Parts of this section of the training were adapted from the training Promoting Positive Behaviour written by Dr. Nicole Neil, Western University Faculty of Education.

In Section 4, we focused on what to do when behaviour challenges occur. We can also avoid behaviour challenges by setting up our camp space proactively to meet participant needs and avoid the antecedents to unwanted behaviour. Here are some strategies to help foster a safe and cooperative camp space!

Offer Choice

Offering choice is a great way to allow a participant to feel in control while working towards a positive outcome. When possible, provide participants with a choice between things that are okay for them to do. Offering choice helps empower participants and creates a sense of autonomy and control.

The offering choice strategy is done by giving the participant choices that inevitably result in the same outcome. 

Activity Six: Offering Choice

In the list below there are some common camp instructions. In your Classroom Management workbook or in a personal notebook, try to reframe the provided instruction to a choice. The first few have been completed for you to help get you started.

Instruction: “Go to the door”

Offering Choice: “Do you want to run to the door or walk to the door?”

Instruction: “Write your name on your project”

Offering Choice: “Do you want to write your name with a pink marker or with a blue marker?”

Instruction: “Don’t forget to eat your sandwich”

Offering Choice: “Do you want to eat the left half of your sandwich first or the right half first?”

Instruction: “Please walk in the hallway”

Offering Choice:

Instruction: “Put your lunch bag in your backpack”

Offering Choice:

Instruction: “Listen quietly!”

Offering Choice:

Instruction: “Do not play with the materials”

Offering Choice:

Instruction: “You have to clean up before we go on to the next activity”

Offering Choice:

Limit Demands

In addition to offering choice whenever possible, try to limit the number of demands. Not every task needs to be done right away. It’s ok if some participants work at a different pace. Try to reserve demands for safety situations or essentials (like moving to a new space). When making a demand, keep it simple, for example, “Pack up! It’s lunchtime!”  

Say it Directly

Tell kids what they need to do, rather than what not to do. If you tell someone not to think of an elephant, their focus is turned to the elephant. Help them pay attention to what you want them to focus on rather than what you don’t. 

Example: Instead of saying “no yelling” try saying “use your quiet voice.”

Visualize and Let Participants Know What’s Next

Everyone likes to know what to expect from their day! Help participants know what to expect by setting a routine and providing visual signals - like a visual schedule and visual timers. 

Great Visual Aids to have in a Camp Room:

• Camp schedule
• Timers
• Visual aids for instructions in activities
• Leader names written somewhere visible
• Camp rules list

“First Then” Language

Try using “first, then” language. “First, Then” strategies are based on explaining a series of events in an easy to understand way. Many children, especially younger participants can have a hard time processing multiple steps and directions at once. This can be particularly true for some participants with certain disabilities. Using ‘First, then’ is also a great way to brace a participant for something they may not enjoy doing (cleaning up, going outside, etc.) or to provide positive reinforcement for completing a difficult or annoying task.

For example, instead of saying “it’s time to go inside” try saying “first we do one more lap around the tree, then we will go inside.”   

“First, Then” sentences can also be used to let participants know that they will be rewarded for completing a difficult task. For example, you can tell participants “first we have to clean up, then we can play outside.” This provides motivation and positive reinforcement. This kind of first, then strategy also works really well if you are in a time crunch. You can remind participants that they can get to the reward faster if they clean faster.

Model

Kids learn how to respond by watching others, so you set the tone of the camp room! Show participants how to act by modelling what you do when something is hard. Positive self talk is important - “This feels hard because it is hard and I can do hard things!” 

Keep Motivation in Mind

It can be hard to do something when you don’t want to do it. Get to know your participants and try to include their interests in your activities wherever possible. 

Try to turn hard tasks into a game, for example “Who can clean up their space the fastest?” 

Praise Proactively

Look out for positive behaviour in the classroom and praise it when you see it! For example, praise participants for trying their best or for their hard work! 

The goal when managing behaviours is to prioritize safety, dignity, and creating a positive connection with participants!

Infographic: 7 Ways to Promote Helpful Behaviour (PDF)

Reflection

In your Classroom Management workbook or in a personal notebook, reflect on the following questions.

• What are some things you do to help yourself regulate when the camp room feels overwhelming?
• What are some things you can praise kids for before they've finished an activity or a task?