Nine Variables That Affect Compliance

Now that we are nearly two full weeks into the school year, it's the time of year when students try to test our resolve. Will their teachers issue consequences for misbehavior, or allow them to continue? Which class will they be able to "play" in? Will their teacher routinely establish a home-school connection for both positive and negative behaviors?

Sometimes, our students simply don't know what we want them to do because our expectations are clear. Take a look at the following variables and think about which ones you might be able to implement in order to better hold your students to high behavioral expectations.

1. Direct Requests vs. Questions- Direct requests have been found to be more effective for achieving compliance. For example, "I need you to stop teasing." is more effective than, "Would you please stop teasing?”

 

2. Distance- It is better to make a request from up close (i.e., 3 feet , or one desk distance) than from longer distances (i.e., 20 feet, across the classroom).

Middle school students in the cafeteria on the first day of school. 

3. Two Requests-It is better to give the same request only twice than to give it several times (i.e., nag); Do not give many different requests rapidly (i.e., "Please give me your homework, please behave today, and do not tease the girl in front of you,")

4. Loudness of Request-It is better to make a request in a soft but firm voice than in a loud voice (i.e., yelling is less effective when making a request.

The YMCA accommodated our large group
during our power outage on the first day of school. 

5. Time-Give the student time to comply after giving a request (3 to 5 seconds). During this short interval, do not converse with the student (arguing, excuse making), restate the request, or make a different request. Simply look at the him/her and wait for compliance.

6. More Start Requests instead of Stop Requests-It is better to make more positive requests for a child to start an appropriate behavior (e.g., "Please start your arithmetic assignment'.). It is better to make fewer negative requests for a child to stop misbehavior (I.e., "Please stop arguing with me.").

7. Non-emotional instead of Emotional Requests-It is better to make requests in a neutral, calm, non-emotional tone. Emotional responses (e.g., yelling, name calling, guilt statements, and roughly handling a child) decrease compliance and frequently escalate behavior making the situation worse.

8. Descriptive Requests-Requests that are positive, clear and descriptive are better than ambiguous or global requests (I.e., "Please sit down, keep your hands on your desk, and look at me" is better than "Pay attention.")

9. Reinforce Compliance-It is too easy to request a behavior from a student and then ignore the positive result. If you want more compliance, genuinely reinforce the successful times a student complies.

Lyon Academy students gathered at the YMCA on Wednesday, August 19th.