Respectful Redirection
Overview
Respectful redirection, or error correction, outlines a clear and concise way that educators can provide feedback on behaviors that need immediate correction, in a positive manner. Educators should work closely with students and families to collaboratively create an understanding of the expectations and what constitutes good citizenship in the classroom. Classroom expectations and learning goals should be clearly outlined, developmentally appropriate, and culturally responsive. When a learner exhibits behavior that is not aligned with these expectations or goals, an educator can redirect behavior using respectful language, focusing on positive feedback such as “all quiet now” or “lesson time is quiet time” and avoiding negatively phrased directives such as “don't talk” or “stop talking”. Redirecting behavior should not draw attention to the learner(s) and should be positive, productive, and courteous. After the student has followed the redirection, it is helpful to provide positive feedback and reinforcement. Due to the immediacy of the feedback, as well as the clear and predictable expectations and actions, this strategy can be particularly helpful for students with learning disabilities. Respectful redirection emphasizes respect for individual learners, and is a key support for building a culture of learning and respect in the classroom.
Example: Use This Strategy in the Classroom
Watch as these educators use respectful redirection in a variety of classroom situations.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Cooperative Learning Strategies
As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.
Interactive writing activities for young learners can include cooperative activities to practice their foundational writing skills and can support engagement with content knowledge as they write and draw to reflect upon what they have learned.
