengths or interests, i.e. a task they will succeed in.

It doesn't work if:

• reinforcement or response does not occur as soon as possible following the target behaviour. If reinforcement or response is delayed, the student may not understand which behaviour is being rewarded or is inappropriate.