With effective student behavior management, teachers relieve a tremendous amount of stress and save a lot of time.
Negative student behavior is the number two cause of teacher stress, trailing behind principal pressure to improve test scores on benchmark and high-stakes tests.
Rules to streamline the management of students’ behavior (not listed in any special order). Internalizing and applying these rules probably requires about three years practice.
- Neither reward nor punishment has a major effect upon learning, but classroom misbehavior affects learning in a negative way
- Students are less likely to misbehave if they are active and engaged in learning that is meaningful to them
- Discover students behaving well and reward them before they misbehave
- Follow school rules yourself, and ensure that students observe you as a positive role model (“Do as I do.”)
- Make contact with parents,with positive things to say about their child, before
needing to explain classroom misbehavior
- Spell out five rules that you have decided, and explain that you are 100% consistent with these rules
- Communicate your belief that all students can learn; if they have enough time, and if they have help
- Describe your strategies for providing one-on-one correction for learning, whether peer tutoring, parents helping their child, homework hotlines, etc.
- Express confidence that by working together, their child’s learning will improve
- Express confidence that once the child’s learning improves, the child’s behavior improves
- Establish the classroom as your territory, and be in the classroom first (This is the “lion tamer” theory of behavior management
- Avoid engaging students in a power struggle.
- Students will always win
- Students are more ruthless than ethical teachers and will go to extremes that teachers can’t match
- Engaging the student in a power struggle gives the student more power and validates the student’s effort
- Avoid belittling or putting down students (They will get back at you)
- Convince students that you care for them, and that you are on their side
- Never use the “Office Card” (i.e., “If you do …I am going to send you to the office”)
- The students are in your class, deal with them
- The folks in the “office” make conditions worse, rather than help
- Students receive yet another “chance”
- To students, another chance translates into the number of times that the student can break the rules before a consequence occurs
- The number of times that students get another chance needs to be “0”
- Negative consequences need to be certain, not severe
- If negative consequences are too severe, students win a public relations battle, and teachers hesitant
in following through
Behavior Management Pre-Configured Research