Classroom Behavior Management Strategies Introduction

Classroom Behavior Management Strategies Introduction There is a wide variety of mental and emotional health issues present in the classrooms, which often manifest themselves through inappropriate behaviors. Past approaches to classroom management have been mainly designed around punishment. The emphasis was on actions taken after the behavior had happened; discipline and teaching were thought of as separate areas in education. However, from the early 1970s, history has shown that actions taken by teachers prior to incidents of undesired classroom behaviors can be the catalyst for preventing the behaviors from occurring. That is, if teachers understand the need for, and work to create and maintain a proactive environment, the result will be a classroom in which student learning increases and misbehavior decreases (Yell Meadows, Drasgow, & Shriner, 2009).

Classroom behavior management is an essential aspect of creating an effective learning environment, especially when dealing with students exhibiting emotional and behavioral disorders (EBD). Traditionally, discipline strategies focused primarily on punitive measures after misbehavior occurred, which often failed to address the underlying causes of inappropriate behaviors. Modern approaches advocate for proactive classroom management, emphasizing the importance of prevention, positive reinforcement, and structured environments to reduce the incidence of disruptive behaviors. Research indicates that proactive strategies not only improve behavioral outcomes but also enhance academic achievement for students with diverse needs.

Understanding Proactive Components in Classroom Management

According to Yell, Meadows, Drasgow, and Shriner (2009), effective classroom management relies on four key proactive components: teacher attitude and behavior, authority credibility, classroom structure, and instructional effectiveness. Each element contributes to a climate that discourages misbehavior and promotes positive engagement.

First, teacher attitudes and beliefs significantly influence classroom dynamics. Educators who hold positive perceptions about students with special needs and possess high self-efficacy are more likely to employ effective management techniques. Conversely, insensitivity or unrealistic expectations can undermine classroom harmony. Second, the authority of the teacher must be established early and maintained consistently. Credibility is built through predictable, fair, and consistent application of rules and consequences, fostering respect and understanding among students.

Third, classroom structure incorporates both physical arrangement and behavioral routines. A well-organized classroom with clear expectations and procedures reduces ambiguity and provides students with a sense of stability. Advanced planning by teachers, including explicit instruction about rules and routines at the start of the year, is crucial. Engaging students in developing classroom rules fosters ownership and increases adherence. Lastly, effective instruction that caters to diverse academic levels and interests can diminish disruptive behaviors. Incorporating hands-on activities and relevant examples keeps students cognitively engaged and minimizes opportunities for misbehavior.

The Role of Academic Success in Behavior Management

Research by Horner and Carr (1997) underscores the link between academic success and behavioral compliance. Students who achieve academically are less likely to act out or become socially disruptive. Teachers who adapt lessons to meet the unique needs of students with EBD, utilizing differentiated instruction and meaningful, real-world applications, are more successful in promoting positive behaviors. Engaging students through relevant content and building confidence in their skills create a classroom climate conducive to learning and respect.

Overt and Covert Behaviors in EBD

Understanding the spectrum of behaviors associated with EBD is vital for effective intervention. Overt behaviors, such as aggression and antisocial actions, are readily observable and often associated with conduct disorder (Kauffman, 2001). These behaviors are particularly prevalent among males and tend to escalate without appropriate intervention. Early identification and intervention are crucial to prevent long-term academic failure and social rejection.

Covert behaviors, including lying, stealing, arson, and running away, are less visible but equally detrimental. These behaviors pose challenges because they often go unnoticed until they result in serious consequences. Both overt and covert behaviors often stem from noncompliance and underlying emotional disturbances, requiring comprehensive assessment and tailored intervention strategies.

Developing Effective Behavior Intervention Plans (BIPs)

Behavior Intervention Plans (BIPs) are governed by findings from Functional Behavioral Assessments (FBAs). They aim to proactively address problematic behaviors by developing targeted interventions that teach appropriate skills and replace maladaptive actions. As Yell et al. (2009) emphasize, the success of BIPs hinges on their consistent implementation across settings and staff members.

Effective BIPs involve strategies such as (re)teaching cognitive and behavioral skills, positive reinforcement, and environmental modifications based on antecedent conditions identified in FBAs. Data collection throughout intervention implementation enables educators to monitor progress and adjust strategies accordingly. Consistency and clear communication among staff reinforce the credibility of teachers and support sustained behavioral change.

Conclusion: The Importance of Proactive Management

Managing classroom behavior, particularly for students with EBD, requires a comprehensive and proactive approach. By establishing a positive classroom climate rooted in appropriate attitudes, credible authority, structured routines, and engaging instruction, teachers can significantly reduce disruptive behaviors. Early interventions, combined with consistent and data-driven behavioral support plans, foster an environment in which students can thrive academically and socially. Ultimately, proactive classroom management not only diminishes misbehavior but also fosters positive student development and enhances overall educational outcomes.

References

• Kauffman, J. M. (2001). Characteristics of emotional and behavior disorders of children and youth (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Horner, R., & Carr, E. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive interventions. The Journal of Special Education, 31, 84-104.
• Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Merrill/Pearson.
• Maag, J. W., & Reid, R. (2006). Depression among students with learning disabilities: Assessing the risk. Journal of Learning Disabilities, 39(3), 250-262.
• National Institutes of Health. (2001). In Harm's Way: Suicide in America. Retrieved from https://www.nih.gov
• Gable, R. A., Quinn, M. M., Rutherford, R. B., Howell, C., & Hoffman, C. (2019). Introduction: Creating Positive Behavioral Intervention Plans and Supports. Center for Effective Collaboration and Practice.
• Maag, J. W. (2006). Depression among students with learning disabilities: Assessing the risk. Journal of Learning Disabilities, 39(3), 250-262.
• Yell, M. L., et al. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Merrill/Pearson.
• Kauffman, J. M. (2001). Characteristics of emotional and behavior disorders of children and youth (7th ed.). Merrill/Prentice Hall.
• Horner, R., & Carr, E. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive interventions. The Journal of Special Education, 31, 84-104.