What should teachers understand about effective classroom behavior management?
Why is classroom management important? Show Effective classroom management:
Although effective classroom management produces a variety of positive outcomes for students, according to a 2006 survey of pre-K through grade 12 teachers conducted by APA, teachers report a lack of support in implementing classroom management strategies. Chaotic classroom environments are a large issue for teachers and can contribute to high teacher stress and burnout rates. Therefore, it is important to use effective classroom management strategies at the universal level in a tiered model, as they serve as both prevention and intervention methods that promote positive outcomes for students. Why classroom management works Effective classroom managementClassroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development. Classroom management systems are most effective when they adhere to three basic principles (Brophy, 2006, pp. 39-40):
School Wide ImplementationTeachers concerned with classroom management typically need help with two issues:
To address these concerns, researchers have established several systems such as positive behavior support (PBS) (Crone & Horner, 2003; Crone, Horner, & Hawken, 2010) and social and emotional learning (SEL), (Weissberg, Kumpfer, & Seligman, 2003). Positive behavior support Positive behavior support (PBS) is typically set up as a multilevel model of intervention and involves a school-wide structure of support for teachers that adopt evidence-based programs (Freiberg & Lapointe, 2006), and small group and individualized programs for students who do not respond to the school-wide structure and need more support (Robinson & Griesemer, 2006). At the school wide level, teachers and staff create a positive school culture by clearly defining positive expectations that are taught to all students and adults (Bradshaw, 2014). An example of a system of PBS as a tiered model might look like the following: Tier 1: universal level
Tier 2: secondary level of intervention
Tier 3: tertiary level
Tier 1: universal instruction and intervention Approximately 80-85 percent of students will be able to meet classroom behavior expectations when given high-quality, universal instruction/intervention on behavior. Explicitly teach students classroom expectations and routinesTeachers should not assume that students know the appropriate and expected classroom behaviors. Instead, teachers should make it a priority to help their students understand what appropriate classroom behaviors are and make this information explicit.
Reward positive behaviors
Develop a curriculum that facilitates student engagement
What if a student isn't responding to instruction or intervention?If a student isn't responding to universal instruction/intervention with classroom appropriate behavior, they may need a stronger or customized intervention. Implementing intensive socio-emotional interventions for students with behavior difficulties is an effective means of enhancing classroom management because socio-emotional interventions can equip students with the competencies, skills and motivation they need to behave appropriately in school. Tier 2: smaller group instruction Typically an additional 10-15 percent of students need more behavior support than is provided at the Universal level. Tier 2 support typically involves small group instruction. Institute socio-emotional groupsSmall group instruction can be established for students who need to focus on specific skills to improve and manage their classroom behavior. Topics for these groups may include: a. Self-management b. Anger management c. Conflict resolution d. Specialized social skill instruction e. Mentoring programs Institute daily check-in and check-out procedures:Check-in and check-out procedures allow for monitoring of students' behavior as well as provide feedback for improvement. Criteria for monitoring are based on school behavior expectations. Develop brief functional behavior assessments to determine the motivation behind student behaviors.Consult with colleagues trained in functional behavior assessment to collect data on students' behavior and offer analyses of potential interventions that are most appropriate and effective for specific needs. Involve families in supporting children in group interventionsInform families of problem-solving plans at school and engage in consistent communication to ensure effectiveness of plans. Tier 3: individual intervention An additional 5-7 percent of students may need continued support beyond Tier 2 interventions. These students typically benefit from individualized, intensive interventions. A problem-solving team in the school can offer support to the teacherProblem-solving teams composed of teachers, school psychologists, principals and special educators should meet regularly to collaborate on appropriate interventions for students needing increased support. Develop and implement function-based interventions for individual studentsFunctional behavior assessments are effective means of determining the purpose of student misbehavior and creating appropriate interventions (Scott et al., 2005). Social and emotional learning Social and emotional learning (SEL) is affiliated with the Collaborative for Academic, Social, and Emotional Learning (CASEL) (Weissberg, Kumper, & Seligman, 2003). SEL programs provide instruction at the universal level and are designed to teach social and emotional competencies to students to enhance their success in school and in life (Durlak, Weissberg, Dymnikci, Taylor, & Schellinger, 2011). According to CASEL, effective SEL instruction includes opportunities to practice skills, coordination with school and community environments, systematic and sequential programming throughout grade levels, and continuous monitoring of programming. Recommendations for teachers
Developmental differences Classroom management in high schoolsAlthough positive behavior support systems are producing strong results for increased pro-social behaviors and decreased negative results in elementary schools, these systems are less often implemented in high schools. Sometimes, high schools have tried to resolve behavioral issues by:
These frequently enforced consequences:
When implemented in high schools, prevention-based classroom management systems:
Effective high school classroom management adjustmentsDue to developmental differences between elementary and high school students, adaptations to classroom management strategies must be made. The following are some examples:
FAQs Do certain classroom management systems cause problems or have unanticipated effects?Classroom management systems may cause problematic consequences when administered incorrectly. Mistakes made in classroom management (e.g., reinforcing disruptive behavior by attending only to the inappropriate behavior and not appropriate behavior) can lead to loss of respect and cooperation on the part of students, increased misbehavior, and students' perception that the teacher is not in control of the classroom. Do classroom management systems work for all students?When applied correctly, effective classroom management principles can work across all subject areas and all developmental levels (Brophy, 2006). They can be expected to promote students' self-regulation, reduce the incidence of misbehavior, and increase student productivity. What criteria should be applied to evaluate classroom management systems?Classroom management systems should be evaluated by their ability to promote self-regulation of behavior, reduce the incidence of misbehavior and maximize student productivity. In tiered models like positive behavior support, established progress-monitoring systems help make decisions about the level of support that a student needs. How should a student management system be set up?The best model for establishing an individual, classroom, or school-wide system of managing student behavior is a tiered approach. Such an approach involves primary, secondary and tertiary levels of managing student behavior problems. When should classroom management systems be started?Research suggests that beginning-of-the-year activities are extremely important for effective classroom management systems. Within the first few days and weeks of the start of a school year an effective classroom management system should be fully in place. However, an individual program for disruptive behavior can be established at any time. How long should classroom management systems remain in place?Classroom management systems should be established at the beginning of the year so that expectations for students are in place early in the semester. Once they are established, classroom management systems should be applied throughout the year and across the grades so that students receive constant and consistent messages about classroom expectations, rules and procedures. This strategy will ensure positive student behavior is supported and reinforced throughout the year. Why are classroom management systems effective in managing student behavior and learning?Research indicates that classroom management systems are effective in managing student behavior and learning because they sustain an orderly learning environment for students, enhance students' academic skills and competencies, and further social and emotional development. Where can I get more information?
Who can I contact in my school for assistance?If you work in a public school, your school psychologist is the best person to contact. He/she has training in classroom management procedures and evidence-based programs and can help you implement a tiered model of services. You can also contact your school counselor and building principal for assistance. References American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862. Baer, G. G. (2015). Preventative classroom strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp. 15-39). New York: Taylor and Francis Group. Bradshaw, C. (2014) Positive behavioral interventions and supports. In Slavin, R.E. (Ed.), Classroom Management & Assessment (pp. 99-104). Thousand Oaks, CA: Corwin. Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates. Crone, D. H., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford. Crone, D. H., Horner, R. H., & Hawken, L. S. (2004). Responding to behavior problems in schools: The behavior education program. New York: Guilford. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 82. pp. 405-432. Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2nd ed.). New York: Routledge. Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates. Freiberg, H. J., & Lapointe, J. M. (2006). Research-based programs for preventing and solving discipline problems. In C. Evertson and C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 735-786). Mahwah, NJ: Lawrence Erlbaum Associates. Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcommer, L. (2015). In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp.40-59). New York: Taylor and Francis Group. Robinson, S. L., & Griesemer, S. M. R. (2006) Helping individual students with problem behavior. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 787-802). Mahwah, NJ: Lawrence Erlbaum Associates. Scott, T. M., Mclntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams. Journal Of Positive Behavior Interventions, 7, 205-215. Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3 practices and systems. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.). New York: Taylor and Francis Group. Slavin, R. E. (Ed.) (2014). Classroom management & assessment. Thousand Oaks, CA: Corwin Press. Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003) Prevention that works for children and youth: An introduction. American Psychologist. 58. pp. 425-432. How can teachers increase the chances that their students will behave appropriately?Finally, teachers can prevent or minimize disruptive behaviors by creating a comprehensive classroom behavior management plan. Such a plan explicitly communicates to students (and their families) both how students are expected to behave and the consequences for not doing so.
How a teacher can manage her classroom effectively?Always treat your students with respect. Create an enjoyable learning environment that encourages student participation and soft skills development. Show interest in your students' lives outside the classroom. Teach with enthusiasm and passion.
Is effective classroom management important to a teacher why?Effective classroom management
Classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development.
What is the role of the teacher in behavior management?Teachers are facilitators of student learning and creators of the productive classroom environment. A good teacher has effective discipline skills and can promote positive behaviors and change in the classroom.
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