Classroom management

The Claim

Teachers have no influence over students’ behavior, so very little can be done to change it.

The Facts

Classroom management problems are consistently identified by teachers as one of the most common barriers to successful instruction in inclusive classrooms. As class sizes grow and the demands on teachers increase, many teachers begin to feel there is little they can do to control misbehavior in their classrooms. Additionally, today’s teachers have the ultimate responsibility of teaching students with not only diverse learning and behavioral needs, but students who come from diverse cultures and socioeconomic backgrounds. The most difficult aspect of this is often that teachers must juggle all of these responsibilities within the walls of one classroom environment. As a result, many teachers feel that they lose control of the behaviors in their classrooms, leaving them feeling helpless during instructional times.

Teacher educators such as Patricia Barbetta have identified some common mistakes that teachers make in establishing classroom and behavior management systems for their students. Many teachers develop the misconception that they have very little control over their students’ behavior. This couldn’t be further from the truth. There are many things that teachers can do to establish positive classroom supports before students enter the classroom. In fact, teachers who take a more proactive approach to classroom management by establishing clear classroom rules, expectations, and consequences often notice improvements in academics and increased instructional time. Another way teachers can influence student behavior is through collaboration with parents, other teachers, and school staff.

The use of class rules plays a key role in systems of behavior management. The most common mistake teachers make, however, is that they tend to create and post these rules at the beginning of the school year and never address them again. There are actually some rules for creating classroom rules!

1. First, effective class rules should actually be used to teach students the behaviors you want them to perform.
2. Secondly, you should have only a few class rules-about four to six so that students remember them easily.
3. Next, students will take ownership of the class rules if they have helped create them, so include them in creating some of the rules.
4. Another rule of thumb is to make sure class rules are stated clearly and specifically.
5. Finally, class rules should be stated in positive terms-students should know what you want them to do, not what you don’t want them to do.

Once you have followed these simple rules for rule making, you should post them prominently and teach the class rules, providing opportunities for students to practice. Review the rules frequently, especially after long breaks or when new students enter the classroom.

Establishing clear and consistent expectations and consequences is often overlooked. We often teach what rules are in the classroom, but students sometimes do not have a clear understanding of what happens when they are not followed. Reviewing and rehearsing the class rules and expectations is especially important for students with learning and behavior problems, especially when there are temporary changes to these expectations due to schedule changes. There is no point in having class rules if they are not reinforced when followed or backed up with negative consequences when students do not comply. One rule of thumb is to praise students when they comply with rules continuously at first and then randomly after students have learned the behavior. When rules are broken, consequences should be applied continually, each and every time the rule is broken. When a rule is broken, it is important to review the rule and provide an opportunity for the student to demonstrate that he or she can follow the rule.

Collaborating with other teachers, staff members, and even parents is another way that teachers can influence student behavior. As a teacher you are not the only adult who comes in contact with the student, so it is important not to bear the brunt of behavior management on your own. Most teachers who teach students with various learning and behavior problems tend to feel burned out quickly and easily when they feel they are unsupported in the classroom. By letting the other teachers, staff members, and teachers know your class rules and behavioral expectations, they will be aware of what students need to do to be successful. Fellow teachers can also provide insights into a child’s behavior if they are experiencing the same problem when they teach the same student, so scheduling frequent collaborative meetings is important to compare notes. Along those same lines, it is also important to schedule parent-teacher conferences so that parents are made aware of both academic and behavioral progress in the classroom. Too many times, parents are unaware of behavior problems existing in the classroom and are willing to provide the support necessary for students. By making all adults aware of a child’s problem behavior, as well as the steps being made to correct it, the behavior is more likely to be managed.

The Conclusion

This week’s claim is fiction. Problem behaviors can be influenced and changed by teachers who take a more proactive stance in behavior management. From the first day of school, and even before the students enter the classroom door, teachers can take steps to ensure that some behaviors are not given the opportunity to occur. Through careful planning of classroom rules and supports, teachers can ensure that students are provided with clear and specific expectations for behavior. Although it is often easier to try to address these problems singlehandedly, collaborating with the adults who are also responsible for the child is often necessary to bring about positive changes in behavior.