Managing behavior is one of the most difficult things to do in life, regardless of the situation. In the classroom, if behavior is not managed effectively then chaos can become the norm. If behavior is managed effectively, however, students increase their learning opportunities and have a better chance at success in both school and in life. There are many ideas to what constitutes effective behavior management, and there is much research available to help teachers implement strategies. Behavior management begins in the first few minutes of the first day of school and continues every day after that. Firm, fair, and consistent is the most proper manner in which to approach this very real issue. However, as with most things in life, effective behavior management is much easier said than done.
Teachers spend a great deal more time thinking about and implementing behavior plans, than they do on most others aspects of their job. Fortunately for everyone involved, there are programs, plans, interventions, and contracts available to learn from and use in their classroom. We will touch on a few below...
Authors Barbetta, Patricia, Norona, Kathleen Leong, Bicard, David wrote an article titled, Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead, for the Spring 2005 issue of Preventing School Failure. In this wonderful article, the authors bring to light twelve common mistakes and solutions for ‘what to do instead’.
In their introduction, they set the stage:
One of our primary responsibilities as teachers is to help our students learn. It is difficult for learning to take place in chaotic environments. Subsequently, we are challenged daily to create and maintain a positive, productive classroom atmosphere conducive to learning. On any given day, this can be quite a challenge. In our attempts to face this challenge, we find ourselves making common classroom behavior management mistakes.
(Barbetta, et al., 2005)
Mistake #1: Defining Misbehavior By How It Looks
Instead: Define Misbehavior By Its Function
Mistake #2: Asking, "Why Did You Do That?"
Instead: Assess the Behavior Directly to Determine its Function
Mistake #3: When an Approach Isn't Working, Try Harder
Instead: Try Another Way
Mistake #4: Violating the Principles of Good Classroom Rules
Instead: Follow the Guidelines for Classroom Rules
Mistake #5: Treating All Misbehaviors as "Won't Dos"
Instead: Treat Some Behaviors as Can't Dos
Mistake #6: Lack of Planning for Transition Time
Instead: Appropriately Plan for Transition Time
Mistake #7: Ignoring All or Nothing at All
Instead: Ignore Wisely
Mistake #8: Overuse and Misuse of Time Out
Instead: Follow the Principles of Effective Time Out
Mistake #9: Inconsistent Expectations and Consequences
Instead: Have Clear Expectations That Are Enforced and Reinforced Consistently
Mistake #10: Viewing Ourselves as the Only Classroom Manager
Instead: Include Students, Parents, and Others in Management Efforts
Mistake #11: Missing the Link Between Instruction and Behavior
Instead: Use Academic Instruction as a Behavior Management Tool
Mistake #12: Taking Student Behavior Too Personally
Instead: Take Student Misbehavior Professionally, Not Personally
In the article Effective Teacher Commands, posted on InterventionCentral.org, the problems of poorly given commands from the teacher are spotlighted, and then solutions are provided.
A few of the lowlights include:
Presenting commands as questions or polite requests
Stating commands in vague terms
Following up commands with excessive justifications or explanations
A few solutions, which become highlights, include:
Keep commands brief
Ensure they are delivered one task or objective at a time
Present them in a matter-of-fact, businesslike tone
State them as directives rather than questions
Avoid long explanations or justifications
Give students reasonable amounts of time to comply
He starts off by giving us a little insight into why kids misbehave and what that means for teachers. Classroom behavior management, as I'm sure you will agree, is a constant challenge for ALL of us. Whether we like it or not, kids are just going to act up in class--and, why on Earth do they do that? It's their job! And, as I'm sure you will agree, they're quite good at it! Unfortunately, misbehavior is the nature of the beast. As one of my former principals put it, kids are just simply "adolescing." So what do we do about it? To borrow a sports analogy, the best offense is a good defense. If you have taken the time and effort to create a plan for classroom management, to establish effective classroom routines, and to provide a strategy for motivating students, you have completed the most critical steps to ensure your success. (Manis, 2012)
Below are a few strategies that Mr. Manis has discovered over the years:
One of the most common ways to effectively to deal with classroom behavior management issues is to implement a progressive discipline plan. In progressive discipline, each step is followed by another, providing students with several opportunities to modify their behavior. For typical classroom situations, the following is an effective list of 10 progressive discipline steps that can be implemented.
Step 1: Redirect Student Behavior Step2: Face-to-Face Conference with the Student Step 3: Change the student's seating assignment. Step 4: Informally discuss options with your fellow teaching teammates and/or support staff. Step 5: Time out. Step 6: Contact the parent, preferably by phone. Step 7: If the behavior persists, assign a detention. Step 8: Write a guidance referral. Step 9: Meet with your direct supervisor or assistant principal Step 10: Write a detailed discipline referral to your administrator.
Mr. Manis also suggests implementing the following relevant tools to use in the classroom:
Following are a few articles about behavior management I read and reviewed:
Easy Classroom Discipline Plan You Can Implement Today
I really enjoyed this article, specifically because it opened my eyes to how I might go about creating and implementing a plan for my future classroom. The quote from Dr. Jones about what was required for teaching to be enjoyable, was great. Also, the research he conducted and his conclusion about the amount of time wasted due to misbehavior, on the student’s part, was enlightening. The article ended its introduction by informing about what the ‘trick’ is, in terms of ensuring that lost time is not too detrimental.
The example of the ‘Card System’ was great, as it was detailed and referenced by the teacher’s experience. I thought that the placing of the pocket chart in a prominent position within the classroom was great and it shows the importance of it to the students. I really enjoyed the steps to the confrontations of the student’s misbehavior. First there is the verbal reminder, then the behavior observed, followed by the rule that was broken. Then there is a restatement of the expected behavior and the retelling of the next consequence (Wistrom, 2012).
Wistrom, E. (2012). Classroom Management. Retrieved from http://www.brighthubeducation.com/classroom-management/42603-an-easy-effective-classroom-discipline-plan/ Edited by: Laurie Patsalides
Making Classroom Discipline Decisions for Teachers
The article quickly pointed out the fact that poorly managed classrooms, limit the teacher’s overall effectiveness in nearly every other area of teaching. Derrick Meador, the author, provides his opinion about discipline, by stating, “Classroom discipline in that sense may be the most critical component of being an outstanding teacher” (Meador, 2015). I enjoyed how the article reminded us that kids are kids, and they will at times act out. This is, I believe, an important distinction to remember, so that we do not get caught up in making examples and providing consequences. We must always remember that kids are just kids, and we must understand and nurture that, even while we carry out the discipline process.
The author writes about structure and how students require it, and that they will respect teachers more who provide it. I agree with this point, as I have seen in my coaching of youth sports that when I employ a strategy of firm, fair, and consistent, I see positive results. I enjoyed how the article broke down several scenarios for the readers, including the details of what happened and suggested remedies.
Meador, D. (2015). Making Classroom Discipline Decisions for Teachers. Retrieved from http://teaching.about.com/od/classroommanagement/a/Classroom-Discipline-Decisions.htm
Reducing behavior problems in elementary school classroom: IES practice guide
I chose ‘Recommendation 2. Modify the classroom learning environment to decrease problem behavior’. In this section a recommendation is made, evidence via research and practice is provided in both summary and detail. Steps for carrying out recommendation are explained, and potential roadblocks and solutions are explored.
In the introduction of the recommendation, it states:
Teachers can reduce the occurrence of inappropriate behavior by revisiting and reinforcing classroom behavior expectations; rearranging the classroom environment, schedule learning activities to meet student’s needs; and/or individually adapting instruction to promote high rates of student engagement and on-task behavior. (IES, 2008) The information is concrete, as it is a culmination of research and applicable experience. Throughout the section, sources are cited and the information is both credible and valuable. I will keep this article and will revisit it when I have my own classroom.
What Works Clearing house, U.S. Department of Education (2008). Reducing behavior problems in the elementary school classroom: IES practice guide. Washington, DC: Institute of Education Sciences, U.S. Department of Education (ISBN: N/A)
The article placed an emphasis on discipline and provided an explanation of theory. I enjoyed this article, because it was personal and informative, and provided a meaningful message. The article started with one of the authors sharing a personal story, in which he related a conversation he had with his young daughter about the dangers of the world. I instantly related to this story, as I recalled giving my children the same talk around the same age. I also recall that I, like the author, was saddened that I had to give them the talk.
The article transitions were smooth and the focus was clearly on the student’s success in both school and in life. I enjoyed the article’s focus on theory and practice, namely the notion that traditional discipline methodology was not successful in changing student’s behavior. Obedience-based models, where teaching students decision making skills and opportunities for practice, were discussed. I also enjoyed the section about the benefits of teachers reflecting on their own behavior, so they could make adjustments and model the behavior they desired from their students.
This self-reflection is something that I will ensure I do when I have my own classroom, for my student’s and my own benefit. To illustrate this reflection, the article provides the following example, “For example, when teachers are angry with students, they need to express that anger in the same way they want students to express anger with their classmates (Discipline, 1997).