It’s time for an opportune, unemotional and sensible response to poor student choice concerning classroom behavior.  –aka –“The BOUNCE” —

The “bounce” or removal from the classroom / area of instruction, must always be executed by the teacher in a very matter-of-fact or business-like attitude.  No emotions are displayed one-way or the other to the student that is being bounced.  This removal from class is a way to help the student breakaway from the escalating pressure in a mutually respectful manner.  While the student is relocating, this is not an opportunity for socializing and interaction with other students.  Any positive peer interaction spoils the integrity of the intervention and encourages future misbehavior.  Students need to be pre-taught the expectations for the environment to which they are being bounced too, and they should be adequately supervised in that environment.  Used only with great caution, antiseptic bouncing is sometimes the perfect way to help a kid “let off some steam.”


Timing is everything.  And so is an understanding of the emotional state of students who are challenging your authority.  The key point – early and decisive intervention is critical.  I teach a sound, solid strategy that relies on the contingent withdrawal of attention from a student exhibiting emergent (low level) misbehavior.  This is a POWERFUL action not a reaction, to shutting down problem behavior.



Every misbehaving student, gets a chance to help themselves….. Prior to the Bounce, students are given an opportunity to self-correct their inappropriate behavior with a simple prompt from their instructor.  This prompt alerts the student that their classroom behavior is becoming a disturbance to the lesson being taught along with interfering with their class-mates ability to learn.  When a student chooses to remain on a path of misconduct, the instructor accepts the students’ choice without discussion.  The instructor will continue the lesson while simultaneously, unpretentiously and unemotionally directing the student to transfer themselves to the pre-determined / pre-taught location, hence the “bounce.”  This is NOT a time-out or vacation from learning for the student.  The student is being taught to take responsibility for their interfering behavior.  Students will answer questions in their own hand writing pertaining to the cause for their bounce.   These questions ask why their path of behavior was chosen and what would they do differently the next time. This student-generated behavioral correction takes place while the student remains in an academic environment or classroom, not in an unsupervised or empty hallway.

 Every opportunity or event, whether good or bad should be a positive learning experience for the student.







Classroom Management Benefits for Teachers


  • Teachers will learn how to keep a responsive yet calm mental state for effective classroom management.  They will learn how to “read the room” and swiftly, positively, and gracefully nullify any student challenges.  Instructors will be taught to quickly realize any misconduct or mischief and take the right course of action when challenged.  With all this going on in the classroom, the instructor will appear “confident and comforting” to their pupils.
  • Teachers will learn how to properly arrange and design the classroom environment.  They will understand the “Teaching Power Position” which includes where you should and should not be while instructing.  Plus, they will eliminate positions in the classroom where students will successfully challenge them.  Learn how to keep your students visually focused on the top classroom priorities.
  • Teachers will learn how to “teach-to” and enforce rules and procedures.  You will learn to transform “un-socialized” kids into top classroom performers.  And most importantly, teach students how to peacefully coexist in their classroom.
  • Teachers will learn how to firmly but fairly carry out disciplinary actions.  They will learn how to stop accepting the minor and major challenges that constantly steal-away important teaching time.  Teachers will start teaching every student with confidence and success.  Stop letting minor discipline issues side-track important lessons and learn how to handle nearly any classroom situation that arises.


Teachers will know... to detect and correct classroom problems without stopping teaching. to avoid power struggles. to set effective limits. to arrange and design the classroom environment for maximum performance (including 15 powerful desk arrangements from traditional to unorthodox). to teach students to behave appropriately in class and in social settings. to zoom through the curriculum like never before. to firmly but fairly carry out disciplinary actions. to NEVER again give multiple warnings or repeated requests! to build and maintain trust with challenging children. to reach at-risk children and turn them into productive classroom members.

David Frongillo