appropriate behavior essay

Because differences are our greatest strength

Positive behavior strategies: A guide for teachers

By Amanda Morin

Expert reviewed by Jerome Schultz, PhD

What you’ll learn

Why use positive behavior strategies, what do positive behavior strategies look like, how do i put positive behavior strategies into practice, how can families support this at home, additional resources and research.

Positive behavior strategies are evidence-based, proactive approaches to changing challenging student behavior. Some examples of positive behavior strategies are pre-correcting and prompting and nonverbal signals. 

There’s a lot to think about when it comes to teaching. You plan and deliver lessons to cover the curriculum. You adjust your lesson plans to meet your students’ needs. On top of it all, you manage student behavior. 

You’re not alone if you feel like managing behavior sometimes gets in the way of teaching. That’s where positive behavior strategies come in. These strategies are also known as positive behavior supports, or PBS.

Positive behavior strategies encourage you to see behavior as a form of communication. Every behavior sends a message about what a student needs. Some messages are easy to read. Some need more deciphering. (In those cases, a behavior specialist, a school psychologist, or other colleagues can help.)

Once you understand the message behind the behavior, you can better support students. As Jerome Schultz, PhD, puts it, “If you can read the need, you can meet the need.”

Instead of reacting to challenging behaviors, you can proactively reduce them. Using positive behavior strategies can help you:

Build a trusting relationship between teachers, students, and families.

Instead of seeing behavior as a problem, you’ll show empathy by looking at students with compassionate curiosity . With this view, you can shift your focus from “fixing” students to understanding them. You can also develop a more collaborative relationship with students by working together to understand when and under what circumstances a behavior occurs.

Teach and reinforce new skills.

Once you understand why a student behaves a certain way, you can respond more effectively. You can teach new behaviors that serve the same purpose. Many social-emotional learning programs incorporate specific strategies for teaching behaviors, like how to follow directions or ignore peer distractions.

Prompt you to consider multiple reasons for behavioral difficulties.

Students might not have the language or communication skills to express what they need. Or the behavior could be a way to avoid a difficult situation or task. Some students behave in negative ways to get attention or to get what they want. In other cases, they may be reacting to an environment that isn’t supporting their learning. Or there could be a cultural difference. This may prompt you to take a culturally responsive approach to analyzing the behavior and your response to it.

As a classroom teacher, you may not have all the time, tools, or training to look at student behavior in depth. You can work with other school staff to do a functional behavior assessment (FBA). The specialist who does the FBA can work with teachers to create an appropriate behavior intervention plan . 

Explore specific examples of what behavioral communication can look like in the classroom

Explore examples of positive behavior strategies: 

Pre-correcting and prompting

Respectful redirection

Nonverbal signals

Brain breaks

To see a positive behavior strategy in action, watch this classroom video from Edutopia. 

Handling challenging behavior can be frustrating. Use this chart to reflect on where you are in your practice and where you might focus your next efforts.

Behavior expectations might be different at home than they are at school. It’s important for families to know what’s expected in your classroom. Talk with families about the behavioral expectations in the classroom and the language you use to talk about behavior.

This will help families understand new phrases they hear or behavior changes they see. Also, families may want to use the same expectations at home. Share with them these parent-child behavior contracts to get started.

“Positive behavioral support: Strategies for teachers,” from Intervention in School and Clinic

“Modifying the Classroom Environment” and “Culturally Responsive Practices and Implicit Biases With Discipline,” from Preventing Suspensions and Expulsions in Early Childhood Settings

Explore related topics

The New York Times

The learning network | how, and by whom, should children be taught appropriate behavior.

How, and by Whom, Should Children Be Taught Appropriate Behavior?

Questions about issues in the news for students 13 and older.

• See all Student Opinion »

Adults often say that young people “should have known better” than to act in a way they characterize as disrespectful, immature or rude, especially at formal events.

In a recent article on this topic, for instance, one woman describes many of the unchaperoned children and teenagers at bar and bat mitzvahs she attends as talking or texting during the services and “playing tag football in the social hall and sneaking brownies from under the plastic wrap.” This woman further admits that her own children are among those who misbehave.

Why do you think situations like this happen? How could they be prevented?

In “Teaching Respect to the Faithful,” Bruce Feiler writes about efforts to change situations like this:

Last year, after a deluge of rabbis asked if they could visit the classes to warn students about their behavior, Mr. Jasgur introduced a one-hour course called Mitzvah Circuit 101, which he offers free to synagogues and Jewish community centers. The course includes a questionnaire about the proper way to respond to an invitation and what to do during the video montage. The following question addresses what Mr. Jasgur says is a common sore point for parents — students dismantling the centerpieces: On your table you discover the following: ketchup, sugar, water, a movie-themed centerpiece and a bowl of mini chocolate Academy Awards. Do you a) quickly remove the two DVDs from the centerpiece and claim them as your own; b) take the glass of water, add two parts ketchup, three spoonfuls of sugar, four Academy Awards, and see if Mickey will drink it; c) arm yourself with the mini chocolates and see if you can hit Jason at Table 5 without his knowing where it’s coming from; or d) none of the above? Why the need for the new course after so many years? “Should we blame it on society? Should we blame it on parents? I’m not sure,” Mr. Jasgur said. “Today’s kids are just overprogrammed. Their focus isn’t there. Many of their parents are also part of this younger generation, so it’s not their fault. It’s the way they were raised.” Rabbi Adam Englander, a principal at the Hillel Day School of Boca Raton in Florida, lectures students three or four times a year about their behavior at bar and bat mitzvahs. He believes the new interest in decorum represents a larger shift in society. “In my opinion, I don’t see it as a function of kids being poorly mannered,” he said. “I see it more as a function of schools being involved in much more than education. Schools are increasingly being asked to take on roles that years ago would have been considered the realm of parents.” Stressed-out parents have less time to raise their children, he said. And with synagogues and day schools competing for customers, the misconduct of students often reflects poorly on the institutions they attend. “If one or two of my kids misbehave, even though it’s a weekend, I’m going to hear about it on Monday,” Rabbi Englander said. “That wouldn’t have happened 20 or 30 years ago. The inclination would have been to call the parents.”

Students: Do you think kids need more training when it comes to appropriate behavior?

• If so, when should the training take place: on the eve of a formal event, at a certain age, after inappropriate behavior is observed, or another time?

If kids really do “know better” than to behave poorly, why do you think it happens anyway?

• What do you think about Mr. Jasgur’s explanation that bad behavior is the result of “overprogrammed” kids not being able to focus on what is expected of them?
• Do you agree with Rabbi Englander that schools now must do the kinds of behavior training that parents used to do? Why or why not?
• How would you change this situation if you could? Or if you think no change is needed, explain your stance.

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Teachers: We ask a new Student Opinion question each weekday, and leave most open to comment indefinitely. Here is a list of the 163 questions we asked during the 2011-12 school year.

Comments are no longer being accepted.

I do not think that children should be taught by teachers how to act respectfully. The people who should be responsible to teach these manors to children is the parents. I also think that parents should make time for their children to help them and make their lives the best that they can be.

Do you think kids need more training when it comes to appropriate behavior?

Training children due to bad behavior should only be permitted if they are below the age of ten. The reason for this is because, by the time kids are eleven or older, they will begin to act more mature and mannerly than children under the age of ten. I do not believe even when it comes to older immature individuals should they need training to be a better person so to speak. Training for younger children is beneficial, however, since they could have less issues about them as a person later in the future.

Kids need as much “training” as they can get when it comes to appropriate behavior. Today kids lack the skill of appropriate behavior. I think it is influenced by the parents actions and by what is presented on TV, movies, and video games. I think that schools should help kids become more well behaved and appropriate people, but I think that the soul responsibility belongs to the parents. It is the parents actions and attitude that influence a child’s actions and attitude.

yes some kids need beter appropriate behavior so they can fallow the rules beter and so they dont get yelled at all the time.

How would you change this situation if you could? Or if you think no change is needed, explain your stance. I think that if they are taught a very young age and reminded at times how they should act that they wont need to be trained on what good behavior is. I think that is should start early . I think that it happens anyway because when they start getting board they will do anything that they think is fun like playing tag football in the hall. I think that his explanation is true yet kids don’t always understand what is needed of them. I don’t think any change is needed because kids will be kids and will some direction they will do good.

Training? not necessarily more like common sense.Kids should learn to be have more at a younger age like 4 years old,but it also has to do with the parents before a formal event the parents should go over what the child should and should not do.I think kids behave poorly when they know better maybe to rebel or they may be upset at there parents so they embarrass them or they just want there “image” to look differently to certain people.I think his explanation is a bit different its not “overprogrammed” its more like under treated they may be treated differently as a young child an grew up with the attitude they were treated with,we kids can focus just difficult to focus on a certain subject for so long.I don’t think that kids should do training in school unless they are in pre k.I would change this situation by observing it.

The only “training” kids should get is from the childs parents, it is their responsibility to tach their child right from wrong, not anyone else. But the parents shouldn’t entirly be blamed, if they are doing what’s right then it’s either the childs, the childs friends, or some other outsdde influense.

I dont think that there should be a class on behavior. I think it’s up to the parents to teach there children good behavior. I think kids act badly because they are allowed to act that way. Some don’t have restrictions on what they could and cannot do.I think Mr.Jasgurs explanation is false. All that should be expected of the kids is to get good grades and a good education. I don’t think that teachers should teach behavior. As I said its up to the parents to teach their children the right thing. I don’t think I could change the situation it’s up to the parents to teach their children the proper way to act.

Children should be taught appropriate behavior so that they learn to be repectful and have manners. They should be taught by people always show exemplory manners and good behavior. Having good behavior and manners is a NESSECITY in being successful in life.

I think that children should be taught good behavior by their parents because those will be the only people that they will really listen to. To teach the children the parents should just correct the child as they go along in life but only to a certain point, when they move out they don’t want to be told what to do.

I think children should be taught appropriate behavior when they are in third it fourth grade. Reason is because that is the time where children learns things easily and quickly. when they get in middle school it will be harder for them to learn appropriate behavior.

I think that children should be taught appropriate behaviors. I think this because most kids are not getting the correct values at home. The act up in public because he don’t know better than to behave. I also think the don’t know how to balance when to have fun and when to be serious.

I think that kids should have extra teaching on behavior. A good way to train is when there is a formal event so that kids can get use there manners right away when they learn them. But when there is a formal event the kids may only behave when there is a formal event. So they shoul dhave a class on formal events. Also they shoul dhave a class for everyday behavior. I think kids behave poorly because they want more attention to them. They also may think that whgen they behave poorly they are just trying to be funny for their peers. So they have a choice if they want to behave poorly or not.

I think that it is up to the parents to teach their children good behavior because it is their child. I think that children listen as much to their teachers as they do their parents. So in that case, that is why most children act badly, because their parents are allowing that behavior. If the kids parents do not teach their child good behaviors, then the kids will not know how to act in job interviews, or at any other place where good behavior is expected.

I think that kids should have a class on behavior, because I believe that parents should teach their kid(s) to behave but some parents don’t do very well on training their kids(s). Bad behavior is mostly caused by a traumatic experience that happened in a child’s life, they have bad behavior because they want people to know that they need help or they are in need of attention.

I believe training should start asap because it may be hared to learn at a latter age.

I feel like yes kids should have appropriate training when it comes down to behavior. Many kids don’t have manners and dont know how to behave at social events. My mom taught me manners she’s actually very strict about it many of my friends notice it. That’s why when i see people at lunch chewing with there mouth open I get grossed out and sometimes at like dinners i would go to i’d see kids running around in the hall ways of a place.

No I don’t think kids need more “training” when it comes to appropriate behavior because I believe most kid know how to act but may disregard their common sense and do it anyway. If any teaching is to be done to inform people about bad behavior it should be done when the “bad” behavior occurs. I think bad behavior may happen because A) they know nothing bad will happen and B) They are more board than scared.

Yes, I think that some students need more training because some are trustworthy while others are untrustworthy. I think it should be during detention because they would be there for an hour or two which gives them time to practice. I think students who still do unappropriated behavior think it is funny to others and they get more confidence to do it again.

At the begining of you teen years and at the begining of your 30s good behavior should be taught. kids dont want to act all good when there personality isnt that of a good one.

In my opinion, it is not necessarily the children at fault. I believe that the parents are the ones who need to be taught how to raise their children. Kids act how they do for a reason, and everyone learns their habits from somewhere. The environment, atmosphere, and ways that children are exposed to all play a key role in how they mature, what they learn, and how they put these examples into their life.

I think kids should be taught to behave better. Kids should be taught appropriate behavior starting when they are very little like around 8 months or when the child starts reacting to peoples voices. I think kids still behave poorly even if they know better because they want to see if they can get away with things. I disagree with Mr. Jasgur’s thinking. There shouldn’t be the classes in school because it is the parents’ job to teach their kids proper behavior.

Parents should teach their children how to “act approptiately”. Teachers can implement their personal ideas within the classroom, but it’s up to parents to teach their children the difference between right and wrong. I can personally say I feel like I would want the right to teach my own children these crucial life behaviors, rather than an adult figure I don’t necessarily know very well. I would want to provide them insight into the behavior I deem appropriate.

Kids need as much training as they can get when it comes to appropriate behavior. Today kids lack the skill of appropriate behavior. I think it is influenced by the parents actions and by what is presented on TV, movies, and video games. I think that schools should help kids become more well behaved and appropriate people, but I think that the soul responsibility belongs to the parents. It is the parents actions and attitude that influence a child’s actions and attitude.

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Appropriate Classroom Behavior Essay | Essay on Student’s Behavior in Classroom

July 17, 2021 by Prasanna

Appropriate Classroom Behavior Essay: Teachers face a few difficulties while teaching small kids. One of the significant difficulties instructors need to change in accordance with while educating in the early long stretches of tutoring is to have the option to adequately deal with the Behaviour of Students in a homeroom setting.

Teachers need to have reasonable assumptions for the suitable practices that Students can show in the homeroom to guarantee that powerful and favorable learning happens.

Teachers invest the greater part of their energy in study halls with Students. Hence, it is significant that they can effectively determine and behave the board techniques that will guarantee homeroom conditions that are supported and set apart with undeniable degrees of accomplishment. Hence, it tends to be seen that Behaviouring the board is a very basic angle in both the existence of the instructors and Students.

You can read more  Essay Writing  about articles, events, people, sports, technology many more.

A portion of this juvenile, aggravating, or neglectful practices or “homeroom incivilities” include:

• Coming late to class or leaving early.
• Improper use of cellphones and tablets in class.
• Chit-chats with classmates
• Negligence for cutoff times.
• Not caring for marks
• Not completing Homeworks

Essay on Student’s Behavior in Classroom

Behaviour is a decision, and an educator’s job is to help Students when figuring out how to use sound judgment. Improper Behaviour isn’t satisfactory. It ought to be trailed by unfortunate results and thus be debilitated. At the point when the educator reacts to various practices, either certain or negative, it shows the Student something.

School is where students are offered the chance to learn and get instruction just as mingle. A piece of the learning cycle is collaboration, in any case, it ought to possibly happen when the time is appropriate.

Being in the homeroom ought to be viewed as an advantage. That advantage ought to possibly be given if a Student’s Behaviour doesn’t meddle with the capacity of the instructor to educate adequately or the capacity of different Students to take part in study hall learning exercises.

Outcomes ought to be given to singular Students who decide to interfere with the educator’s exercise or divert others. An entire class ought not to be rebuffed however ought to know about how that Behaviour was wrong.

The best method to manage troublesome Behaviour is to forestall it. Teachers exhaust incredible arrangements of energy into controlling and wiping out dangerous practices. A Positive Behavior Support framework can establish a climate that limits the requirement for discipline and additionally adverse results. The establishment of a Positive Behavior Support framework is made of rules and strategies. It additionally incorporates some sort of certain award framework like symbolic frameworks, lottery frameworks, as well as school-wide acknowledgment, yet genuinely viable Behaviour the board relies upon building up the Behaviour you, the educator, need to see.

The educator ought to connect with students in discussions and advise them that they need to settle on strong decisions both at home and school. The instructor explicitly reminds Students to finish their schoolwork on schedule, hand in tasks quickly, observe school administrators and communicate with others calmly.

The instructor should lead further examination to become familiar with Student Behaviour. Researchers propose that compensating wanted practices and rebuffing improper ones lead to the accomplishment of wanted objectives.

The educator uncovers to Students the sorts of disciplines and rewards accessible to them. Students acting admirably are compensated with things, for example, money boxes, additional free habitats and get things done. This urges the underhanded ones to change.

Albeit the strategy is 90% productive, much should be done to work on Student’ Social Behaviour. Individualized help ought to be given to help ineffectively performing Students develop their Behaviour. To acknowledge individualized help, an organization ought to be set up between the school and the local area.

Shockingly, the strategy figured by the educator is attending to the principles of the Behaviour approach. This was affirmed after the instructor had got done with checking homeroom the executive’s self-stock sheet. The facts really confirm that the reward framework goes inseparably with the arrangements of Comprehensive Classroom the board composition. The procedure is the best in managing kids from different social foundations.

The strategy explored different avenues regarding youngsters from tactical settings, low-pay foundations and single-parent families. This shows that the strategy doesn’t separate youngsters dependent on either economic wellbeing or ethnic foundation. A few students come to class hungry, with low confidence.

Others have awful temperaments on the grounds that their folks practice aggressive standards. Youngsters in such families have no freedom in light of the fact that their folks choose for them what to do. A few Students are providers of their families implying that they deal with themselves and might be their kin.

FAQ’s on Appropriate Classroom Behavior Essay

Question 1. What is appropriate behavior in the classroom?

Answer: Showing regard for your Students incorporates paying attention to their requirements and safeguarding their nobility. It additionally implies satisfying their hopes of you, like hello them toward the start of class or returning revised schoolwork in an opportune design. Make certain to address Student Behaviour in a predictable way.

Question 2. How to teach appropriate behavior to the students?

Answer: Distinguish the issue of Behaviour. Measure the issue Behaviour. Foster speculation regarding the reason for the Behaviour. Pick a fitting substitution Behaviour. Distinguish the current phase of learning. Decide the degree of help.

Question 3. Why is appropriate behavior important?

Answer: Students screen themselves and assume greater liability for their Behaviour — and their learning. Students invest more energy in assignment and scholarly learning time increments. Students acquire a feeling of well-being and security. The homeroom culture and the school culture become more sure by and large.

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6 Steps for Turning Around Middle School Classroom Behavior

Having kids write essays to reflect on their behavior seems like a great idea…but maybe there’s a better way.

“I don’t understand why you have all suddenly completely forgotten how to behave in a classroom. To help you remember, I want a two-page essay for homework about what the expectations are in our class and why you can’t behave today.”

When the whole class has taken leave of their senses and you end a class period in a state of extreme frustration bordering on homicidal rage, an essay like this makes a lot of sense. It induces suffering—always good—and feels like a natural consequence of their behavior—also good. There are a few problems, though.

First, if you’re lucky, two-thirds of the kids will actually complete the assignment. I can guarantee you that it will be the students who had nothing to do with the misbehavior. The actual instigators are definitely not going to write the essay, which means that either they get away with whatever havoc they’ve wreaked, or you have to find a new and exciting way to make them suffer.

Second, you have to grade those essays. And that’s awful. Why would you do that to yourself? And third, all those essays are going to say exactly the same thing. “The expectations are that we do our work and listen to directions. We didn’t do that today because we were being crazy. We should do what the teacher tells us to because we are at school to learn.”

A couple of years ago, I tried something new to replace the Rhetorical Essay of Shame and Suffering. I asked the same questions … but I actually wanted to know the answer. Here’s a step-by-step breakdown of how I now handle whole-class chaos:

Step 1: Kids act crazy.

I deal with it in all the ways I normally do—humor, focusing on the kids who are doing what they’re supposed to, changing up the activity, whatever. If all this fails, I move on to …

Step 2: Sit down and wait for silence.

It will come eventually. Don’t make eye contact with kids. Just sit and stare at your fingernails until they get curious and shut the hell up.

Step 3: Complete honesty.

“I’m really frustrated right now, and I’m trying not to take it out on people who are doing what they’re supposed to. You guys don’t usually act like this in my class. Can somebody tell me what’s going on with you today?” Then you wait. The first time you try this, chances are nobody will say anything.

Step 4: Offer suggestions.

Did something happen in another class? Do they not understand the assignment? Did they have multiple tests today and just need five minutes to move around before getting focused? Yeah, this may burn up some class time that you were planning to use on something else. But let’s face it: They already weren’t learning anything today, thanks to their ridiculous behavior! At this point, they probably still won’t tell you anything. Don’t worry! Move on to the next step!

Step 5: Give the assignment.

“So it looks like you need some time to think about why you’re acting this way, and that’s fine. But I want to understand what’s going on, because I usually leave your class feeling great, and today I’m Googling what kind of health insurance Walmart offers their employees. So here’s what I want you to write about for homework. What went wrong today? Why was your class having so much trouble getting it together? And what steps can I take as your teacher to help you out and make sure we have a better day tomorrow?”

Step 6: Bring the pain.

“I was hoping we could do this fun activity today, but I’m too frustrated and I don’t think you guys are focused enough to do it. So I think we’re going to get ahead on next week’s grammar notes instead, because I want to save a group project for a day when you can handle it. I look forward to reading your suggestions tomorrow so we can figure out a way to make fun activities work in our class.”

You’re done. Here’s what happens next. The kids do the assignment. At least, most of them do. The good kids, instead of being punished for the other kids’ actions, have had a chance to share their side of the story and be heard. The kids who were misbehaving, in many cases, will actually give you good suggestions. Maybe they need a seating change. Maybe something is going on in the class period before yours that needs to be addressed. Maybe somebody brought cupcakes to lunch yesterday and they were just on a sugar high.

Regardless of why they were acting the fool, you now have some insight into their behavior. More importantly, you’ve positioned yourself on their team. This is a class problem and everyone— including the teacher—is working together to solve it. You’re looking for ways to change your behavior as well as theirs, and kids will appreciate that. And the best part? While you do have to read their responses and adapt your class accordingly, you don’t have to grade them or track down late assignments. Less work for you, less resentment from the kids, and hopefully most of them get their shizz together so that you don’t have to do this again for at least a few weeks.

How do you handle middle school classroom chaos? Please share in the comments.

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Managing Student Behavior in the Modern Classroom

Imagine teaching a class of second graders. Although most of the students do what you ask them to do, there’s often one student who has a hard time behaving appropriately. Whether the individual is launching spitballs at classmates or hiding your whiteboard erasers, this student’s seemingly unrelenting passion to find newer, more innovative ways to cause chaos has you at your wits’ end. Instead of sticking to your lesson plan, you spend a lot of time and energy trying to get everyone back on track. It’s exhausting, and it puts the learning environment at risk.

A number of factors can lead to poor student behavior. Students who have problems at home or whose parents are going through a divorce, for example, may be experiencing depression or stress. Childhood stress can lead to mood swings, declines in attentiveness, and impulsive behavior, all of which can be disruptive to the classroom.

Students who lack self-esteem may misbehave in an effort to resist participating in an activity that could lead to failure. For instance, if students think they’ll perform poorly on a test, they may go out of their way to avoid the test altogether.

Physiological factors, including being hungry, tired, or sick, may also lead to disruptive classroom behavior. In this case, children may be inattentive, cranky, or otherwise difficult, which may cause problems with their teachers or classmates.

Students with mental health challenges, such as anxiety disorder, may also act out in the classroom. They may throw tantrums, avoid certain activities, or melt down in response to the slightest criticism. Educators need to be mindful of this because students’ behavior in school may not be consistent with their behavior at home. This is especially important in the event a teacher finds it necessary to schedule a call with a student’s parent or guardian.

Disruptive student behavior isn’t limited to the physical classroom setting. Those who teach in an online environment may find that students who consider the subject matter too difficult become unmotivated, which can lead them to turn in assignments late or incomplete. Furthermore, students who aren’t emotionally invested in the course because they’re uninterested in the subject matter may fail to complete their coursework altogether.

Disruptive behavior in the classroom can stem from a variety of causes, but teachers have several potential solutions and tactics for managing student behavior.

Set the Expectations for Student Behavior

One key tactic for managing student behavior is setting behavior standards for the classroom. EducationWorld guest contributor Linda Dusenbury, PhD, an expert in evidence-based strategies designed to promote student motivation, suggests that establishing ground rules for classroom behavior can help maintain a positive environment. The best way to achieve this is to involve students in the rule-setting process, without allowing them to control it, as this clarifies that the teacher is in charge.

“Because students help develop the rules, they own them,” Dusenbury explains. “When students understand that the rules are their statements about what they expect of each other—not just what their teacher expects of them—they become more courteous, and they are more ready to participate in learning together.” Thus, teachers who invite students to participate in the rule-setting process may find they spend less time correcting disruptive behavior.

Stay Sensitive to Mental Health Challenges

Another important part of addressing disruptive classroom behavior is understanding the role of students’ mental health. Educators need to be aware that symptoms of depression and undiagnosed anxiety disorders can often manifest in the classroom. According to the Association for Children’s Mental Health (ACMH), “Children’s mental health can affect young people in a variety of ways to varying degrees in the school environment. One child’s symptoms may be really hard to manage at school, while another child with the same condition may not have much difficulty.” For example, some students with undiagnosed attention-deficit/hyperactivity disorder (ADHD) exhibit a range of symptoms, including hyperactivity, difficulty paying attention, and impulsivity. Consequently, educators need to remember that different behaviors can be symptoms of broader mental health challenges. Typically, schools offer guidelines and professional development opportunities to keep this issue in the forefront, but students with such problems can be overlooked.

Educators who are informed by their school administrators or suspect that a student is suffering from a mental health issue are encouraged to be proactive in working with both the student’s parents and the school to ensure the student’s challenges are addressed. A teacher’s responsibility is not to diagnose or treat a possible disorder but to speak out if a student is exhibiting troubling behaviors.

Praise and Reinforce Positive Behavior

Another way teachers can be effective in managing student behavior is rewarding positive acts, such as completing homework, listening attentively, and being respectful toward others. Children respond to positive reinforcement and learn to model their behavior accordingly. The success of this methodology is well documented in the field. Consider the following account in an ACSD blog post written by former K-12 educator Kasie Longoria. “When I was a classroom teacher, I always had a system where students could earn ‘paychecks’ each week for positive behaviors—and it worked amazingly well. I never once had classroom management issues or discipline problems, and I never sent students to the office, because they were so excited about earning rewards.” Other teachers have experienced similar success. In an interview with the Child Mind Institute, veteran educator Meirelys Ruiz says using positive reinforcement with her students had a tremendous effect. In addition to improving individual students’ behavior, positive reinforcement methods improved classroom behavior as a whole. “After a month or two months of using it consistently, you really see a huge change,” she explains. Although behavior incentives may not correct all negative student behavior, teachers who learn to recognize and reward positive acts may find themselves spending less time reprimanding negative ones.

Discover How an Advanced Degree Can Help You Be a More Effective Teacher

One of the best ways to become a more effective teacher is to attain an advanced degree, such as the online Master of Arts in Teaching (MAT) or online Master of Education in Education Policy and Leadership (MEd) from American University (AU). Upon earning an online master’s degree from the AU School of Education, graduates often find they’ve gained a broader understanding of how to manage student behavior.

The coursework is designed to equip teachers with the skills and knowledge they need to provide in-class and online students with the high-quality education they deserve. Learn how the online Master of Arts in Teaching or online Master of Education in Education Policy and Leadership at American University can help you grow in your career.

The Current State of Teacher Burnout in America

5 Ways Policy Makers Can Improve the Quality of Education

Guide to Problem-Solving Activities for Kids

ACSD, “A More Compassionate Philosophy on Student Behavior”

Association for Children’s Mental Health, Problems at School

Centers for Disease Control and Prevention, Children’s Mental Health

Child Mind Institute, “Breaking the Behavior Code”

Child Mind Institute, “Improving Behavior in the Classroom”

Education World, “Set Positive Behavior Expectations”

Project IDEAL, “Developing Classroom Expectations”

Scholastic, “25 Sure-Fire Strategies for Handling Difficult Students”

Turnaround for Children, “Practice Shift: Rewarding Positive Behavior”

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Why it is important to promote appropriate behaviour and respect for others

Table of Contents

This document emphasises the importance of establishing ground rules in the classroom to create a conducive learning environment. It begins by advocating for open discussion among students and educators to set these rules, illustrating the essence of mutual respect. Differentiating between non-negotiable and negotiable rules, the content underscores the significance of documenting these guidelines, ensuring students are clear about behavioural expectations. Highlighted ground rules range from punctuality to equality, all aimed at ensuring safety, support, and productivity. The importance of immediate feedback in managing behaviours is cited, referencing Skinner’s work. In conclusion, the adherence to these rules directly impacts the classroom’s functionality, affecting learning outcomes, student satisfaction, and overall classroom cohesion.

Establishing Ground Rules in the Classroom

Documenting agreed ground rules.

Once a list of ground rules has been agreed, document them so that students are aware of what behaviour is expected of them, which will make them feel more comfortable and less likely to be disruptive in class.

Non-negotiable and Negotiable Ground Rules

Some examples of common ground rules:.

These ground rules encourage a safe and supportive learning environment, promoting learning and assisting in obtaining goals. It is also important to show that all students have the same rules, which will promote equality within the classroom. If all students comply with the ground rules they are less likely to be disruptive, which may prevent others in the class from learning.

Immediate Feedback as an Educational Tool

Potential risks of non-compliance.

If appropriate behaviour is not maintained the class will not function in a satisfactory manner, this will result in students being unable to learn, students becoming frustrated, possibly resulting in low attendance and possible health and safety concerns.

Bibliography

Further reading, the first days of school: how to be an effective teacher by harry k. wong and rosemary t. wong, classroom management that works: research-based strategies for every teacher by robert j. marzano.

Marzano offers research-backed strategies to ensure an effective classroom environment, touching upon aspects like rules, procedures, and disciplinary interventions.

Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College by Doug Lemov

Responsive classroom, smart classroom management.

This site offers practical advice and strategies for both new and veteran teachers. Covering a wide range of topics from basic classroom rules to advanced student-teacher relationships, it provides a hands-on approach to creating a well-managed classroom.

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Appropriate Classroom Behavior

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• Being on time for class
• Speaking in a respectful tone
• Making eye contact with your instructor and with each other
• Taking care not to disturb others when speaking or using devices that might make noise
• Making sure you are ready to participate in class discussions before they begin, etc.
• Running around without any reason
• Disturbing others by talking loudly or making noise
• Not paying attention when the teacher is speaking
• Chewing gum or eating food during class time

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• A Classroom-Based Action Research on Promoting Confidence in an ESL Classroom Pages: 9 (2534 words)
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Appropriate Behavior Modification Plan

This essay about crafting effective behavior modification plans emphasizes the importance of understanding human behavior’s complexity and tailoring interventions accordingly. It discusses key principles such as reinforcement, antecedents, and consequences, highlighting their role in shaping behavior. Moreover, the essay underscores the significance of considering the broader context, including environmental and social factors, in designing interventions. By adopting a strategic and holistic approach, practitioners can create interventions that foster positive change and growth in individuals.

How it works

In the realm of psychology and education, implementing an effective behavior modification plan is paramount to fostering positive change and growth in individuals. Whether in a classroom setting, therapeutic environment, or organizational context, understanding the nuances of behavior modification is essential for achieving desired outcomes. This essay delves into the intricacies of developing and executing a successful behavior modification plan, exploring key principles, strategies, and considerations.

At the heart of any behavior modification plan lies the understanding that behavior is influenced by a myriad of factors, including environmental, social, and psychological variables.

Recognizing this complexity is fundamental to devising interventions that are tailored to the unique needs and circumstances of the individual or group. One size does not fit all when it comes to behavior modification; instead, interventions must be carefully designed and customized to address specific behaviors and objectives.

Central to the process of behavior modification is the concept of reinforcement. Reinforcement involves the use of consequences to strengthen or weaken a behavior, depending on whether it is desirable or undesirable. Positive reinforcement entails rewarding desired behaviors, thereby increasing the likelihood of their recurrence. Conversely, negative reinforcement involves removing aversive stimuli to encourage desired behaviors. Understanding the principles of reinforcement is key to shaping behavior effectively and sustainably.

In addition to reinforcement, another critical aspect of behavior modification is the identification of antecedents and consequences. Antecedents are events or stimuli that precede a behavior, while consequences are the outcomes that follow it. By carefully analyzing antecedents and consequences, practitioners can gain insights into the triggers and motivations underlying specific behaviors, allowing for targeted interventions. Moreover, modifying antecedents and consequences can help reshape behavior patterns over time.

Furthermore, it is essential to adopt a holistic approach to behavior modification that takes into account the broader context in which behaviors occur. This entails considering environmental factors, social dynamics, cultural influences, and individual differences. By addressing these contextual factors, practitioners can create a supportive and conducive environment for behavior change to occur. Moreover, collaborating with relevant stakeholders, such as family members, educators, or colleagues, can enhance the effectiveness and sustainability of behavior modification efforts.

In conclusion, crafting an effective behavior modification plan requires a nuanced understanding of human behavior, as well as a strategic and systematic approach to intervention. By leveraging principles of reinforcement, analyzing antecedents and consequences, and considering the broader context, practitioners can design interventions that promote positive change and facilitate growth. Ultimately, behavior modification is a dynamic and iterative process that requires ongoing assessment, adaptation, and collaboration. Through thoughtful planning and implementation, behavior modification can empower individuals to achieve their fullest potential and lead fulfilling lives.

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Classroom management: How to avoid or eliminate misbehavior

September 29, 2014 by HCDE Communications

Behavior management is a popular call-for-help topic for both teachers and principals. New teachers are trained with supervising teachers who already have classroom routines and procedures in place. These novice teachers may have a false sense of ability to manage their own classroom due to the ease in which veteran teachers handle classroom behavior issues. It looks so easy and evident!

When working with teachers in training, I ask them to write down three to five worries they have with behavior management. Repeatedly they ask: 1.    How do I keep control of the class? 2.    What is the best way to keep students on-task? 3.    How do I handle difficult students? 4.    What is the best way to avoid confrontations with students?

The list continues. Teachers want to know how to keep their calm in the midst of chaos. What is the best way to react to talking back? How do you know when to send students to the principal? Repeatedly, teachers in their first year of training often voice these concerns.

I assure new teachers that all of us experience some of the behaviors they include in their list. Most veteran teachers can tell their own stories of behavior management problems and what they learned to do to stop or lessen the misbehaviors. The misbehavior-free classroom does not exist. Granted, some classes are “better behaved.” But disruptions happen.

Here is my top 5 list of how to avoid or eliminate misbehavior in the classroom: 1.    Establish clear classroom rules (but not too many). Students of all ages can contribute to the list of rules; however, the teacher has the final word on which rules are posted. Your class is not a pure democracy! It’s a mixture of student input in decision-making and veto power from the teacher. 2.     Routines and procedures are explained and practiced on the first day of school and followed thereafter. Once the teacher relaxes routines and procedures, students revisit laid-back, noisy and chaotic behaviors. Which routines and procedures are at risk? These include entering the class; getting ready to work and starting work for the day; and moving into groups (quickly and quietly). Routines involve having materials needed to learn (paper, pens/pencils and other required materials); passing up or passing out papers, journals, books, etc.; and reacting to signals to be quiet. 3.     Create a sense of community in the classroom. This practice among students and the teacher has gained more attention lately. The sooner that students get to know each other, the stronger a sense of belonging and cooperation occurs. Use ice-breakers during the first week of school to encourage students to get to know each other. Mix groups to cause students to become familiar with everyone in the class. 4.     Awareness of all activity in the classroom gives the teacher the edge in behavior management. Being aware means paying attention to what is happening in the classroom “at all times.” Let your eyes and ears work for you. Avoid turning your back on the class. Keep students in your line of vision. Use your ears to listen for off-task behaviors like talking, unnecessary movement, and laughter. Monitor, monitor, monitor. 5.     Handle misbehavior yourself unless it is severe (fighting in the classroom, really unruly behavior, stealing). Schools have district/school rules and consequences for violating them. Typically, there are procedures for teachers to follow such as talking to the student (document), talking to parents (document) and before/lunch/after school detentions (document). If all approved measures fail to get the student to comply, a trip to the principal or assistant principal follows (with your documentation). Teachers are expected to handle “routine” misbehavior themselves. (See the suggestions 1-4 for some ways to avoid challenges from students.)

What are your individual concerns and comments? Let’s discuss!

HCDE offers an online course on classroom management so you can learn on your own time, in your own space.

Want more on the topic of behavior management? Internet sources are plentiful. Search under behavior management, classroom management and discipline. Also, consider the following sources:

Emmer, Edmund T. and Carolyn M. Evertson. Classroom Management for Middle School and High School Teachers, 2012. Evertson, Carolyn M. and Edmund T. Emmer. Classroom Management for Elementary School Teachers, 2012. Jones, Fred. Tools for Teaching. 3rd Edition. ( www.fredjones.com ) Marzano, Robert J. Classroom Management That Works, 2001. http://www.behavioradvisor.com/ NEA Articles and Resources Searle, Margaret. Causes and Cures in the Classroom: Getting to the Root of Academic and Behavior Problems, 2013.

About the Blogger: Mary Lynn Johnson is curriculum director for social studies at HCDE. The veteran Spring ISD teacher, former assistant principal and program director follows her passion to share the educational advantages of learning about the past. Her first love is teaching social studies and turning students and teachers on to history, geography, government and economics. Her zeal as a social studies leader earned her the 2012 Texas Social Studies Supervisors Association “Supervisor of the Year” award.

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Category: Uncategorized | Tags: behavior management , classroom management , educators , misbehavior , new teachers , online course , teachers

2 thoughts on “ Classroom management: How to avoid or eliminate misbehavior ”

I love the idea of “teaching” behaviors. Think sometimes teachers, who were often good students, believe all kids know how to “play school”. Teachers with the best class management think through the processes involved during the lesson and teach/model critical ones to ensure students correctly implement the expected behaviors. Thus “school” happens by design instead of a hit-or-miss fashion and student success increases.

I agree totally. Teachers do have to model the behaviors they expect from their students. With the younger students, she should demonstrate the appropriate behavior before engaging in a lesson that will require their physical or verbal response. For example, before releasing students to go to a center, the teacher should demonstrate how to go to the center, talking about it as she demonstrates. Before an activity that will require students to respond verbally, she should demonstrate how to raise one hand to gain the teacher’s attention. We know that appropriate behaviors require much practice. As students get older, the practice should be able to decrease. And by middle school and high school, students should have internalized school behaviors. Yet, we know that teachers have to remind students what they expect and not assume that all students will comply without “reminders.”

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What is Appropriate Behavior

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Inappropriate Behaviors in Students Essay

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Introduction

Combined approach, beneficial activities, increased awareness, opposite opinion, works cited.

The youth has always been one of the most paramount categories fundamental for the development of society and its gradual evolution. Being representatives of the class that reflects the current state of the world with all its innovations and tendencies, young people contribute to the emergence of fresh ideas and perspectives on how it should change. That is why they have always been given special attention; however, throughout history, a wide array of problems has been associated with the youth because of its fundamental importance for communities.

Today, the situation is also not perfect as some threatening tendencies can be observed in various groups. For instance, students and representatives of this age group demonstrate a gradually decreased interest in education, preferring to perform inappropriate actions or show undesired behaviors. The given situation can be caused by the lack of opportunities to engage in beneficial activities and wrong dominant ideas, which can be improved by offering new ways to express themselves, behaviors, and explanation of education’s importance.

The relevance of the selected topic can be evidenced by the statistics showing the increased number of undesired behaviors among students and the youth in general. For instance, the majority of researchers agree in the opinion that today the drug and substance abuse is critical as around 45% of students drink alcohol, 16% use marihuana, and there is the threatening tendency towards the use of other drugs such as amphetamine and cocaine (White and Hingson 205).

Moreover, a significant part of students and their peers are engaged in inappropriate behaviors characterized by violent patterns, bad dietary habits, poor physical activity level (White and Hingson 208). There are many young people who prefer to spend time gathering in groups and sitting around smoking, eating fast food, and using substances. These patterns result in the drastic change in grades and academic performance in students, lack of interest in classes and extracurricular activities, and absence of motivation to get an education (White and Hingson 205). The given situation can be considered dangerous as it will undermine the existence of society and its ability to evolve.

The demonstrated complexity of the issue means that there is no single approach that can help to solve the problem; instead, there is a need for a set of actions that will improve the situation. The researchers focused on the investigation of the question emphasize the fact that the deterioration of the atmosphere among students and their peers to greater degree results from the lack of options how to spend free time, understanding of the importance of education, and the negative impact of substances (Halpern 45).

From this regard, the suggested solution to enhance the situation should touch upon these major domains and provide young people with new opportunities to express themselves and engage in appropriate educational and leisure time activities. It will help to avoid the further deterioration of the situation and eliminate the most important issues associated with this category.

Beneficial activities are one of the most potent methods to attract the youth and provide them with new ways to evolve. In accordance with the research, students engaged in the social life of the campus or educational establishment a less inclined to drug use or other undesired behaviors (Halpern 48). For this reason, one of the elements of the proposed solution is the creation of programs for both learners and their peers that will help them to spend free time for their benefit.

For instance, additional surveys to acquire data about various groups’ interests can be distributed with the main aim to organize courses that will provide an opportunity to get new information about these fields or master some skills. This method has a high potential to show good results as all young people are active and have the desire to engage in various activities, regardless of their social status and current position. It will also help to improve academic performance by providing additional knowledge and increasing motivation levels.

Sport is another element of the proposed solution as it helps to combine physical and mental exercises and spend free time inappropriate ways. There is credible evidence of the beneficial impact of all kinds of sport on students, their academic success, motivation levels, and ability to overcome challenges that emerge on their way (Halpern 99). Increased endurance and strength levels contribute to the improvement of the overall state of the health and body.

At the same time, it has a positive effect on academic successes and students’ readiness to keep learning (Ingholt et al. 502). Furthermore, sport can help to mitigate the negative impact of alcohol and drugs on the body and provide young people with additional motivation to learn. In such a way, it can be considered an appropriate option regarding the need to improve the functioning of the discussed group and attain a significant decrease in undesired behaviors among them.

The decreased motivation to learn and to avoid violent or abusive behaviors can be treated by effective work focused on awareness-building. The statistics, a high percentage of young people or students with poor academic successes have a vague understanding of their future and do not realize the benefits of education they can acquire (Halpern 65). It can be considered one of the major reasons for the emergence of all problems traditionally associated with this very group. The inability to see options for further development results in the use of substances, violent behaviors, and decreased motivation to learn. That is why social workers should devote more attention to the cultivation of awareness among this category of young people as they are fundamental for society and its rise.

Despite the arguments provided above, there is a perspective stating that the current situation should not be considered a problem as the percentage of problematic individuals is not very high and can be taken as normal regarding the overall percentage of young students. In accordance with the given perspective, there has always been a particular number of individuals who disregard educational activities and prefer to engage in other behaviors. However, the existence of the given pattern emphasizes the importance of academic activities and ensures that the level of graduates will not be too high to meet the needed demand (Ingholt et al. 502).

The given idea also rests on the fact that, despite the comparatively high number of addicted or violent behaviors among the youth, the existing work is sufficient to solve the problem and ensure the further evolution of society.

This approach can be refuted by the fact that education acquires the top priority in modern society, and the decreased interest in it among the young generation means their inability to succeed in their adulthood and the emergence of a class of people with the limited abilities to express themselves and inclined to violent or abusive behaviors which are dangerous for the society. Counter to the opinion presented above, it is fundamental to create conditions beneficial for the development of the youth and its engagement in educational activities.

Regarding the existing tendency towards the emergence of new technologies and increased sophistication of various processes, the knowledge base is one of the guarantees of future success. For this reason, a solution to the discussed problem acquires the top priority in contemporary society and should be given the increased attention.

Altogether, today the question of the decreased level of motivation to learn and engagement in undesired activities among the youth remains topical. The given group plays an important role in the development of communities and their further evolution. For this reason, there is a need for the creation of an appropriate solution to eliminate all barriers and ensure that all young people, both students, and their peers, will have an opportunity to acquire the needed knowledge and succeed in the future.

The suggested approach includes several elements to improve the situation, which are the focus on sport, additional activities and cultivation of awareness among all young people. These steps will help to enhance the state of this very group by increasing motivation to learn and suggesting options to spend free time not using substances or engaging in violent behaviors, which is one of the guarantees of the further rise of our society and its evolution.

Halpern, Robert. Youth, Education, and the Role of Society: Rethinking Learning in the High School Years . Harvard Education Press, 2013.

Ingholt, Liselotte et al. “ How Can We Strengthen Students’ Social Relations in Order to Reduce School Dropout? An Intervention Development Study Within four Danish Vocational Schools. ” BMC Public Health , vol. 15, 2015, p.502. Web.

White, Aaron, and Ralph Hingson. “ The Burden of Alcohol Use: Excessive Alcohol Consumption and Related Consequences Among College Students. ” Alcohol Research: Current Reviews , vol. 35, no. 2, 2014, pp. 201-218. Web.

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