CLASSROOM BEHAVIOR

MANAGEMENT
Strategies and interventions to help teachers foster an environment conducive to learning.

MICHAEL TOMAS SEBULLEN, PhD

KWL
What you What do What did
know? you want you
to know? learned?
Learning outcomes:
• Examine various classroom techniques for addressing
behavioral issues.

• Explain the process and strategies for working with

disturbing behaviors.

• Provide examples of positive behavior strategies and

interventions that can be used to promote positive
behavior outcomes.
 OVERVIEW
Grounding
1 Understanding Interventions

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?”

Tom Herner (NASDE President) Counterpoint, 1998

BRAINSTORMING
ACTIVITY
What key concepts can lay the
groundwork for teacher
success in managing
challenging behaviors?
Agree?

Problems are an unacceptable discrepancy

between what is expected and what is
OBSERVED.

-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.

EXAMPLE OF CLASSROOM RULES

ROUTINES

■ Class routines add structure and clear

procedures for classroom
instruction.
■ Establish student expectations (ex.
Arrivals, dismissals, homework,
completing assignments, transitions, etc.).
■ Occupy classroom time to prevent
unwanted behavior from occurring.
 WE NEED SPACE
Stadium seating – angled rows with desk
touching.

Team seating – desk are in small groups to

support cooperative work.

Inclusive seating – seating options vary

and are flexible to meet the individual
needs of students.

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.

➢ Tell personal stories that correlate with the lesson.

➢ Use videos and related images to engage students and have them to elaborate.

ATTENTION SIGNALS
 STUDENT
WORK
Classwork
Com pleted
& Independent Homework
Work Work

Records & Late/Missi

n g Work
Feedback
 WHAT WOULD YOU DO? (WWYD)
Behavior in
Joey is a mess. He is probably the most thedisorganized student in the school. Teachers are always
Classroom:
referring Joey to the guidance office because he often talks out of turn and never turns homework in.
Joey’s backpack has papers falling outAofProduct
it, his notes are a jumbled mess, and he can’t seem to
of…
remember to bring the right textbooks to class. Joey’s parents have asked the principal’s to help
modify his behavior; they know Joey is not a bad kid, he just needs help. Joey claims he never
means to talk out of turn- he is always asking his classmates questions about the homework. Most
of the time he does his homework- he just forgets to turn it in or he does the wrong assignment.
Offer some help to Joey’s parents to get him 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.
POSITIVE CLASSROOM DISCIPLINE
Positive Classroom Strategies

Increase positive self-affirmations.

Positive Classroom

Increase motivation towards classwork and homework.

Strategies

Increase student recognition of positive behavior.

Increase student participation.

Enhance student-teacher relationships.

Questions?
 RESOURCES
Ackerman, B. (2012). G.U.I.D.E. Differentated instruction for Christian educators. Lynchburg, VA: Liberty University.

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