Name: Classroom Behavior Management
Uploaded: 2023-07-26
Duration: 17 min 32 s
Description: Classroom Behavior Management. Part 2 Primary Developing a Behavior Management Plan.

Classroom Behavior Management. Part 2 Primary Developing a Behavior Management Plan. 

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Part  2 Primary Developing a Behavior Management Plan

Initial Thoughts. What should teachers understand about effective classroom behavior management? How can teachers develop a classroom behavior management plan?. 

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What should teachers understand about effective classroom behavior management? How can teachers develop a classroom behavior management plan?

Objectives. List the core components of a comprehensive classroom behavior management plan Describe the key features of each of those components Understand how to develop, teach, and implement these components Consider how culture influences student and teacher behavior Develop the components of a comprehensive classroom behavior management plan in a culturally respectful and sustaining manner Develop a personalized comprehensive classroom behavior management plan. 

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List the core components of a comprehensive classroom behavior management plan Describe the key features of each of those components Understand how to develop, teach, and implement these components Consider how culture influences student and teacher behavior Develop the components of a comprehensive classroom behavior management plan in a culturally respectful and sustaining manner Develop a personalized comprehensive classroom behavior management plan

Creating a Classroom Behavior Management Plan. girl at desk sticking out her tongue. 

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Creating a Classroom Behavior Management Plan

Creating a Classroom Behavior Management Plan. Behavior management can be challenging for elementary teachers of any experience level, but it’s often especially so for new teachers like Ms. Amry . Although most behavioral issues are minor disruptive behaviors such as talking out of turn or being out of one’s seat without permission, occasionally students engage in more serious behaviors like defiance, verbal threats, or acting out. The good news is that many disruptive behaviors can be minimized, or even avoided altogether, if teachers consistently implement comprehensive classroom behavior management. Getting an early start can help, too. The more time teachers spend addressing behavior management before school starts, the fewer behavior problems they are likely to contend with during the school year.. 

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Behavior management can be challenging for elementary teachers of any experience level, but it’s often especially so for new teachers like Ms.  Amry .  Although most behavioral issues are minor  disruptive behaviors  such as talking out of turn or being out of one’s seat without permission, occasionally students engage in more serious behaviors like defiance, verbal threats, or acting out. The good news is that many disruptive behaviors can be minimized, or even avoided altogether, if teachers consistently implement comprehensive classroom behavior management. Getting an early start can help, too.  The more time teachers spend addressing behavior management before school starts, the fewer behavior problems they are likely to contend with during the school year.

Creating a Classroom Behavior Management Plan. Before they can begin to create a comprehensive behavior management system, teachers must have an understanding of the key concepts related to behavior and of foundational behavior management practices. If you have not already done so, we recommend that you visit the first IRIS Module in the behavior management series to learn more about each of these all-important topics. Once teachers feel comfortable with these key concepts and foundational behavior management practices, they are prepared to create a comprehensive classroom behavior management plan (subsequently referred to as a classroom behavior management plan). This plan should be thoughtful and intentional, and it should contain the core components described in the table below.. 

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Before they can begin to create a comprehensive behavior management system, teachers must have an understanding of the key concepts related to behavior and of foundational behavior management practices.  If you have not already done so, we recommend that you visit the first IRIS Module in the behavior management series to learn more about each of these all-important topics. Once teachers feel comfortable with these key concepts and foundational behavior management practices, they are prepared to create a comprehensive classroom behavior management plan (subsequently referred to as a classroom behavior management plan).  This plan should be thoughtful and intentional, and it should contain the core components described in the table below.

Creating a Classroom Behavior Management Plan. For Your Information Disruptive behaviors can result in: Lost instructional time (according to some sources, up to 50%) Lowered academic achievement for the disruptive student and peers Heightened teacher stress and frustration Decreased student engagement and motivation Inequitable and disproportional disciplinary referrals Greater teacher attrition. 

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For Your Information Disruptive behaviors can result in: Lost instructional time (according to some sources, up to 50%) Lowered academic achievement for the disruptive student and peers Heightened teacher stress and frustration Decreased student engagement and motivation Inequitable and disproportional disciplinary referrals Greater teacher attrition

Creating a Classroom Behavior Management Plan. Classroom Behavior Management Plan Core Components Definition Statement of Purpose A brief, positive statement that conveys to educational professionals, parents, and students the reasons various aspects of the management plan are necessary Rules Explicit statements of how the teacher expects students to behave in her classroom Procedures A description of the steps required for students to successfully or correctly complete common daily routines (e.g., arriving at school, going to the restroom, turning in homework, going to and returning from recess, transitioning from one activity to another) and less-frequent activities (e.g., responding to fire drills). 

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Classroom Behavior Management Plan Core Components Definition Statement of Purpose A brief, positive statement that conveys to educational professionals, parents, and students the reasons various aspects of the management plan are necessary Rules Explicit statements of how the teacher expects students to behave in her classroom Procedures A description of the steps required for students to successfully or correctly complete common daily routines (e.g., arriving at school, going to the restroom, turning in homework, going to and returning from recess, transitioning from one activity to another) and less-frequent activities (e.g., responding to fire drills)

Creating a Classroom Behavior Management Plan. Classroom Behavior Management Plan Consequences Actions teachers take to respond to both appropriate and inappropriate student behavior Crisis Plan Explicit steps for obtaining immediate assistance for serious behavioral situations Action Plan A well-thought-out timeline for putting the classroom behavior management plan into place. It includes what needs to be done, how it will be done, and when it will be accomplished.. 

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Classroom Behavior Management Plan Consequences Actions teachers take to respond to both appropriate and inappropriate student behavior Crisis Plan Explicit steps for obtaining immediate assistance for serious behavioral situations Action Plan A well-thought-out timeline for putting the classroom behavior management plan into place. It includes what needs to be done, how it will be done, and when it will be accomplished.

Creating a Classroom Behavior Management Plan. As they develop these components, teachers should give them proper and serious consideration in order to minimize the need for subsequent revision, as well as to avoid the need to reteach them to their students in the event they were not clearly articulated in the first place. That said, the components of a behavior management plan are not written in stone. They can and should be revised or adjusted as circumstances dictate. Research Shows Students whose teachers implement the core components of a classroom behavior management plan exhibit less disruptive, inappropriate, and aggressive behavior than do students whose teachers do not use such practices. (Alter & Haydon, 2017; Mitchell et al., 2017; Simonsen et al., 2015). 

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As they develop these components, teachers should give them proper and serious consideration in order to minimize the need for subsequent revision, as well as to avoid the need to reteach them to their students in the event they were not clearly articulated in the first place.  That said, the components of a behavior management plan are not written in stone. They can and should be revised or adjusted as circumstances dictate. Research Shows Students whose teachers implement the core components of a classroom behavior management plan exhibit less disruptive, inappropriate, and aggressive behavior than do students whose teachers do not use such practices. (Alter & Haydon, 2017; Mitchell et al., 2017; Simonsen et al., 2015)

Creating a Classroom Behavior Management Plan. Returning to School Students returning to in-person learning may initially engage in disruptive behaviors more frequently and with more intensity than is typical following summer break. In addition to a slide in academic skills, some students may exhibit decreased rates of appropriate school-related social skills. Others may be enthusiastic and overly social and fail to immediately comply with classroom rules and procedures.. 

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Returning to School Students returning to in-person learning may initially engage in disruptive behaviors more frequently and with more intensity than is typical following summer break.  In addition to a slide in academic skills, some students may exhibit decreased rates of appropriate school-related social skills.  Others may be enthusiastic and overly social and fail to immediately comply with classroom rules and procedures.

Creating a Classroom Behavior Management Plan. Returning to School To help elementary students successfully navigate their initial reentry to more traditional in-person classrooms teachers can: Welcome and greet students with enthusiasm and genuine concern for their well-being. Teach students social emotional learning (SEL) skills (e.g., responsible decision making, identifying emotions). Make additional time available to individual students for guidance and emotional support.. 

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Returning to School To help elementary students successfully navigate their initial reentry to more traditional in-person classrooms teachers can: Welcome and greet students with enthusiasm and genuine concern for their well-being. Teach students  social emotional learning (SEL)  skills (e.g., responsible decision making, identifying emotions). Make additional time available to individual students for guidance and emotional support.

Creating a Classroom Behavior Management Plan. Returning to School Promote high expectations but recognize that increased time will be needed to remind students of appropriate behaviors. Teach students organizational and study skills strategies to help promote academic success, which in turn leads to less disruptive behavior. Provide prompts for appropriate behavior. Establish an easy home-school communication system (e.g., communication folder).. 

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Returning to School Promote high expectations but recognize that increased time will be needed to remind students of appropriate behaviors. Teach students organizational and study skills strategies to help promote academic success, which in turn leads to less disruptive behavior. Provide prompts for appropriate behavior. Establish an easy home-school communication system (e.g., communication folder).

Creating a Classroom Behavior Management Plan. High-Leverage Practices The practices highlighted in this module align with high-leverage practices (HLPs) in special education—foundational practices shown to improve outcomes for students with disabilities. More specifically, these practices align with: HLP7: Establish a consistent, organized, and respectful learning environment. HLP8: Provide positive and constructive feedback to guide students’ learning and behavior. HLP9: Teach social behaviors. HLPs, which all special education teachers should implement, are divided into four areas: collaboration, assessment, social/emotional/behavioral practices, and instruction. For more information about HLPs, visit High-Leverage Practices in Special Education .. 

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High-Leverage Practices The practices highlighted in this module align with  high-leverage practices  (HLPs) in special education—foundational practices shown to improve outcomes for students with disabilities. More specifically, these practices align with: HLP7:  Establish a consistent, organized, and respectful learning environment. HLP8:  Provide positive and constructive feedback to guide students’ learning and behavior. HLP9:  Teach social behaviors. HLPs, which all special education teachers should implement, are divided into four areas: collaboration, assessment, social/emotional/behavioral practices, and instruction. For more information about HLPs, visit  High-Leverage Practices in Special Education .

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Creating a Classroom Behavior Management Plan. Culture is a word we use to describe any of the practices, beliefs and norms characteristic of a particular society, group, or place. When cultural practices involve easily observable characteristics such as the clothing people wear, the food they eat, the languages they speak, and the holidays and traditions they celebrate, we often refer to these practices as visible . However, many cultural practices are more subtle : people’s interpersonal relationships, family values, familial roles and obligations, interactions between peers and community members, and beliefs about power and authority.. 

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Culture  is a word we use to describe any of the practices, beliefs and norms characteristic of a particular society, group, or place.  When cultural practices involve easily observable characteristics such as the clothing people wear, the food they eat, the languages they speak, and the holidays and traditions they celebrate, we often refer to these practices as  visible .  However, many cultural practices are more  subtle : people’s interpersonal relationships, family values, familial roles and obligations, interactions between peers and community members, and beliefs about power and authority.

Creating a Classroom Behavior Management Plan. It’s important for teachers to understand that culture can: Influence the behavior of teachers and students alike Influence the behaviors and actions that occur daily in the classroom setting Affect teacher-student interactions Impact the extent to which teachers are able to manage behavior It is also important for teachers to recognize that their students’ cultural practices and beliefs might well be different from their own. These differences, or cultural gaps , frequently lead to disparities in the ways teachers respond to behavior. Click here to view examples that illustrate certain specific perspectives and approaches that might result in cultural gaps .. 

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It’s important for teachers to understand that culture can: Influence the behavior of teachers and students alike Influence the behaviors and actions that occur daily in the classroom setting Affect teacher-student interactions Impact the extent to which teachers are able to manage behavior It is also important for teachers to recognize that their students’ cultural practices and beliefs might well be different from their own.  These differences, or  cultural gaps , frequently lead to disparities in the ways teachers respond to behavior.  Click here to view examples that illustrate certain specific perspectives and approaches that might result in cultural gaps .

Creating a Classroom Behavior Management Plan. Teachers should identify and anticipate potential cultural gaps that may influence their behaviors and interactions with students. To more effectively do so, teachers should have an understanding of their own culture and their students’ cultures. For Your Information Race is not synonymous with culture . However, racial identity is the product of social, historical, and political contexts, and thus students’ racial and cultural identities often share many commonalities.. 

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Teachers should identify and anticipate potential cultural gaps that may influence their behaviors and interactions with students.  To more effectively do so, teachers should have an understanding of their own culture and their students’ cultures.  For Your Information Race  is not synonymous with  culture . However, racial identity is the product of social, historical, and political contexts, and thus students’ racial and cultural identities often share many commonalities.

Creating a Classroom Behavior Management Plan. Although many different cultures are represented in schools across the country, what is commonly perceived as “appropriate behavior” typically reflects white, middle-class cultural norms and values. These norms are reflected in classroom rules and procedures around behavior, communication, and student participation. Some students (or groups of students) may thrive within a particular school setting because their norms and practices align with these rules and procedures. In other words, they have the cultural capital —the acquired skills and behaviors that are accepted within a group and which give that group an advantage in a given environment. On the other hand, students with different cultural backgrounds may not innately grasp or understand traditional classroom rules and procedures because they do not align with what is considered appropriate or standard behavior in their home or community.. 

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Although many different cultures are represented in schools across the country, what is commonly perceived as “appropriate behavior” typically reflects white, middle-class  cultural norms  and values.  These norms are reflected in classroom rules and procedures around behavior, communication, and student participation.  Some students (or groups of students) may thrive within a particular school setting because their norms and practices align with these rules and procedures.  In other words, they have the  cultural capital —the acquired skills and behaviors that are accepted within a group and which give that group an advantage in a given environment.  On the other hand, students with different cultural backgrounds may not innately grasp or understand traditional classroom rules and procedures because they do not align with what is considered appropriate or standard behavior in their home or community.

Creating a Classroom Behavior Management Plan. As noted above, when a student’s culture does not align with that of the classroom, this can result in cultural gaps. Cultural gaps can cause teachers to misinterpret students’ behavior—especially more subjective behaviors (e.g., disrespect, noncompliance)—which can lead to conflict. These conflicts can have a range of effects: Students feeling misunderstood or marginalized Escalation of misbehavior and aggression Higher rates of discipline referrals Students leaving school altogether. 

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As noted above, when a student’s culture does not align with that of the classroom, this can result in cultural gaps. Cultural gaps can cause teachers to misinterpret students’ behavior—especially more subjective behaviors (e.g., disrespect, noncompliance)—which can lead to conflict.  These conflicts can have a range of effects: Students feeling misunderstood or marginalized Escalation of misbehavior and aggression Higher rates of discipline referrals Students leaving school altogether

Creating a Classroom Behavior Management Plan. Let’s explore the effects of teachers misinterpreting student behavior in more depth. Black and Latino students, in particular, are subject to more frequent and harsher discipline compared to their white peers. This holds true starting as young as preschool and continues through high school. Oftentimes, this discipline is the result of subjective understandings of student behavior such as interpreting an action as “rude” or “disrespectful” rather than understanding that the behavior may stem from cultural differences. These subjective interpretations lead to negative outcomes for students that further exclude them from learning opportunities, including higher rates of suspensions, expulsions, and even students leaving school.. 

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Let’s explore the effects of teachers misinterpreting student behavior in more depth. Black and Latino students, in particular, are subject to more frequent and harsher discipline compared to their white peers.  This holds true starting as young as preschool and continues through high school. Oftentimes, this discipline is the result of subjective understandings of student behavior such as interpreting an action as “rude” or “disrespectful” rather than understanding that the behavior may stem from cultural differences.  These subjective interpretations lead to negative outcomes for students that further exclude them from learning opportunities, including higher rates of suspensions, expulsions, and even students leaving school.

Creating a Classroom Behavior Management Plan. Research Shows During the 2017–2018 school year, Black students in grades K-12 accounted for approximately 15 percent of total student enrollment. However, Black students were overrepresented in disciplinary actions. They accounted for approximately: 31 percent of in-school suspensions (one or more instances) 38 percent of one or more out-of-school suspensions (one or more instances) 38 percent of all expulsions (with and without educational services). 

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Research Shows During the 2017–2018 school year, Black students in grades K-12 accounted for approximately 15 percent of total student enrollment.  However, Black students were overrepresented in disciplinary actions.  They accounted for approximately: 31 percent of in-school suspensions (one or more instances) 38 percent of one or more out-of-school suspensions (one or more instances) 38 percent of all expulsions (with and without educational services)

Creating a Classroom Behavior Management Plan. 0/09 L 0/0ZV. 

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Creating a Classroom Behavior Management Plan. Additionally, data from the 2018–2019 school year indicate that Black students with disabilities ages 3–21 were overrepresented in disciplinary removals —incidences involving a student being taken out of an educational setting for disciplinary purposes (e.g., in-school suspension, out-of-school suspension, expulsion, removal to an alternative educational setting, removal by a hearing officer). In the table below, note how the number of disciplinary removals for Black students is twice the average among all racial/ethnic groups and nearly three times the average for White students.. 

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Additionally, data from the 2018–2019 school year indicate that Black students with disabilities ages 3–21 were overrepresented in  disciplinary removals —incidences involving a student being taken out of an educational setting for disciplinary purposes (e.g., in-school suspension, out-of-school suspension, expulsion, removal to an alternative educational setting, removal by a hearing officer).  In the table below, note how the number of disciplinary removals for Black students is twice the average among all racial/ethnic groups and nearly three times the average for White students.

Creating a Classroom Behavior Management Plan. Average Number of Disciplinary Removals Among Students with Disabilities (per 100 students) All White Black 29 24 64. 

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Average Number of Disciplinary Removals Among Students with Disabilities (per 100 students) All White Black 29 24 64

(Sources: National Center for Education Statistics; U.S. Department of Education, Office for Civil Rights; U.S. Department of Education, Office of Special Education Programs)

Creating a Classroom Behavior Management Plan. When teachers understand how cultural gaps negatively impact some students, they can more effectively develop a culturally sustaining classroom behavior management plan (e.g., rules, procedures, and consequences). Although the plan should be developed before the school year begins, it is important to be flexible and allow for changes throughout the school year as teachers learn more about their students. Some ways to make the plan more culturally sustaining are to: Ask for student input — Discuss components of the classroom behavior management plan (e.g., rules, procedures, consequences) with students.. 

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When teachers understand how cultural gaps negatively impact some students, they can more effectively develop a  culturally sustaining  classroom behavior management plan (e.g., rules, procedures, and consequences).  Although the plan should be developed before the school year begins, it is important to be flexible and allow for changes throughout the school year as teachers learn more about their students.  Some ways to make the plan more culturally sustaining are to: Ask for student input — Discuss components of the classroom behavior management plan (e.g., rules, procedures, consequences) with students.

Creating a Classroom Behavior Management Plan. This discussion can include: Acceptable behavior at home or in their culture Fair or appropriate behavior in the classroom that allows everyone to be successful Compromises needed to address discrepancies in cultural norms. For example, some cultures prioritize the sharing of resources (e.g., pencils, paper) while others value independent ownership. A good compromise might be to allow both but with criteria for when each is appropriate.. 

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This discussion can include: Acceptable behavior at home or in their culture Fair or appropriate behavior in the classroom that allows everyone to be successful Compromises needed to address discrepancies in cultural norms. For example, some cultures prioritize the sharing of resources (e.g., pencils, paper) while others value independent ownership.  A good compromise might be to allow both but with criteria for when each is appropriate.

Creating a Classroom Behavior Management Plan. Seek family input — Learn more about the cultural practices of the student and family and what promotes the student’s success. This information can be gathered formally or informally through: Meetings (Meet the Teacher night, parent-teacher conferences) Frequent two-way communication (emails, phone calls). 

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Seek family input — Learn more about the cultural practices of the student and family and what promotes the student’s success.  This information can be gathered formally or informally through: Meetings (Meet the Teacher night, parent-teacher conferences) Frequent two-way communication (emails, phone calls)

Creating a Classroom Behavior Management Plan. Build relationships with students — When teachers and students learn more about and develop a mutual respect for each other: Teachers gain a better understanding of what students need to engage in class and to succeed Students gain a better understanding of why particular rules and procedures are necessary to help the class run smoothly and to help the class succeed Encourage relationships among students — When students get to know each other, they are more likely to: Understand and respect each others’ differences Help one another to learn and grow. 

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Build relationships with students — When teachers and students learn more about and develop a mutual respect for each other: Teachers gain a better understanding of what students need to engage in class and to succeed Students gain a better understanding of why particular rules and procedures are necessary to help the class run smoothly and to help the class succeed Encourage relationships among students — When students get to know each other, they are more likely to: Understand and respect each others’ differences Help one another to learn and grow

Creating a Classroom Behavior Management Plan. Keep in Mind Many classrooms include English language learners (ELLs) who are in the early stages of learning English or are still acquiring academic English language skills. What may appear as noncompliance to a verbal/written instruction or rule may in fact be a language misunderstanding. To support ELLs in understanding classroom rules and procedures, teachers should: Model appropriate behaviors and expectations Use pictures or other graphics to support language comprehension Use positive statements (e.g., “You can sit down.”) instead of negative statements (e.g., “Don’t get up from your seat.”) Use peers/school staff who speak the student’s home language to help explain rules and procedures Provide the rules and procedures in the student’s home language (when possible). 

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Keep in Mind Many classrooms include  English language learners (ELLs)  who are in the early stages of learning English or are still acquiring academic English language skills. What may appear as noncompliance to a verbal/written instruction or rule may in fact be a language misunderstanding. To support ELLs in understanding classroom rules and procedures, teachers should: Model appropriate behaviors and expectations Use pictures or other graphics to support language comprehension Use positive statements (e.g., “You can sit down.”) instead of negative statements (e.g., “Don’t get up from your seat.”) Use peers/school staff who speak the student’s home language to help explain rules and procedures Provide the rules and procedures in the student’s home language (when possible)

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Creating a Classroom Behavior Management Plan. An effective classroom behavior management plan begins with a statement of purpose —a brief, positive statement that conveys the reasons various aspects of the management plan are necessary. You might think of this like a mission statement that guides the goals, decisions, and activities of the classroom. Because it lays the foundation for the rest of the plan, the statement of purpose should be the very first thing the teacher writes.. 

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An effective classroom behavior management plan begins with a  statement of purpose —a brief, positive statement that conveys the reasons various aspects of the management plan are necessary.  You might think of this like a mission statement that guides the goals, decisions, and activities of the classroom.  Because it lays the foundation for the rest of the plan, the statement of purpose should be the very first thing the teacher writes.

Creating a Classroom Behavior Management Plan. Criteria Description Focused Specifically identifies the purpose of the classroom Pinpoints the desired expectations for students Direct Is brief (three sentences or fewer) Avoids vague or imprecise language Positive States expectations in positive language Is culturally respectful Clearly Stated Avoids jargon or terms unique to educational professionals Avoids excessive use of adjectives. 

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Criteria Description Focused Specifically identifies the purpose of the classroom Pinpoints the desired expectations for students Direct Is brief (three sentences or fewer) Avoids vague or imprecise language Positive States expectations in positive language Is culturally respectful Clearly Stated Avoids jargon or terms unique to educational professionals Avoids excessive use of adjectives

The four criteria below are key to communicating the statement of purpose to education professionals, parents, and students.

Creating a Classroom Behavior Management Plan. Research Shows A statement of purpose (or mission statement) is an important tool for shaping practice and communicating core school or classroom values. When stated in a clear, succinct, and positive way, this statement serves as a foundation for developing a classroom behavior management plan and cohesively ties the components of the plan together. ( Algozzine , Audette, Marr, & Algozzine , 2005; Stemler, Bebell , & Sonnabend , 2011). 

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Research Shows A statement of purpose (or mission statement) is an important tool for shaping practice and communicating core school or classroom values. When stated in a clear, succinct, and positive way, this statement serves as a foundation for developing a classroom behavior management plan and cohesively ties the components of the plan together. ( Algozzine , Audette, Marr, &  Algozzine , 2005; Stemler,  Bebell , &  Sonnabend , 2011)

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Creating a Classroom Behavior Management Plan. • Now that the teacher has created a statement of purpose, she should consider how she expects her students to behave. • These behavior expectations can be defined as broad goals for behavior. • Because behavior expectations are often abstract for young students, the teacher should create rules to help clarify their meaning as they are applied within specific activities and context. • Rules are explicit statements that define the appropriate behaviors that educators want students to demonstrate.. 

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• Now that the teacher has created a statement of purpose, she should consider
how she expects her students to behave.
• These behavior expectations can be defined as broad goals for behavior.
• Because behavior expectations are often abstract for young students, the
teacher should create rules to help clarify their meaning as they are applied
within specific activities and context.
• Rules are explicit statements that define the appropriate behaviors that
educators want students to demonstrate.

Creating a Classroom Behavior Management Plan. Rules are important because they: Allow students to monitor their own behavior Remind and motivate students to behave as expected Although rules vary across classrooms, they often address a common set of expected behaviors: Be respectful Be responsible Be ready Be safe. 

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Rules are important because they: Allow students to monitor their own behavior Remind and motivate students to behave as expected Although rules vary across classrooms, they often address a common set of expected behaviors: Be respectful Be responsible Be ready Be safe

Creating a Classroom Behavior Management Plan. Developing Rules When developing classroom rules, elementary teachers should make sure they are easy for students to understand and remember. For this reason, teachers should limit the number of rules to no more than five. Additionally, teachers should make sure the rules adhere to the guidelines in the table below. Examples and non-examples are provided.. 

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Developing Rules When developing classroom rules, elementary teachers should make sure they are easy for students to understand and remember.  For this reason, teachers should limit the number of rules to no more than five.  Additionally, teachers should make sure the rules adhere to the guidelines in the table below. Examples and non-examples are provided.

Creating a Classroom Behavior Management Plan. For Your Information Classroom rules should align with school-wide behavior expectations. Creating rules that apply in the classroom as well as other parts of the school (e.g., Use inside voices) will also help reduce the number of individual rules students need to remember.. 

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For Your Information Classroom rules should align with school-wide behavior expectations.  Creating rules that apply in the classroom as well as other parts of the school (e.g., Use inside voices) will also help reduce the number of individual rules students need to remember.

Creating a Classroom Behavior Management Plan. Guidelines Example Non-Example Convey the expected behavior Follow directions. Be respectful. State positively Use safe speed. No running. Use simple, specific terms Keep your hands and feet to yourself. Respect the physical and psychological space of peers. Make observable and measurable Be in your seat when the bell rings. Be ready when class starts.. 

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Guidelines Example Non-Example Convey the expected behavior Follow directions. Be respectful. State positively Use safe speed. No running. Use simple, specific terms Keep your hands and feet to yourself. Respect the physical and psychological space of peers. Make observable and measurable Be in your seat when the bell rings. Be ready when class starts.

Creating a Classroom Behavior Management Plan. In addition to adhering to these guidelines, teachers need to ensure that their rules are culturally sustaining. To do this, teachers can: Create classroom expectations with the values of students, families, and their communities in mind Create rules and expectations that foster learning for the diverse group of students in the classroom Seek student input to ensure rules address the diversity of student backgrounds Be open with students about differences in school rules and expectations and those in the home or community Consult with cultural liaisons and community outreach specialists (with personal knowledge and understanding of the cultures represented in the community) who can offer information, training, and supports on topics related to equity, diversity, and inclusion. 

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In addition to adhering to these guidelines, teachers need to ensure that their rules are culturally sustaining.  To do this, teachers can: Create classroom expectations with the values of students, families, and their communities in mind Create rules and expectations that foster learning for the diverse group of students in the classroom Seek student input to ensure rules address the diversity of student backgrounds Be open with students about differences in school rules and expectations and those in the home or community Consult with cultural liaisons and community outreach specialists (with personal knowledge and understanding of the cultures represented in the community) who can offer information, training, and supports on topics related to equity, diversity, and inclusion

Creating a Classroom Behavior Management Plan. Just as every teacher and classroom is different, so, too, will classroom rules differ across teachers and grade levels. And because rules should be based on realistic, age-appropriate expectations, the way in which they are written and the need for visual cues may likewise vary. Primary (e.g., grades K-2) : These students benefit from brief statements and visual supports like photographs or illustrations. Intermediate (e.g., grades 3-5) : These students typically need only a list of written rules posted in the classroom.. 

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Just as every teacher and classroom is different, so, too, will classroom rules differ across teachers and grade levels.  And because rules should be based on realistic, age-appropriate expectations, the way in which they are written and the need for visual cues may likewise vary. Primary (e.g., grades K-2) : These students benefit from brief statements and visual supports like photographs or illustrations. Intermediate (e.g., grades 3-5) : These students typically need only a list of written rules posted in the classroom.

Creating a Classroom Behavior Management Plan. cLASSROOM RULES FOLLOW DIRECTIONS J USE QUIET VOICES USE WALKING FEET. 

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cLASSROOM RULES
FOLLOW
DIRECTIONS
J USE QUIET
VOICES
USE WALKING
FEET

% _ —RULES —
Ask permission
before using
others' materials
Listen when the
teacher is talking
Keep your hands
and feet to yourself
Raise your hand if
you have a question

As you compare the two sets of classroom rules, one for a primary classroom and one for an intermediate classroom, notice how each set follows the guidelines while taking students’ ages into account.  Also note the difference in the way the rules are written and the use of visual cues.

Creating a Classroom Behavior Management Plan. For Your Information As the use of technology increases in the classroom and personal devices (e.g., cell phones) are used more often by younger students, teachers may need to consider rules for how and when these devices can be used. Again, when doing so, teachers must make certain they align with district and school-wide policies.. 

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For Your Information As the use of technology increases in the classroom and personal devices (e.g., cell phones) are used more often by younger students, teachers may need to consider rules for how and when these devices can be used.  Again, when doing so, teachers must make certain they align with district and school-wide policies.

Creating a Classroom Behavior Management Plan. Teaching Rules Developing rules is an important first step to help students understand what’s expected of them in the classroom. However, for students to learn the rules and follow them every day, teachers must intentionally and explicitly teach them. They can do this using the following four steps. Step 1: Introduce — State the rule using simple, concrete, student-friendly language. For English language learners, introduce the rules in the students’ home language when possible. Step 2: Discuss — Talk about why the rules are important (e.g., “Why is it important to use walking feet?”).. 

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Teaching Rules Developing rules is an important first step to help students understand what’s expected of them in the classroom.  However, for students to learn the rules and follow them every day, teachers must intentionally and explicitly teach them.  They can do this using the following four steps. Step 1: Introduce  — State the rule using simple, concrete, student-friendly language. For English language learners, introduce the rules in the students’ home language when possible. Step 2: Discuss  — Talk about why the rules are important (e.g., “Why is it important to use walking feet?”).

Creating a Classroom Behavior Management Plan. Step 3: Model — Demonstrate what it looks like to follow the rule, using examples and non-examples. For example, for “Use walking feet,” demonstrate walking as an example and running and skipping as non-examples. Step 4: Practice — Have students role play following the rule in different contexts (e.g., large group versus independent work). Step 5: Review — Teaching the rules is not the end. Make sure you are reviewing them frequently.. 

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Step 3: Model  — Demonstrate what it looks like to follow the rule, using examples and non-examples. For example, for “Use walking feet,” demonstrate walking as an example and running and skipping as non-examples. Step 4: Practice  — Have students role play following the rule in different contexts (e.g., large group versus independent work). Step 5: Review  — Teaching the rules is not the end. Make sure you are reviewing them frequently.

Creating a Classroom Behavior Management Plan. This is especially the case during the following situations: During large-group activities during which daily reminders about the rules can be especially important Prior to transitions when students often have difficulty remembering the rules (e.g., “Remember our lining up rule, ‘Quiet voices.’”) When one or more students are having difficulty following the rules (e.g., “I see running in the classroom. Remember, our rule is ‘Use walking feet.’”) Tip Rules should be displayed so that the teacher and students can easily view and refer to them throughout the day.. 

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This is especially the case during the following situations: During large-group activities during which daily reminders about the rules can be especially important Prior to transitions when students often have difficulty remembering the rules (e.g., “Remember our lining up rule, ‘Quiet voices.’”) When one or more students are having difficulty following the rules (e.g., “I see running in the classroom. Remember, our rule is ‘Use walking feet.’”) Tip Rules should be displayed so that the teacher and students can easily view and refer to them throughout the day.

Creating a Classroom Behavior Management Plan. Research Shows When teachers create classroom rules that are stated positively and describe expected behavior, students engage in disruptive behavior less often. (Alter & Haydon, 2017; Reinke et al., 2013) When teachers develop clear rules and procedures, students feel more confident about their ability to succeed academically. ( Akey , 2006) Rules are most effective when they are directly taught to students and when they are tied to positive and negative consequences. (Alter & Haydon, 2017; Cooper & Scott, 2017). 

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Research Shows When teachers create classroom rules that are stated positively and describe expected behavior, students engage in disruptive behavior less often. (Alter & Haydon, 2017; Reinke et al., 2013) When teachers develop clear rules and procedures, students feel more confident about their ability to succeed academically. ( Akey , 2006) Rules are most effective when they are directly taught to students and when they are tied to positive and negative consequences. (Alter & Haydon, 2017; Cooper & Scott, 2017)

Creating a Classroom Behavior Management Plan. Returning to School Some students have been participating in virtual learning for more than a year. During this time, they have adhered to rules created by their parents or rules for online learning. Because these rules are most likely quite different from those that exist in the school and classroom, it is more important than ever to: Discuss the importance of the rules. Teach new classroom rules for health and safety (e.g., sanitizing, mask-wearing, practicing social distancing). Model and practice the rules until the students follow them consistently. Frequently review and reinforce the rules. Offer targeted support to students who have difficulty following the rules.. 

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Returning to School Some students have been participating in virtual learning for more than a year. During this time, they have adhered to rules created by their parents or rules for online learning.  Because these rules are most likely quite different from those that exist in the school and classroom, it is more important than ever to: Discuss the importance of the rules. Teach new classroom rules for health and safety (e.g., sanitizing, mask-wearing, practicing social distancing). Model and practice the rules until the students follow them consistently. Frequently review and reinforce the rules. Offer targeted support to students who have difficulty following the rules.

Classroom Behavior Management

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 Behavior management can be challenging for elementary teachers of any experience level, but it’s often especially so for new teachers like Ms.  Amry .  Although most behavioral issues are minor  disruptive behaviors  such as talking out of turn or being out of one’s seat without permission, occasionally students engage in more serious behaviors like defiance, verbal threats, or acting out. The good news is that many disruptive behaviors can be minimized, or even avoided altogether, if teachers consistently implement comprehensive classroom behavior management. Getting an early start can help, too.  The more time teachers spend addressing behavior management before school starts, the fewer behavior problems they are likely to contend with during the school year.

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 Returning to School To help elementary students successfully navigate their initial reentry to more traditional in-person classrooms teachers can: Welcome and greet students with enthusiasm and genuine concern for their well-being. Teach students  social emotional learning (SEL)  skills (e.g., responsible decision making, identifying emotions). Make additional time available to individual students for guidance and emotional support.

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 High-Leverage Practices The practices highlighted in this module align with  high-leverage practices  (HLPs) in special education—foundational practices shown to improve outcomes for students with disabilities. More specifically, these practices align with: HLP7:  Establish a consistent, organized, and respectful learning environment. HLP8:  Provide positive and constructive feedback to guide students’ learning and behavior. HLP9:  Teach social behaviors. HLPs, which all special education teachers should implement, are divided into four areas: collaboration, assessment, social/emotional/behavioral practices, and instruction. For more information about HLPs, visit  High-Leverage Practices in Special Education .

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 It’s important for teachers to understand that culture can: Influence the behavior of teachers and students alike Influence the behaviors and actions that occur daily in the classroom setting Affect teacher-student interactions Impact the extent to which teachers are able to manage behavior It is also important for teachers to recognize that their students’ cultural practices and beliefs might well be different from their own.  These differences, or  cultural gaps , frequently lead to disparities in the ways teachers respond to behavior.  Click here to view examples that illustrate certain specific perspectives and approaches that might result in cultural gaps .

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 Although many different cultures are represented in schools across the country, what is commonly perceived as “appropriate behavior” typically reflects white, middle-class  cultural norms  and values.  These norms are reflected in classroom rules and procedures around behavior, communication, and student participation.  Some students (or groups of students) may thrive within a particular school setting because their norms and practices align with these rules and procedures.  In other words, they have the  cultural capital —the acquired skills and behaviors that are accepted within a group and which give that group an advantage in a given environment.  On the other hand, students with different cultural backgrounds may not innately grasp or understand traditional classroom rules and procedures because they do not align with what is considered appropriate or standard behavior in their home or community.

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 When teachers understand how cultural gaps negatively impact some students, they can more effectively develop a  culturally sustaining  classroom behavior management plan (e.g., rules, procedures, and consequences).  Although the plan should be developed before the school year begins, it is important to be flexible and allow for changes throughout the school year as teachers learn more about their students.  Some ways to make the plan more culturally sustaining are to: Ask for student input — Discuss components of the classroom behavior management plan (e.g., rules, procedures, consequences) with students.

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 Keep in Mind Many classrooms include  English language learners (ELLs)  who are in the early stages of learning English or are still acquiring academic English language skills. What may appear as noncompliance to a verbal/written instruction or rule may in fact be a language misunderstanding. To support ELLs in understanding classroom rules and procedures, teachers should: Model appropriate behaviors and expectations Use pictures or other graphics to support language comprehension Use positive statements (e.g., “You can sit down.”) instead of negative statements (e.g., “Don’t get up from your seat.”) Use peers/school staff who speak the student’s home language to help explain rules and procedures Provide the rules and procedures in the student’s home language (when possible)