Module 5: Building Skills that Lead to New Actions

JONAH: A Positive Behavior Strategy

The JONAH framework continues to guide our work, drawing wisdom from the story of Jonah. It reminds educators and students alike that growth comes through Just Opportunities, New Actions, and Hope. Each of these principles is grounded in grace, accountability, and the belief that every learner can change and flourish with the right support.

In Module 4, we explored emotional regulation and the ways stress, trauma, and environment influence behavior. We focused on helping students build coping skills and emotional awareness so they can respond to challenges with calm and confidence.

Module 5 continues this focus on New Actions for both students and educators. Change begins when individuals, students and adults alike, practice new ways of thinking, speaking, and responding. This module will explore how teachers can model positive communication, teach replacement behaviors, and create classroom systems that reinforce success. It will also highlight how declarative language, structured choices, and supportive responses can guide students toward self-control and independence.

In the spirit of the JONAH strategy, New Actions are more than behavior management, they are opportunities for productive change. Each new response, whether from a teacher or a student, moves the classroom closer to becoming a community shaped by respect, compassion, and hope.

Giving Instructions

Small shifts in communication can make a significant difference in how students respond. Obviously, when giving directions, clarity and respect are key; however, because verbal instructions are short-lived, it is also helpful to provide visual or written cues that students can reference as needed. Short, positive, direct instructions tend to work best when there is only one correct way to complete a task. In addition, immediate recognition and encouragement will serve to reinforce desired behaviors. Unfortunately, not all students respond well to direct commands, particularly those who highly value independence or have experienced negative interactions with authority figures. For these students, declarative language can be a more effective approach. Instead of giving a directive, the teacher shares information or observations with the intention of helping students decide what to do next. For example, saying “It looks like it’s almost time to line up” rather than “Line up now” allows students to pause, reflect, and take ownership of their actions.

Declarative language guides attention and promotes independent thinking. Rather than issuing commands, it shares perspective and context, creating a collaborative tone rather than a controlling one. Research indicates that this approach can reduce resistance because it feels natural and respectful. It also supports the development of important social-cognitive skills, such as interpreting cues, considering others’ perspectives, and linking actions to outcomes.

When a student appears uncertain, declarative language can build confidence: “I see that you’re working to solve a difficult problem; this reminds me of the last time you solved a tough problem.” Such statements encourage initiative and self-reflection without pressure. Declarative statements tend to sound conversational and reflective:

Even simple comments like “It’s colder than expected today” or “You look ready to go” can help maintain connection and model awareness. This type of language communicates trust in students’ ability to think, choose, and act responsibly.

Modeling out loud one’s own thinking is another way to demonstrate problem-solving in action. For instance, a teacher might say, “When I can’t remember where I put something, it helps to imagine myself walking through my day. I start at the beginning and retrace my steps in my mind, like replaying a movie.” This kind of self-talk shows students how to approach challenges calmly and thoughtfully.

When offering choices, it is important to provide options that are both genuine and balanced. Catastrophic choices and sarcastic comments such as “You can choose to put on your coat or you can choose to freeze,” can undermine trust, particularly for students who often feel powerless. However, authentic choices within safe and appropriate boundaries can help promote autonomy while maintaining structure.

Teachers should not assume that students will always act in ways that promote self-preservation during times when they are feeling stressed. Under emotional strain, reasoning and safety instincts often shut down. In these moments, experiencing a “natural consequence” rarely leads to learning. Instead, these experiences serve only to increase distress or confusion. The teacher’s role at these times is to ensure safety and help the student return to a regulated state before reflection or problem-solving can occur.

Finally, intimidation or threats should never be used to gain compliance. When students feel cornered, they may exhibit “fight, flight, or freeze” responses, not out of defiance, but as a form of self-protection. Behaviors such as avoiding eye contact, turning away, or offering a quick apology may reflect an attempt to de-escalate rather than a show of disrespect. A calm presence, non-threatening tone of voice, and consistent empathy communicate safety and trust which are the foundation of effective behavior support that promotes emotional growth (Bowler, 2022; Kern et al., 2016; Minahan & Rappaport, 2018).

Building Positive Relationships

A powerful way to build positive relationships with students, especially those who present challenges, is to intentionally notice at least one quality to like and admire in each of them. Even when a student’s behavior feels difficult, the traits that cause frustration could be undeveloped strengths in disguise. Persistence, creativity, sensitivity, and courage can all appear as disruptive or challenging behaviors before they are refined. When confronted with a student’s defiant or hurtful words, it can help to pause and remember that determination and self-expression, when guided effectively, can become valuable assets rather than obstacles.

Equally important is the teacher’s awareness of their own emotional reactions. Teaching is deeply personal work, and it is natural to want students to respond positively to lessons and guidance. However, when that does not happen, perhaps directions are ignored or resistance surfaces, it can feel discouraging. Often, strong emotional responses are connected to a person’s core values: those who value respect may feel hurt by rudeness, while those who value belonging may struggle with rejection. Recognizing these emotional triggers allows teachers to respond thoughtfully rather than react impulsively.

Before giving directives, it is often helpful to connect first. A brief check-in can prevent conflict, particularly when compliance may be difficult. For example, saying, “I’m thinking of asking you to… How does that sound?” gives students a voice and reduces the likelihood of refusal. This type of collaborative approach can turn potential power struggles into cooperative problem-solving. For students who enjoy verbal engagement, channeling that energy into structured debates or role plays allows them to express themselves productively while building social and academic skills.

Another effective strategy is to provide ways for students to meet their needs appropriately without breaking the rules. When students cannot access what they need when they need it, perhaps attention or a chance to move around or take a break, they may escalate. This can turn a minor frustration into an episode of defiance or withdrawal. Providing access to structured break passes and similar flexible options supports students to self-regulate while maintaining accountability. Note that sharing clear guidelines about when and how these supports may be used is important and promotes both responsibility and trust.

Acknowledging mistakes is another powerful teaching tool. Many students who struggle with behavior also find it difficult to admit errors or accept feedback. When teachers model humility by taking responsibility for their mistakes calmly and respectfully, integrity and emotional maturity are demonstrated. A lighthearted challenge, such as inviting students to “catch the teacher’s mistake,” can make this even more engaging and help build rapport. Students enjoy the chance to take the teacher’s role and providing them with this type of opportunity strengthens attention and participation.

Humor, surprise, and storytelling can also strengthen student-teacher relationships and make learning more memorable. When used thoughtfully, humor diffuses tension and fosters positive emotion, though it should always be used in ways that are sensitive to differences in students’ backgrounds and perspectives. Sharing short, personal stories, especially about overcoming challenges or learning through mistakes, is another way to help students see teachers as authentic and approachable role models.

Finally, as noted in Module 1, an important component of teaching behavioral expectations includes explicitly teaching the expected behavior. That means that instead of focusing on what students should not do, teachers should explicitly model and reinforce the desired behavior. Every behavioral expectation can be treated as a skill to be taught, practiced, and strengthened through feedback. A practical guideline is to teach expected behaviors as if training a new employee to perform those behaviors. Using role-play, guided practice, and even role reversal helps students translate understanding into action and builds confidence in their ability to make positive choices (Bowler, 2022; Kern et al., 2016; Minahan & Rappaport, 2018; Partington & Partington, 2018).

Strategy for Building Positive Relationships with Students

The 2x10 Strategy is a simple relationship-building approach that is particularly effective for building relationships with students who are struggling behaviorally or who seem disconnected. The idea is to spend 2 minutes a day for 10 consecutive school days having a positive, personal conversation with the student about anything not related to schoolwork or behavior. The goal is to build trust and connection through genuine interest and consistency.

Tier 2 Supports for Teaching New Actions

For some students, learning New Actions requires more intentional structure and support. These students benefit from Tier 2 interventions. Tier 2 supports are targeted strategies that provide extra guidance without removing students from the general classroom. Tier 2 interventions focus on teaching and reinforcing positive behavior through clear expectations, consistent feedback, and meaningful motivation. Simple tools like timers and planned breaks can help students regulate attention and emotions before frustration builds. Strategies such as token economies help increase motivation by connecting effort with reinforcement, while visual schedules make routines predictable and reduce anxiety. Check-in/check-out systems can strengthen relationships, increase opportunities for feedback, and promote accountability, while self-monitoring encourages ownership of behavior. These supports are not punishments or quick fixes. Instead, they are proactive teaching tools that help students practice the self-management skills needed for long-term success (Crone et al., 2004; IRIS Center, 2022; Kern et al., 2016; Minahan & Rappaport, 2018; Partington & Partington, 2018).

Timers, Breaks, and Visual Schedules

Supporting students’ attention, self-regulation, and independence often begins with structure. Tools like timers, breaks, and visual schedules help make classroom expectations more predictable and manageable. They reduce anxiety, make expectations clear, and increase students’ confidence in navigating their day.

🐟Timers: Building Focus and Predictability

Timers give students a clear sense of how long an activity will last and when to shift attention. For many students, especially those with ADHD, anxiety, or executive functioning challenges, time can feel abstract or unpredictable. A timer that provides a visible countdown can help them understand the expectation and stay engaged.

How to use timers effectively:

Timers provide structure, but they can also help build trust because students learn that time limits are consistent, fair, and predictable.

🐟Breaks: Teaching Self-Regulation

Breaks are not time out from learning; they’re time in for self-regulation. Strategic, structured breaks help students reset before frustration escalates. By teaching students when and how to take a break, teachers give them tools for self-regulation that prevent meltdowns and preserve dignity.

How to use breaks effectively:

When used well, breaks can be a key step in helping students develop independence and self-control.

🐟Visual Schedules: Supporting Independence and Reducing Stress

Visual schedules make the events of the school day predictable for learners. They show what is happening and what will happen next, which is particularly helpful for students who experience anxiety, difficulty with transitions, or limited working memory.

How to use visual schedules effectively:

Visual schedules reduce uncertainty, help students prepare for change, and foster independence because when students know what to expect, they can focus on learning rather than on managing stress.

In summary, timers, breaks, and visual schedules are simple tools that can:

By teaching students to use these tools, teachers guide students toward New Actions that promote the development of independence and self-control.

Token Economy Systems

A token economy is a structured reinforcement system that helps students connect positive behavior with meaningful reinforcers. It works by providing tokens (e.g., points, tickets, stickers, counters) for desired behaviors. These tokens can later be exchanged for reinforcers such as extra privileges, tangible items, or time to engage in preferred activities. When implemented correctly, a token economy promotes motivation, consistency, and a positive learning environment.

🐟Steps to Implementing a Token Economy

1. Identify Target Behaviors: Begin by choosing clear, specific behaviors that can be easily observed and measured. Focus on actions that will make a meaningful difference for the student such as starting work promptly, staying on task for a specific amount of time, or using calm words when frustrated. Behaviors should be stated in positive terms (“Raise your hand before speaking” rather than “Don’t call out”) and achievable. Selecting just one or two target behaviors helps ensure success and allows both the teacher and the student to monitor progress with confidence.

2. Choose Tokens: Tokens should be easy to give, collect, and track. They represent reinforcement but have no inherent value on their own.Common examples:

Make sure the token is appealing to the student but not distracting. Students often respond well to tokens that feature familiar or preferred characters, such as those from favorite TV shows, movies, or superheroes. These personalized tokens can make the system more engaging and meaningful. If the tokens will be reused, ensure they are made from durable materials such as laminated cardstock, plastic chips, or wooden pieces. This not only prevents wear and tear but also helps keep the system looking neat and professional. Durable tokens also communicate that the system is important and worth maintaining.

3. Select Backup Reinforcers: Tokens become meaningful when they can be exchanged for backup reinforcers. The backup reinforcers need to be things the student will find motivating. These can include tangible items, privileges, or social experiences.Some examples include:

Brainstorm with the student to identify reinforcers that are motivating yet feasible to manage.

4. Determine the Exchange System: Establish how many tokens are required for each reward and when the student can “cash in.”

Create a menu or store where students can see what their tokens are worth. Adjust “prices” so the rewards feel attainable but still require effort.

5. Teach the System Explicitly: Introduce the token economy like any other classroom routine. Explain:

Model the process and practice together. Reinforce understanding by reviewing the rules regularly, especially at the beginning. For some students, you may need to start with limited expectations and a partially filled token board and then, as the student experiences success, gradually increase expectations.

6. Deliver Tokens Effectively: When giving a token, pair it with specific, immediate verbal praise so the student connects the reward with their behavior: “You raised your hand and waited to be called on. Great job showing respect!”

Avoid using tokens as bribes (“If you stop doing that, I’ll give you a token”). Instead, consistently reward positive behaviors as they occur.

7. Monitor and Adjust. Track data on how often tokens are earned and redeemed. If tokens are not leading to improvements in the targeted behavior or you find that you are having trouble implementing the system consistently, make adjustments. Revisit steps 1-6 and make sure you have clearly defined the target behavior(s), chosen effective backup reinforcers, and clearly taught the system to the student. Based on your data, you might also want to:

8. Fade and Generalize: The long-term goal is for the student to internalize positive behaviors without needing external reinforcement. Strategies to support this goal include:

Key Tips for Success

Behavior Education Programs (BEP) and Check-In/Check-Out Systems

The Behavior Education Program (BEP), often referred to as Check-In/Check-Out (CICO), is a Tier 2 intervention designed to provide structured support, positive connections, and consistent feedback for students who need additional help meeting behavior expectations. The goal is to prevent escalation of problem behaviors by increasing structure, adult attention, and opportunities for feedback and positive reinforcement of success throughout the day.

🐟Steps to implementing a BEP or Check-In/Check-out Program:

1 .Identify Students: Students who benefit most from CICO typically show mild to moderate behavior challenges such as frequent off-task behavior, low motivation, or difficulty following directions, but are not in crisis or needing intensive individualized plans. Teachers or problem-solving teams can refer students who haven’t responded to universal (Tier 1) supports but are still able to be included in the general classroom.

2. Select and Train the CICO Coordinator: A CICO coordinator manages the daily process. This person should be someone positive, consistent, and available at both the start and end of the school day. This might be the school librarian, the physical education teacher, or the school counselor. The CICO coordinator checks in with students at the beginning and end of the school day, provides encouragement, tracks progress, and communicates with families and staff.

3. Design the Daily Progress Report: The Daily Progress Report (DPR) is the foundation of the program. It lists 3–5 positively stated behavior expectations, typically tied to the schoolwide expectations (e.g., Be Safe, Be Respectful, Be Responsible). Teachers rate student performance (often on a 0–2 or 0-3 scale) and provide behavioral feedback across key periods of the school day. This feedback to students on how well they are meeting expectations is a crucial piece of the “education” component of the Behavior Education Plan system.

4. Establish the Daily Routine. The daily structure includes three touchpoints:

5. Communicate with Families: Parents are important partners in reinforcing positive change. Families should receive a simple explanation of how CICO works and be encouraged to praise their child for effort and improvement rather than focusing on low scores. Consistency and positivity build trust and motivation.

6. Monitor and Adjust: Data from the DPRs should be entered into a tracking system (e.g., a weekly spreadsheet) to monitor progress over time. Students typically “graduate” from the program once they consistently meet goals for several weeks (e.g., the student earns 80% or more of their DPR points for 4 weeks). If a student isn’t improving after four to six weeks, the team should review and adjust the plan. These adjustments might include modifications to the plan or a move to more individualized interventions.

7. Celebrate Success and Fade Support: When students demonstrate sustained success, celebrate that success and then work on gradually fading supports. This can be accomplished by reducing the number of check-ins or by transitioning the student to a self-monitoring system. The goal of the BEP is independence.

Key Features of Effective Implementation

Want to learn more? PBIS Missouri (2018) has created a detailed description of Check-In/Check-Out programs with implementation examples. See Chapter 5.

Self-Monitoring

Self-monitoring is a valuable strategy that helps students take ownership of their learning and behavior. It involves teaching students to observe, record, and reflect on their own performance, so they can recognize progress and make adjustments independently. When students learn to self-monitor, they become more aware of their actions, more motivated to meet expectations, and better equipped to regulate their behavior and learning habits. Self-monitoring is a great next step when a student is ready to graduate from the BEP.

🐟Steps for Teaching Self-Monitoring:

1. Explain the Purpose: Begin by helping students understand why self-monitoring matters. Explain that self-monitoring isn’t about pointing out mistakes, but about noticing what helps them learn best. You might say: “When we pay attention to how we do our work, we can make smart choices to help ourselves do better.” Students are more motivated when they see self-monitoring as a tool for success, not punishment.

2. Choose a Clear, Observable Behavior or Goal: Select one or two specific behaviors or work habits that students can easily track. Examples include:

Avoid vague goals like “work harder” or “try your best.” Instead, use measurable, observable behaviors that students can clearly see and record.

3. Create a Simple Recording System: Design a student-friendly tracking tool such as a brief checklist, a self-rating scale, or a point sheet. A checklist might include statements like:

Students can rate themselves using numbers, colors, or simple yes/no boxes, depending on age and ability. Other options include using symbols or shapes such as stars, check marks, or dots to show progress. Words or short phrases like “Doing great,” “Doing okay,” and “Need help” can also help students reflect on their performance. Some educators use a thermometer or gauge visual to let students indicate their level of focus or effort. The system should remain brief and easy to use. Students should be able to complete it in less than a minute.

4. Model the Process: Demonstrate what self-monitoring looks like. Think aloud as you model completing a task and evaluating yourself: “I’m going to check my work. Did I answer every question? Yes. Did I use complete sentences? I see that I missed one. Let me fix that.”

Modeling shows students that self-monitoring is part of the learning process and normalizes reflection and self-correction.

5. Practice with Support: Have students practice using their self-monitoring sheet with teacher guidance. Offer prompts such as:

Provide feedback so students can refine their accuracy and honesty in self-reporting.

6. Reinforce Self-Monitoring: When you first introduce the idea of self-monitoring, it’s important to pair self-monitoring with positive feedback and positive reinforcement. Praise students for tracking their own progress and for being truthful in their reflections. For example: “I really like how you noticed that you had lost your focus and worked to get yourself back on track, that’s what good learners do.”

In the beginning, as students are learning to develop the New Action of self-monitoring, you might also want to consider providing extra reinforcement for consistent and truthful self-monitoring. For example, you might rate the student’s accuracy with points that can be used to gain access to an activity or a privilege.

7. Review and Reflect: Set aside brief times for students to review their self-monitoring sheets. This might occur daily or weekly, depending on student age and progress in learning the skill. Help the student look for patterns by asking questions such as:

This step builds metacognition, the ability to think about one’s own thinking, and helps students connect effort to outcomes.

8. Fade Adult Support: As students become more confident, gradually reduce external reminders and feedback. Instead, encourage independent reflection with statements such as: “Before you turn in your work, take a minute to check it over and make sure you’re proud of your effort.”

The goal is for students to internalize the process so that self-monitoring becomes a habit that supports lifelong learning and self-regulation.

Key Tips for teaching self-monitoring:

Want to learn more? PBIS Missouri (2018) has created a detailed description of Self-Monitoring programs with implementation examples. See Chapter 7.

Putting it All Together

Module 5 emphasizes that meaningful change begins with New Actions by both students and educators. Building skills that lead to New Actions requires intentional teaching, modeling, and consistent feedback. Declarative language, genuine choices, and calm communication can help create safe environments where students can practice self-regulation and decision-making. In addition, Tier 2 supports such as token economies, visual schedules, breaks, timers, check-in/check-out systems, and self-monitoring tools provide scaffolds that help students learn and sustain positive behaviors. These strategies are not just interventions, they are New Actions teaching tools that nurture independence, self-awareness, and hope.

Choose and Use Challenge

Choose one Tier 2 support strategy from this module such as a token economy, visual schedule, or check-in/check-out program and design a plan for how it could be implemented with one or more students in your classroom. Identify the specific student behaviors or skills you would like to strengthen, outline the steps for teaching and reinforcing the target behavior(s), and determine how you will track progress. Then, reflect on how one or more of the strategies in the module could also guide your own New Actions as an educator. How might using one of these approaches change the way you respond, communicate, support, or build trust with students? Choose one idea that you would like to try.

One idea I will implement next week is...

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About the Author

Dr. Kathleen VanTol has over 35 years of experience working in the field of education. She holds a doctorate in special education from Western Michigan University and is a professor of special education at Dordt University. She is also a Board Certified Behavior Analyst and a Board Certified Advocate in Special Education.

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