This issue of NASET’s Classroom Management series provides teaching professionals with ten proactive strategies for behavior management in both the special education and general education settings. While the suggestions the authors make are not in any particular order, they do note that implementing these strategies provide long-term individual, classroom, and school-wide benefits as a result of implementation. In addition, they provide questions to consider for establishing and practicing classroom routines, strategies for preventing misbehavior through instruction, as well as ten benefits of implementing successful proactive classroom management strategies.
Abstract
The authors provide teaching professionals with ten proactive strategies for behavior management in both the special education and general education settings. While the suggestions the authors make are not in any particular order, they do note that implementing these strategies provide long-term individual, classroom, and school-wide benefits as a result of implementation.
In addition, they provide questions to consider for establishing and practicing classroom routines, strategies for preventing misbehavior through instruction, as well as ten benefits of implementing successful proactive classroom management strategies.
10 for 10: Leading a Well Managed Classroom
Teachers and staff generally start the year with high hopes for the new school year. Many teachers have expertise in particular academic areas or in grade level curriculum, however continue to express less confidence in classroom and behavior management (Tillery, Varjas, Meyers, & Collins, 2010; Westling, 2010). This lack of confidence may contribute to data that indicate that approximately 34% of teachers report that student disruptive behavior interferes with academic instruction (Aud et al., 2012). Consequently, persistent behavior management challenges are a major reason teachers leave the field (Kukla-Acevedo, 2009).
Behavior management skills are key to teacher, student, and overall classroom success. Oliver and Reschly (2007) identified six broad ideas for effective classroom management. These include: (a) proactively structuring the environment; (b) supervising engagement; (c) encouraging appropriate behaviors; (d) reducing inappropriate behaviors; and (e) monitoring, collecting, and using student behavioral data to adjust management strategies accordingly. To assist those in need of such management strategies, we provide ten specific and simple proactive strategies to structure the classroom and start the year on a positive note within the contexts of areas identified by Oliver and Reschly (2007). While the suggestions we make are not in any particular order, we do note that implementing these strategies provide long-term individual, classroom, and school-wide benefits as a result of implementation.
- Build strong rapport. Plan ways to build positive relationships with each student. Use knowledge of students’ likes, dislikes, and dreams when greeting them each day. If correction is needed, be sure to make 4 positive for every constructive remark. Don’t forget to reward in public, counsel in private.
- Set 3-5 classroom expectations. Develop age appropriate, positively worded expectations that focus on respect for people, property, and the learning process. Review them daily and reinforce when students adhere to them. Expectations should be highly visible and reviewed often.
- Plan physical layout. Decide where students will gather for whole or small group instruction. Structure the classroom toward what is to be accomplished as well as student needs’ for distraction free zones or specific seating arrangements. Determine where and how materials and resources will be stored.
- Structure interactions. Teach students techniques to gain attention and signal classroom transitions (call/response, bell chimes). Decide how cooperative learning, role assignments, peer modeling, tutoring, and discussions will be structured. When possible, teach non-verbal communication signals. Make changes and adjustments over the school year as students show competence with already presented techniques.
- Establish and practice daily routines. Daily routines include procedures on how to enter/exit class, take attendance, what to do when tardy, how to manage personal items (e.g., pencils, paper, electronics, backpacks, snacks), what to do with notes from home, where to put finished and unfinished assignments, what to do when finished, how to ask for help when the teacher is or is not busy, and how to manage classroom transitions (including restroom procedures). See Figure 1.
- Design a communication network. Create procedures for how adults will work with one another within and between classrooms (e.g., specials, other grade level teachers) to minimize interruptions. Develop a daily communication plan that allows information about students’ progress, behavior, and next steps to be shared confidentially and easily.
- Plan for student success. Prepare materials and assignments so everything is ready and accessible to all students. Communicate directions and information both visually and in a normal, natural voice. Consider the lesson’s design to ensure everyone is able to participate and demonstrate their understanding or knowledge of content. Think through where students will work or how the content will be assessed.
- Communicate boundaries. Decide when students will work independently or together with a partner or small group to accomplish tasks. If students are allowed to tutor or help one another, structure how this interaction will take place and what it will look like. Discuss expectations for how differences of opinion or thought will be treated to create a safe environment that includes no tolerance for bullying, mocking, or disrespect between students or adults.
- Prevent misbehavior through instruction. When instructing students, maximize the amount of engaged time so students have relevant, actively paced, “just right” work that challenges, but does not frustrate them. This will minimize down time and reduce situations where students find “other” things to occupy themselves. In addition, early finishers should have interesting activities that are not “busy work”. Praising correct student responses while addressing incorrect responses non-punitively and providing behavior specific praise is also important. See Figure 2.
- Identify challenging behavior to be targeted for change. Even in a well-managed classroom, challenging behaviors can present themselves. If this occurs, collect baseline data to analyze exactly what is happening and why. Then, work with others to develop an appropriate intervention to address the purpose (function) of the behavior. Over time, collect and graph behavioral data to determine if the intervention is successful or not (Cipani, 2018; Storey & Clark, 2012). Adjust interventions and reward success as indicated by data.
Conclusion
The benefits of implementing these proactive strategies cannot be overstated. These benefits include increased academic success through student/teacher engagement, positive school climate, increased accountability and attendance, and reduced office referrals (see Figure 3). Structuring the classroom and enhancing academic success can also lead to a reduction in special education referrals, reduction in teacher turnover (especially notable in special education), and less time spent on reactive strategies to handle challenging behavior. Focusing on rewarding students and staff for engaging in positive behaviors (including academic engagement) enhances a sense of being valued and safe.
References
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J. (2012). The Condition of Education 2012 (NCES 2012-045). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.
Cipani, E. (2018). Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings. New York, NY: Spring Publishing Company.
Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102, 443-452.
Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: Learning Point Associates, National Comprehensive Center on Teacher Quality. Retrieved from https://files.eric.ed.gov/fulltext/ED543769.pdf.
Storey, K., & Post, M. (2012). Positive behavior supports in classrooms and schools: Effective and practical strategies for teachers and other service providers. Springfield, IL: Charles C. Thomas.
Tillery, A. D., Varjas, K., Meyers, J., & Collins, A. S. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior Interventions, 12, 86-102.
Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31, 48-63.
About the Authors
Dr. Doris Hill is a Board-Certified Behavior Analyst and an Assistant Research Professor in the Department of Rehabilitation, Special Education, and Counseling at Auburn University. She is the Director of AU’s Regional Autism Network. Dr. Hill earned her Bachelor’s degree in Psychology from the University of Maryland, her Master’s in Behavioral Science from Cameron University, and PhD from Auburn University.
Jonte’ C. Taylor (JT), Ph.D. is an Assistant Professor of Special Education at Penn State University. His research includes examining effective strategies for inclusive STEM education for students with disabilities classroom/behavior management strategies for students and teachers, and improving school/classroom-based relationships. Prior to working in higher education, he taught in a variety of settings including juvenile justice and self-contained classroom settings and with a variety of students including adults with severe cognitive disabilities, children with Autism Spectrum Disorder, and students with Emotional/Behavioral Disorders.
Dr. Shelley A. Aistrup is a retired educator, having served for 36 years as an elementary teacher, university instructor, and principal in Virginia, Indiana, Kansas, and Alabama. She is a National Board Certified Teacher, holding a Middle Childhood Generalist license since 1996. For ten years, she presented national seminars for the Bureau of Education and Research in the areas of technology and literacy. In 2010, Dr. Aistrup earned her doctorate in Educational Leadership and Administration from Kansas State University. Her dissertation focused on the key practices that school administrators can use to bring about successful change in their schools.
Author Note
Doris Hill, Department of Special Education, Rehabilitation, and Counseling, Auburn University; Shelley Aistrup, Retired Principal, Auburn, Alabama; Jonte’ C. Taylor, Department of Educational Psychology, Counseling, & Special Education, Pennsylvania State University;
Correspondence concerning this article should be addressed to Doris Hill, Director, Regional Autism Network. Auburn University, 36849. E-mail: hilldol@auburn.edu.
Figure 1. Checklist for practicing and establishing daily routines.
Figure 2. Strategies for managing behavior through instruction.
Figure 3. Ten benefits of classroom management.
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