By David K. Griffin, Ed.D., BCBA-D
This issue of NASET’s Classroom Management Series was written by David K. Griffin, Ed.D., BCBA-D. The article reviews key elements to be considered when developing classroom management/individual behavior management plans. Classroom rules, issues relating to transitions, consequences for appropriate and inappropriate behavior as well as data collection are touched on, as well.
Abstract
This paper reviews key elements to be considered when developing classroom management/individual behavior management plans. Classroom rules, issues relating to transitions, consequences for appropriate and inappropriate behavior as well as data collection are touched on.
Key Elements of Effective Classroom Management
Classroom management involves everything that occurs in the classroom from when the lights go on in the morning until the lights go off in the afternoon. There have been several theories relating to why students engage in classroom misbehavior and various approaches to addressing the misbehavior. Most agree that student learning will not occur unless an effective management plan is in place. Even though the primary responsibility of the teacher at all grade levels is classroom instruction, effective classroom management approaches become a crucial component of the overall instructional environment.
Mahon, Bryant, Brown, and Kim (2010) stated that classroom management is one of the most critical skills teachers need to acquire, yet at the same time, the most challenging to attain. Furthermore, they indicate that teachers need to have an understanding of how classroom management strategies affect student achievement. Adalet, et al., (2023) concur, and state that effective classroom management is a crucial skill teachers need to acquire to enhance student learning. These authors also indicate that disruptive behavior is a predictor of student failure.
Even though most consider effective classroom management a crucial component of each and every classroom, Herman, Hickmon?Rosa, & Reinke (2018) reported that teachers often indicate they had limited pre-service training in this area. Additionally, to add to the challenges of developing an effective classroom management system, teachers need to be aware of the classroom composition/needs of the students; cultural background, grade level, ability level, and so on. Additional considerations are class size, classroom space and organization, school policies, etc. Covino & Ivanicki, (1996) state that key elements of effective classroom management include discipline, routines for instructional and non-instructional tasks, smooth transitions, and what they refer to as classroom climate.
One of the first steps in establishing a comprehensive classroom management plan involves the development of effective rules. And, to help ensure that the rules developed are effective, there are specific rules (or guidelines) for developing classroom rules. It is first important to differentiate between classroom rules and classroom procedures. In the simplest form, rules refer to specific behaviors that students must do and not do resulting in positive or negative consequences. On the other hand, classroom procedures are the methods and routines in place in order to run the classroom.
That being said, Rademacher, Callahan, Pederson-Seelye, (1998) share specific guidelines to be taken into account when developing classroom rules. First, these authors suggest the rules need to be based on cooperative learning behavior. The focus here is to address respect, developing good work habits, and caring about others. Another important guideline related to stating the classroom rules in the positive; tell students what to do, instead of what NOT to do. For example, “No Yelling” should be “Talk Quietly”, “No Running in the Hall” should be “Walk when you are inside the school”. Next, allow students to have input when developing the classroom rules. This gives them a vested interest in the overall classroom management plan. “I developed that rule, so be sure to follow it!” Another important consideration relates to the behavior(s) identified in the rule. The behavior should be observable and measurable. A specifically stated/defined behavior allows anyone who observes it to identify it. A rule such as “Always Behave Yourself” is vague and unmeasurable. Likewise, a rule that states “Always Listen When the Teacher is Talking” can be quite confusing. What about the principal? Or others in the classroom? Again, rules should be stated so that students (and teachers) know what is expected. “Be in your seat and ready to work when class begins” is one example. Next, as a guideline, there should be 6 or fewer classroom rules. Too many rules can be confusing to the student and the teacher. Teachers should not have to refer to a “Book of Rules”.
Likewise, Boyd (2022) lists several recommendations when creating classroom rules. She recommends that rules should be specific, positive, adaptable, few, and sensible.
In all classrooms, the rules need to be posted in clear sight. This serves as a visual reminder of what is expected in the classroom. This is the case in society; when we drive on the highway, we see the rule- speed limit 65. Additionally, instead of referring to them as “Classroom Rules” other terms may be more appropriate, especially at the upper grades. Code of Conduct, Community Expectations, etc. are a couple of options.
Another crucial component of effective classroom management relates to what is referred to as transition times. The teacher’s ability to advance or switch from one classroom activity to another and prepare the students to shift their attention to a new activity. Transitions can be especially difficult for students with exceptionalities. Many times, a number of things happen during transition times. The teacher needs to re-focus and get materials ready for the new lesson. The students need to get different textbooks/lesson materials ready. In some instances, the classroom setup needs to change from small group discussions to individual work. Effective transitions can be hindered since students often see this as the opportunity to socialize or connect with social media.
Smooth transitions are a key in maintaining class involvement and preventing misbehavior. Smooth transitions also prevent a loss of valuable instruction time. Kounin (1977) developed classroom management theories that integrated both classroom instruction and classroom management. He felt that the teachers’ ability to plan and organize the classroom environment is crucial in the prevention of misbehavior. Kounin theorized that a smooth running classroom depends on what he termed as the teachers’ skills in “withitness”, “overlapping”, and “momentum”. Relating to transitions, overlapping refers to the teacher’s ability to do many things at the same time; the ability to present a new lesson while keeping the class on task.
Finley (2017) included several considerations to be taken into account for smooth transition times. First, get the student’s attention. This helps prevent “drifting” Then, explain to the students what the new classroom activity/lesson will be. This helps “set the stage” on what will happen next. As teachers are transitioning activities, they need to observe the students to make sure they are attending. Finley also suggested procedures teachers can use in situations that can cause “less than effective” transitions. For instance, moving to a new activity can be difficult when students are doing something they really enjoy. In this situation, Finley suggests giving time warnings. “Two more minutes and you have to turn the computer off”. A quick internet search reveals countless activities teachers can use to guarantee smooth transitions.
A major component of the classroom management plan is the consequence(s) used to address student behavior. Many times, when teachers think of consequences, they think of approaches to be used when students engage in misbehavior. It is also important to develop effective consequences (rewards) when students display appropriate classroom behavior. If teachers reward students for appropriate behavior, then the likelihood of appropriate behavior continuing will increase (Block, 2023). There are, however, a few things to consider. Looking at addressing appropriate behavior, the reward delivered needs to be a true reward; something the student actually wants. Not something the teacher thinks the student wants. Perhaps offer a variety of choices and let the student select. Next, it is important to vary the rewards. Don’t offer the same reward day in and day out. This prevents satiation; temporary loss of effectiveness of the reward due to repeated delivery. Also, it is important to establish a schedule of reinforcement. Do students receive the reward based on the number of appropriate behaviors (response based schedule) or on the amount of time engaging in appropriate behavior (time-based schedule)? For example, a response-based schedule can be effective when used to address a number of worksheets completed, and a time based schedule can be effective to reward in-seat behavior.
When it comes to addressing misbehavior, it is crucial to use ethical, evidence-based consequences. The first step is to determine the cause of the misbehavior, or what actually triggers it. Generally speaking, students will engage in misbehavior for attention, to avoid an activity, or as a result of a physiological need. Additionally, it is important to identify the consequence of misbehavior. Again, is immediate attention provided? Does the student get removed from the classroom?
To address these issues, in 1997 the amendments to the Individuals with Disabilities Education Act (IDEA) required (by federal law) the use of functional behavioral assessment (FBA) prior to implementing behavior intervention plans. A comprehensive FBA can pinpoint the relationship between the specific behavior and the antecedent/consequences related to the behavior. It can be defined as various methods for gathering data about antecedents and consequences to determine the reason (function) of behavior. (Gresham, Watson, & Skinner 2001). A quick Internet search provides numerous FBAs that can be used in a variety of settings.
It is important, however, to operationally define the target behavior(s) first. Aggression to you may mean something different than aggression to me. The behavior needs to be specifically defined in the sense that anyone who observes it can document and address it.
Review of the professional literature provides a number of procedures that can be used to address classroom misbehavior. The procedures identified should be based on the data collected from the FBA. If the behavior is displayed to gain attention, for example, then a simple reward program can be implemented to reward the student for gaining attention appropriately. There should always be a reward component in every behavior intervention plan. Specifically indicate the consequences when the behavior occurs, and when the behavior DOESN’T occur.
Adalet, et al., (2023) stated that effective classroom management includes teachers’ use of appropriate positive and negative reinforcement, an effective reward component, immediate feedback to students, consistent follow-through with consequences, and positive teacher-student relationships.
As stated prior, there are numerous approaches that have been effective in addressing misbehavior, however the first approach should be a positive one. Again, review the data collected on the FBA to identify the function of the behavior. Then develop a differential reinforcement procedure to address the target behavior. As Cooper, Heron, & Heward, (2019) indicate “Differential reinforcement in its various forms is one of the most effective, widely known, and commonly used techniques to reduce problem behavior” (p 470). Reward the incompatible or alternative behavior and at the same time withhold reinforcement for the misbehavior. Instead of punishing out-of-seat behavior, reward in-seat behavior. Again, behavior that is reinforced has a high likelihood of reoccurring.
Next, the focus will be on evidence-based punishment procedures that have been identified in the literature.
One consequence that has been used extensively in both the classroom and home is Time-out. Originally termed “Time-out from positive reinforcement (Azrin, 1961), this procedure was recommended to be used in place of spanking, which was commonly used to address classroom misbehavior. There are, however, certain considerations that need to be taken into account when using time-out. First, the time-out area needs to be such that the student receives no attention or reinforcement. This can be difficult in many classrooms. Next, the time-out period needs to be brief. There should be a type of timer at the time-out area. As the student enters time-out, s/he sets the timer for a brief period of time (2-3 minutes). When the timer goes off, the student can return to his/her desk providing his/her behavior is appropriate. If his/her behavior is not appropriate when the timer goes off, the timer is re-set for a brief period of time (30 seconds). In this approach, the student should associate “When my behavior is good, something positive happens. I am acting appropriately, and I can leave time-out.” If the student refuses to leave the time-out area when the time expires, the student can be reminded that all work missed while in time-out has to be made up during recess or lunch.
Time-out should not be used as an escape. The student may quickly learn to misbehave in math class to avoid math class. Another type of time-out is exclusionary time-out, where the student is sent to a time-out room. This procedure needs to be used with caution, since the area may not be in plain view. It is crucial that the student in time-out be under constant observation. There are countless research articles that focus on the use of time-out to address a variety of misbehavior, however it may not be the best consequence in all environments.
Another effective approach to address classroom misbehavior is termed “overcorrection”. This procedure was originally introduced by Foxx and Azrin (1972, 1973). Overcorrection is a behavior consequence in which the individual who engages in misbehavior is required to engage in behavior directly related to the misbehavior (Cooper, Heron, & Heward, 2019)
There are two overcorrection approaches that can be considered. In restitutional overcorrection, the student is required to restore the environment to a “better condition” than prior to the misbehavior. For instance, a student who scribbles on his/her desk is required to clean the desk, and 4 other desks in the classroom. In positive practice overcorrection, the student is required to practice the positive behavior over and over. If the student leaves his lunch remains at the table and goes to the playground, the student is required to return, throw his lunch remains away, remove them from the trash, throw them away again several times. In negative practice overcorrection, which needs to be used with caution, the student is required to repeat the negative behavior over and over. Again, this procedure needs to be used with caution.
Overcorrection should require work on the part of the student and should not be a game. When possible, remove all attention while the procedure is being implemented, since attention can serve as a reward.
Another procedure that has been shown to be effective in addressing misbehavior is termed “Response Cost”. In response cost, the individual loses a specific amount of previously earned reinforcement (Cooper, Heron, & Heward, 2019). If a student earns points as part of a classroom management program for example, a specific number of points are removed contingent on the misbehavior. It is important that the student has sufficient points in his/her point bank at all times. If the student has no points, then the response cost consequence will be meaningless. Likewise, countless research articles address the use of response cost programs to address misbehavior.
After development of the intervention, everyone involved needs to be trained on the procedures. Classroom personnel, general school personnel, and those in the home environment. Part of the training should include role-play, where those in attendance practice applying the intervention.
Finally, a crucial component of any classroom management plan is data collection. This is related to the FBA mentioned above. However, data collection needs to be ongoing. Collect baseline data to determine the frequency/rate of the target behavior. Collect data to determine if the intervention is effective. The data sheets generated and used to collect data need to be available at all settings. The data forms should be simple enough that they do not require a lot of effort, yet comprehensive enough that accurate data is collected. And always thank those for submitting data— Make it like New Year’s Eve!
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About the Author
David K. Griffin, Ed.D., BCBA-D is a professor in the Department of Education at Nova Southeastern University. He received his Master’s degree in Psychology from SUNY and Doctorate in Special Education from Florida International University. Dr. Griffin is a licensed School Psychologist, and holds Board Certification in Applied Behavior Analysis.
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