Classroom Behavior Management
Classroom Behavior Management
Classroom Behavior Management
MANAGEMENT
Strategies and interventions to help teachers foster an environment conducive to learning.
3
-K-W-L Behaviours in -good
-activity the Classroom practices
-situations -tips
-why’s , how’s -skillset and
mindset
All students deserve the chance to succeed
regardless of their background, learning
styles, and disabilities.
Ackerman, 2012
THINK
❑ ABOUT
”If a person doesn’t know how to read, we teach.”
❑ “If a person doesn’t know how to swim, we teach.”
❑ ”If a person doesn’t know how to multiply, we teach.”
❑ ”If a person doesn’t know how to drive, we teach.”
❑ “If a person doesn’t know how to behave, we ………….teach? ………….punish?
❑ “Why can’t we finish the last sentence as automatically as we do the others?”
-Ted Christ
Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best Practices in School
Psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
Behavior in the Classroom: A Product of…
Behavior in
the
Classroom:
A Product
of…
Child Classroom Environment
Characteristics
Source: Farmer, T. W., Reinke, W. M., & Brooks, D. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Journal of Emotional and
Behavioral Disorders, 22(2), 67-73.
WHAT WOULD YOU DO? (WWYD)
Behavior in
the
Mr. Miko’s class is simply out of control. As a new teacher, he is
Classroom:
trying so hard to help the A Product
kids and deliver good lessons. But, they
of…
talk out of turn while he is teaching and he cannot get them to
answer questions even when he begs. The students fly paper
airplanes, make fun of each other, and sleep during class. Offer
some advice to help get Mr. Miko’s class back on track.
Source: Farmer, T. W., Reinke, W. M., & Brooks, D. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Journal of Emotional and
Behavioral Disorders, 22(2), 67-73.
Response to Intervention/Multi-Tier System of Supports
Interventions
One of the elements that separate academic from behavioral
interventions is that:
• academic interventions can often be scheduled (e.g., reading
group meets for 30 minutes 3 times per week), while
• behavioral interventions are often contingency-driven
(administered contingent on the occurrence or possibility of a
student behavior), such as use of praise or pre-correction.
Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and
decreasing intensity. Journal of Special Education, 38, 66-79. www.interventioncentral.org 11
Response to Intervention/Multi-Tier System of Supports
Problem Behaviors: Common Reasons
SKILL DEFICIT. The student lacks the skills necessary to display the desired behavior (Gable et al., 2009).
PERFORMANCE DEFICIT. The student possesses the skills necessary to display the desired behavior but lacks
incentive to do so (Gable et al., 2009).
ACCESS TO TANGIBLES/ EDIBLES/ACTIVITIES. The student seeks access to preferred objects (‘tangibles’), food,
or activities (Kazdin, 2001).
PEER ATTENTION. The student is seeking the attention of other students (Packenham, Shute & Reid, 2004).
ADULT ATTENTION. The student is seeking the attention of adults (Packenham, Shute & Reid, 2004).
ESCAPE/AVOIDANCE. The student is seeking to escape or avoid a task or situation (Witt, Daly & Noell, 2000).
EMOTIONAL or ATTENTIONAL BLOCKERS. The student possesses the skills to display the desired behavior "but
is unable to deal with competing forces—anger, frustration, fatigue." (Gable et al., 2009; p. 197). (This category can
also include symptoms associated with anxiety or ADHD.)
www.interventioncentral.org
POSITIVE INTERVENTION
STRATEGIES
✓Classroom rules
✓Classroom routines
✓Physical space
✓Attention signal
✓Student work
✓Classroom management plan
CLASSROOM RULES
Why do we need them?
➢ To maintain control of the classroom environment.
➢ Provide structure and unify classroom activities.
➢ Prevent unwanted behaviors from occurring or reoccurring.
➢ Provide students with consistent instructions and routines on a daily basis.
Ridouner, 2006
GUIDELINES FOR RULES
DO DON’T
■ State what you want the child to do. ■ State what you don’t want the child to do.
■ Use measurable and observable behaviors. ■ Use rules that are not obtainable,
■ Establish rules based on unique students measurable, and observable.
needs. ■ Establish rules that do not acknowledge a
■ Allow shared ownership in the student’s positive attributes.
development of rules. ■ Seek to motivate students by embarrassing
■ Describe specific behaviors. them.
CLASSROOM RULES
Respect yourself and others.
Take care of our classroom and the things in
it.
Act safely.
Keep your hands and feet to yourself.
Remember to learn something new today.
https://thecornerstoneforteachers.com/classroom-seating-arrangements/, 2012
Attention signals are used to get students’ attention.
Examples:
➢ Make deliberate mistakes during the lesson to see if students catch you.
➢ Use videos and related images to engage students and have them to elaborate.
ATTENTION SIGNALS
STUDENT
WORK
Classwork
Com pleted
& Independent Homework
Work Work
Source: Farmer, T. W., Reinke, W. M., & Brooks, D. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Journal of Emotional and
Behavioral Disorders, 22(2), 67-73.
POSITIVE CLASSROOM DISCIPLINE
Positive Classroom Strategies
Allday, R. (2018). Functional thinking for managing classroom challenging behavior. Intervention in School and Clinic, 53(4) 245-251 DOI 10.1177/1053451217712972
Beaty-O’Ferrall, M., Green, A., & Hanna, F. (2010). Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. Middle School Journal, 41(4), 4-11, DOI:
10.1080/00940771.2010.11461726
Brummelen, H. V. (2009). Walking with God in the classroom: Christian approaches to learning and teaching. Colorado Springs, CO: Purposeful Design Publications.
Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., & Renshaw, T. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management
strategy. Journal of Positive Behavior Interventions, 20(3), 149-159. doi:10.1177/1098300717753831
Englehart, J. (2013). Five Approaches to Avoid When Managing The Middle School Classroom: The Clearing House: A Journal of Educational Strategies. Issues and Ideas 86(3), 103-108. DOI:
https://doi-org.ezproxy.liberty.edu/10.1080/00098655.2013.772500
Ferlazzo, L. (2015). Building a community of self-motivated learners: Strategies to help students thrive in school and beyond. Abingdon, Oxon. Rutledge.
Hunter, W., & Haydon, T. (2019). Implementing a classroom management package in an urban middle school: A case study, Preventing School Failure. Alternative Education for Children and
Youth, 63(1), 68-76, DOI: 10.1080/1045988X.2018.1504740
Ridnouer, K. (2006). Managing your classroom with heart a guide for nurturing adolescent learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the Social Curriculum: Classroom Management as Behavioral Instruction. Theory Into Practice, 55(2), 120-128, DOI:
10.1080/00405841.2016.1148990
Sullo, B. (n.d.). If A Child Doesn't Know How: The Role Of An Educator. Retrieved November 24, 2019, from
https://inspiringstudentmotivation.blogspot.com/2012/11/if-child-doesnt-know-how-role-of.html.
Wills, H. P., Caldarella, P., Mason, B. A., Lappin, A., & Anderson, D. H. (2019). Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention. Journal of Positive
Behavior Interventions, 21(4), 213–227. https://doi.org/10.1177/1098300719857185