Creating Classroom Behavioral Expectations The Classroom Man

Creating Classroom Behavioral Expectations The Classroom Management simulations

The sense of safety, structure, and caring students experience in their school and classroom is a significant factor influencing positive student behavior and academic achievement. Years of research and practice, including recent work associated with the Positive Behavior Support (PBS) approach, indicate that classrooms and schools where students are systematically taught school behaviors that foster a calm, supportive learning environment tend to experience fewer student behavior problems and higher academic success (Sugai & Simonsen, 2012). Creating clear behavioral expectations in the classroom is a proactive strategy aligned with these findings, promoting positive behavior and enhancing learning outcomes.

The scenario presented involves teaching a culturally and academically diverse class known for disruptive behaviors, many students being relatively new to the school community. Such circumstances demand deliberate and strategic actions to establish a positive and supportive classroom environment from the outset. When faced with this challenge, educators have several options to consider, each with its implications for classroom management and student engagement.

Analysis of the Scenario and Options

Option 1: Reassign Certain Students to Other Teachers

Requesting the principal to reassign students can be a quick fix to avoid immediate disruptions, but it does not address underlying issues related to behavior expectations and classroom climate. Moreover, it risks stigmatizing students and may deprive them of opportunities for growth within the current classroom setting (Simonsen et al., 2012). While this approach may temporarily reduce disruptions, it overlooks the importance of establishing shared behavioral expectations and fostering positive relationships that underpin sustainable classroom management.

Option 2: Collaborate with the Principal on Schoolwide Behavior Initiatives

Engaging with the principal to develop a coordinated, schoolwide approach to behavioral standards and expectations is considered an effective strategy based on the PBIS framework. Implementing schoolwide assemblies to teach appropriate behaviors supports consistency across classrooms and helps students understand and internalize behavioral norms (Bradshaw, Koth, & Leaf, 2010). This approach aligns with the concept of creating a common language of positive behavior and demonstrates the importance of collective effort in promoting a supportive learning environment.

Option 3: Focus on Teaching Behavior Standards and Building Relationships

Research underscores the significance of explicitly teaching behavioral standards while simultaneously cultivating teacher-student relationships and a sense of community (Morrison, 2007). This approach involves modeling, practicing, and reinforcing expected behaviors, enabling students to internalize these standards and apply them effectively. Given the educator’s positive history of establishing relationships and engaging students in meaningful activities, focusing on teaching behavior expectations directly aligns with evidence-based practices in classroom management.

Preferred Approach and Rationale

Considering the principles derived from educational psychology literature (Ormrod & Jones, 2012; Sugai & Simonsen, 2012), the most effective strategy combines elements of options 2 and 3. Initiating a schoolwide effort with the principal ensures consistency and shared responsibility, while the emphasis on explicitly teaching behavioral expectations within the classroom leverages the teacher’s strength in building relationships and engaging students.

This integrated approach involves collaboratively establishing clear, positive behavioral standards with students, explicitly teaching these standards through modeling and practice, and reinforcing them consistently. Furthermore, fostering a classroom environment rooted in mutual respect and active engagement aligns with research findings indicating that students are more likely to adhere to expectations when they understand and feel connected to the classroom community (Morrison, 2007). Such a strategy promotes a sense of safety, belonging, and responsibility, which are crucial elements in reducing disruptive behaviors and supporting academic achievement (Sugai & Simonsen, 2012).

Implementation Strategies

Implementing this approach involves several practical steps. First, collaborating with colleagues and administrators to ensure that behavioral expectations are consistent schoolwide enhances coherence and predictability for students. Second, explicitly teaching these expectations using visual cues, role-playing, and discussions helps students internalize the standards. Third, establishing routines that reinforce positive behaviors, such as praise or rewards, encourages compliance and promotes a positive classroom climate (Morrison, 2007).

Additionally, building strong teacher-student relationships through active listening, showing genuine interest, and providing support fosters trust and cooperation. Incorporating student input in establishing behavioral standards can further enhance buy-in and ownership. Lastly, ongoing assessment and refinement of behavior management practices ensure they remain responsive to student needs and contextual factors (Simonsen et al., 2012).

Conclusion

Creating effective classroom behavioral expectations is a foundational component of positive classroom management. Combining schoolwide initiatives with explicit teaching and reinforcement of expectations aligns with research-supported practices and leverages the strengths of experienced teachers. This comprehensive strategy fosters a safe, supportive, and engaging learning environment conducive to academic success and positive social development. By adopting such an approach, educators can effectively address diverse classroom challenges and promote a culture of respect and responsibility.

References

• Bradshaw, C. P., Koth, C. W., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 132-144.
• Morrison, G. (2007). Schooling and Classroom Management: Strategies and Practices (9th ed.). Pearson Education.
• Ormrod, J. E., & Jones, B. D. (2012). Essentials of educational psychology: Big ideas to guide effective teaching. Pearson.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2012). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 35(2), 165-183.
• Sugai, G., & Simonsen, B. (2012). Positive Behavior Interventions and Supports: History, Defining Features, and Implementation. Journal of Positive Behavior Interventions, 14(2), 69-77.