By Desiree D. DeBlois
This issue of NASET’s Classroom Management series was written by Desiree D. DeBlois. Classroom management is essential to learning. Many teachers have not been trained efficiently to manage students’ behaviors and teach a lesson with no interruptions. Classroom management is a range of systematic plan(s) to ensure all students are being treated fairly, rewarded, corrected, and reprimanded for their behaviors; programs can vary from the whole group to individual. Classroom behavior systems are used in all sorts of classroom settings, including general education, inclusion, resource, and self-contained. All students have behaviors that must be corrected or rewarded, and it is the teachers’ job to ensure they are being addressed. Teachers already have a plethora of responsibilities in the classroom, and behavior is one of the leading causes for the teacher to leave the profession. Studies have shown that these systems work, but due to all the other responsibilities teachers hold, at times, the behavior is not prioritized in the classroom.
Abstract
Classroom management is essential to learning. Many teachers have not been trained efficiently to manage students’ behaviors and teach a lesson with no interruptions. Classroom management is a range of systematic plan(s) to ensure all students are being treated fairly, rewarded, corrected, and reprimanded for their behaviors; programs can vary from the whole group to individual. Classroom behavior systems are used in all sorts of classroom settings, including general education, inclusion, resource, and self-contained. All students have behaviors that must be corrected or rewarded, and it is the teachers’ job to ensure they are being addressed. Teachers already have a plethora of responsibilities in the classroom, and behavior is one of the leading causes for the teacher to leave the profession. Studies have shown that these systems work, but due to all the other responsibilities teachers hold, at times, the behavior is not prioritized in the classroom.
Introduction
Teachers’ primary focus in the classroom is always about the content being taught to the students. Educators are drilled on learning new strategies for teaching and participating in the latest professional developments to adhere to the continuum of learning. New lessons and materials are explored daily and implemented in the classrooms. Teachers are always learning new skills and strategies to enhance their lessons, but what about behavior. If a student does not behave during a lesson, did they even learn?
According to the dictionary, the behavior is how one acts or conducts oneself, especially toward others. People behave according to how they feel; it is a way of communication. When looking at factors that determine an effective classroom, classroom management, and behavior, amongst other variables like physical environment, culturally responsive, rules, routines, and relationships are all essential (Aspiranti, Bebech, Osiniak 2018).
Teachers tend to put behavior at the bottom of their list because, one, they are focused on teaching all the content in a strict time-frame, and two, they have little knowledge about behavior. “It is reported that student disruptive behavior is the most significant contributor to teacher burnout, and about 25% of teachers, who were dissatisfied with their jobs, left because of student discipline problems (Floress, Rock, & Hailemariam, 2017).”
There is a multitude of studies related to classroom management and how all systems work differently. Throughout this review, we will examine the theoretical foundations of behavior, practices, and strategies, and parental perceptions on behavior management systems.
Theoretical Foundations
Teachers are taught to base their lessons on research-based practices. They are not instructed in behavior to understand and implement effective systems in the classroom. Most teachers take a while before they find an effective method, and then, the following year, it might not have the same effect on a new group of students. Systems need to be changed and individualized just as content needs to be accommodated and modified for our students with exceptionalities.
In this systematic review of contemporary journal papers reviewing theoretical foundations for pedagogical strategies to promote positive behavior, the researchers found that four theoretical models dominated the study examined. The four methods include Applied Behavioural Analysis, Social Capital Theory, Culturally Responsive Classroom Management, and Ecological System Theory. Each theory, excluding Social Capital theory, examines different aspects of the classroom that helps neutralize behaviors.
Applied Behavior Analysis (ABA)
This theory helped formulate the School-Wide Positive Behavior Intervention and Support Model (SWPBIS), which has three levels of preventions: primary, secondary, and tertiary.
1. Primary (Whole Group) – Model Expectations.
2. Secondary (Small Group) –Intensive or targeted interventions; did not respond to primary prevention.
3. Tertiary (Individualized) – Counseling and individualized behavior modification (Awang, Snape 2019).
This model “should” be followed in the classroom where a system must be in place for the class as a whole. Then, if some students do not comply or the system is not working, an intensive or targeted intervention should be made to focus on that group. Lastly, if any of the students are still not following derivatives, an individualized plan must be made to target the undesired behavior. In most cases, students at the secondary and tertiary level are students with exceptionalities and already have an Individualized Educational Plan, as well as a Behavioral Intervention Plan.
Culturally Responsive Classroom Management
The environment and culture of a classroom is another factor in creating an effective classroom. Every student is different in their way and comes from all sorts of backgrounds. This theory proposes that multicultural components are vital in the classroom. “They use five essential elements to identify these areas: (1) recognizing of one’s own ethnocentrism (2) students’ cultural backgrounds, (3) social, economic, & political context, (4) culturally appropriate management strategies, and (5) building caring classrooms (Awang, Snape 2019).” When students feel accepted, they will genuinely open-up because they know they will not be judged or humiliated. Addressing all these factors in the classroom will help reduce the number of disruptive behaviors. According to another study, the classroom atmosphere exerts a significant amount of influence on the emergence of behavior problems (Oliver, Lambrt, Mason, 2019).”
Ecological System Theory
In this theory, researchers layer socio-interactions within and between the following: the Microsystem, the Mesosystem, the Exosystem, the Macrosystem, and the Chronosystem. According to the theory, the Microsystem includes socio-interactions in school. Macrosystems have shown to provide a better understanding of factors associated with positive behavior development (Awang, Snape 2019). These systems describe the relationship between a teacher and students, including the communication between a teacher and their students. Open-communication between the teacher and student can help reduce undesired behaviors.
Strategies and Practices
In comparison to teaching content, behavior also has multitudes of research based on different strategies and practices that can be implemented in the classroom. As stated above, ABA helped formulate the School-Wide Positive Behavior Intervention and Support Model, which should be followed by all schools. This model should also be implemented in all settings, including general education, resource, and self-contained (Oliver, Lambrt, Mason, 2019). To comply with this model, teachers need different pieces of training to learn the practices and strategies that can be implemented in the classroom.
Strategies
According to an article focused on behavior-specific praise and other studies, results have shown that many systems can be implemented to help classroom management and reduce undesired behaviors. The systems we will review are The Color Wheel, The Good Behavior Game, and Level Systems; each game promotes positive praise and are not punishment-based.
The Color Wheel
This system uses three colors. Each color has a different set of rules set to it. The colors are displayed in the classroom, visible for all students, with its corresponding rules written on each color. The colors will be used to identify which set of rules should be followed during the lesson or activity. For example, the rules on the red color are for small group assignments, so every time the classroom will work in small groups, the students will follow the rules on the red color. This set of rules is not specific to small groups, so it can be used for other activities deemed appropriate by the teacher. Each activity on the student scheduled should be matched with a corresponding color, so the students know what rules to follow during that time. When this is done efficiently, on-task behaviors will increase (Floress, Rock, & Hailemariam, 2017).
The Good Behavior Game
“An example of a system that uses reinforcers natural to the classroom to decrease student behavior is The Good Behavior Game (Floress, Rock, & Hailemariam, 2017).” This system is where students are not observed as one but as a whole. The classroom is divided into the teams, where if one student made a mistake, everyone in that team was penalized for their action(s). If the group was caught doing an undesired behavior, the teacher would keep a tally record; at the end of the day, the team with the least marks would get a reward. When students work in teams, they are encouraging each other to behave appropriately, promoting social skills, which ties to The Proactive Teaching of Social Skills, which is a practice that will be mentioned later.
Level Systems
The Level System consists of multiple levels divided up into three sections: upper, middle, and lower. This system must be visible and have an attachment with each student’s name that can be moved from level to level. The students begin in the middles section and move up or down throughout the day, depending on their behaviors. If a student behaves or conducts expected behaviors, they are verbally praised and moved up the chart. On the contrary, if a student misbehaves, the student is verbally warned and redirected; if the behavior persists, the students will be moved down a level. Students who end the day in the upper and middle areas of the chart will receive a reward. This reward can be part of a token economy. According to the dictionary, a token economy is a system based on reinforcement of targeted behaviors using symbols or tokens that can be exchanged for other reinforcers. For example, if a student ends the day in the middle or upper level of the chart, they will receive a dollar. At the end of the week, they can use those dollars to buy something at the class store. Many self-contained settings follow this system in their classroom. “Preliminary research suggests the Level System effectively decreased disruptive classroom behaviors (Floress, Rock, & Hailemariam, 2017).” When implementing this type of policy, students should have a clear understanding of what is expected of them, allowing them to move up or down. This system should focus on student behaviors in the classroom, not their intelligence. It is unfair for a child to be rewarded for answering a question correctly or reprimanded for answering a question incorrectly because we learn from our mistakes and should not be penalized for trying to participate.
Practices
Within these strategies, teachers can enforce these practices to improve behavior. Practices can be implemented by the teacher to promote positive behavior management. According to research, there are many, some including praise, proactive teaching of social skills, and behavior correction. Neurotypical students have undesired behaviors, as well as a child with a disability. These skills can be used in the classroom to help reduce unwanted behaviors and promote desirable behaviors.
Praise
Throughout the research, praise has been utilized to increase student engagement and participation in the classroom. According to the dictionary, praise is the expression of approval or admiration for someone or something. Students love to be recognized for their excellent work, and recognition does just that. When a student behaves good or does an act of kindness, the teacher will “praise” them for their action, making the student want more recognition and, in turn, continues to act appropriately. Research shows that when students are praised, teachers have lower disruptive behaviors, making more time for instruction (Oliver, Lambrt, Mason, 2019). Many teachers do not use the practice of praise and, instead, point-out disruptive behaviors because they tend to stand out more and are disruptive to the environment. If teachers’ were to practice more praise, then they would be complying with the School-Wide Positive Behavior Intervention Plan and will see a reduction in disruptive behaviors.
Proactive Teaching of Social Skill
Many students lack social skills in the classroom, at home, and with peers. Behaviors at times are uncertain for children; they might not know the difference between what is accepted or not accepted by society. This aspect of life is essential for students with autism; their primary deficiency is social interactions. Teaching social skills to a student with autism or a neurotypical student can be beneficial to both. These skills help student generalize their behaviors. “Studies have shown that teachers who incorporate this practice into the classroom will see a reduction in undesired behaviors (Oliver, Lambrt, Mason, 2019).”
Behavior Correction
Teachers are continually correcting their pupils, so they realize where they made their mistakes and learn from every situation. The same aspect applies to behavior. Sometimes adults do not recognize their behavior was inappropriate or not called for, so imagine students who are still not as matured or educated as adults. Everyone needs a little boost of enlightenment to understand where they have made their mistake. When it comes to behavior in the classroom, all students deserve feedback to know where they went wrong. Behavior correction is responding through the use of prompts or reprimands that provide instruction to the student to correct their error and teach desired behaviors. Studies suggest that correction is effective, but others argue that praise indicates higher rates of undesired behaviors (Oliver, Lambrt, Mason, 2019). Many teachers tend to follow behavior correction, due to the knowing fact that unwanted behaviors stand out more than desired ones. For example, when teaching, it is disruptive when a student performs an undesired behavior, and it is expected for a child to do the desired behaviors—resulting in the fact that teachers point out the unwanted behavior before recognizing the desired ones. Behavior correction, in combination with praise, can be useful in classroom management. If a student does disruptive behavior, the teacher corrects it, but they should also praise throughout the process and recognized all the right action the students performs correctly.
Parental Perceptions
Behaviors happen everywhere, at home, in the classroom, and even in public settings. When working with students, it is essential to have open communication with parents; they are with the students outside of the classroom. Sometimes behaviors occur at home and not in school, while other occur at school and not at home. Both setting are very different in many ways. A classroom is very demanding; it asks to follow the rules, complete assignments, and collaborate with others. While at home, you are in your area with fewer expectations and demands. At home, an individual “feels safe,” it is their comfort zone, their place of safety. At school, we learn, explore, and expand our horizons, which can be challenging and uncomfortable for some individuals. According to a study on Parent Perceptions of Management Systems, most parents do not agree with behavior systems in the classroom. They state to “frustrate” students and fixate them on their consequences and rewards of their behaviors and oppress students’ personalities, which can be distracting to their education (Kowalski & Froiland, 2020).
Many behaviors occur to the setting the child is in and the demands asked from the child. It is understandable for a parent to be frustrated at the fact that the child is worried about behaving in the classroom, but at the same time, the child is responding to the systems; they know their consequences and rewards. Collaborating with parents and explaining the system implemented in the classroom can be eye-opening to some parents; they might not understand the method behind the system in place. If parents and teachers collaborated where the system can have an impact at home, the system would be even more useful. Now the students will know that if they misbehave in school, there will be further consequences at home. Overall, collaboration is key. Parents can also give you specific insight into their child, so you can learn how to encourage and reinforce each child on a personal level.
Conclusion
In all, students’ behavior is a critical aspect of classroom management and lesson implementation. When a behavior is addressed from the start, there is more time for teaching and learning. Many teachers are under-skilled in managing behaviors and do not know that it is a convention to an essential classroom. There are multiple theoretical foundations to support behavior in the classroom; some that we mentioned were ABA and Cultural Responsiveness. On top of theories, teachers can learn and implement the different strategies and practices that promote positive behavior in the classroom, encouraging praise and positive reinforcement. Lastly, parents are an essential factor when learning about your students. When actively collaborating with parents, teachers have the upper hand. Overall, the behavior is a crucial factor in the classroom and should be one of the main focuses for teachers.
References
Aspiranti, K. B., Bebech, A., & Osiniak, K. (2018). Incorporating a class-wide behavioral system to decrease disruptive behaviors in the inclusive classroom doi:10.15365/joce.2102102018
Awang, M. M., Snape, D., & Barber, T. (2019). A systematic review of theoretical foundations for pedagogical strategies to promote positive behavior doi:10.15804/tner.2019.58.4.10
Floress, M. T., Rock, A. L., & Hailemariam, A. (2017). The caterpillar game: A classroom management system Psychology in the Schools. Retrieved from http://ezproxy.fiu.edu/login?url=http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=eric&AN=EJ1132750&site=eds-live http://dx.doi.org.ezproxy.fiu.edu/10.1002/pits.22000
Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses doi:10.1007/s11218-020-09543-5
Oliver, R. M., Lambert, M. C., & Mason, W. A. (2019). A pilot study for improving classroom systems within schoolwide positive behavior support doi:10.1177/1063426617733718
To Access this Article
To download a PDF file version of this issue of NASET’s Classroom Management Series: Click here
