Classroom management strategies are universal practices that are powerful in increasing student achievement (Kratochwill, 2014; Hattie, 2012). These practices help to build a sense of community and foster relationships between teachers and students and among students. Effective classroom management strategies help to prevent student misbehavior and missed instructional time.
• Positive, empathetic teacher-student relationships are powerful moderators of classroom management
• Welcome students to class by name and encourage classmates to greet each other.
• Call or send positive notes home to acknowledge positive behavior.
• Learn about students’ strengths and needs, interests, families and accomplishments outside of school.
• Build positive relationships among students by providing opportunities for group work.
• Create the sense that teacher and all students are working together to learn and grow.
• Use and reinforce language that is respectful, gender neutral, and free of bias.
• Learn about and honor cultures that are represented in your classroom.
• Select curricular materials that reflect the cultures and life experiences of the students.
• Hold high expectations and provide high levels of support for all students.
• Ensure instruction is matched to students’ skill level.
• Encourage and expect participation from all students.
• Provide additional support to the students who need it.
• Collect and maintain data on student behavior.
• Examine student behavior data by:
o Time of day
o Time of year
o Type of task
o Day of the week
o The students who are involved
• Use data to identify positive classroom management strategies that effectively support classroom engagement and strategies to address potential problems.
• Monitor data to evaluate the effectiveness of the classroom management strategies.
• State classroom behavior expectations positively (e.g., raise your hand).
• Establish and maintain consistent behavioral expectations and procedures.
• Teach behavior expectations in the context and in the location that they occur.
• Remind students of expectation prior to the routine or context.
• Monitor student behavior and provide frequent and specific feedback.
• Praise or reinforce students for following expectations.
• Provide at least four positive comments for every directive or corrective comment.
• Review procedures/expectations periodically and preventatively.
• Arrange furniture to allow easy traffic flow and make high traffic areas easily accessible.
• Ensure that students are supervised in all areas.
• Ensure that seating arrangements and lighting are conducive to work.
• Working in groups vs. independently.
• Communicating with students and families.
• Turning in homework, grading, and returning homework to students.
• Getting permission to use the restroom, go to the nurse, etc.
• Getting and returning classroom materials.
• Establish clear learning goals and encourage higher-order thinking skills.
• Vary the method (lecture, audio, and video) and response format (group versus individual).
• Vary response type (oral, written, active).
• Move around the room, scan the room and interact with students.
• Positively and warmly acknowledge effort and participation.
• Use media and technology.
• Identify the issue and act quickly, calmly, and maintain emotional objectivity.
• Make simple, positively stated requests to help develop the child’s self-control and self-regulation skills.
• Acknowledge students who are engaging in appropriate behavior.
• Identify the function of the behavior and any related skill deficits.
• Develop a plan that addresses the function and skill deficits with the student.
• Teach, model and reinforce skills or replacement behaviors.
• Recognize the student’s positive attempts at changing behavior.
• Objectively follow school procedures for major behavior problems.
• Preserve student’s dignity.
Anderson, C. M., & Borgmeier, C., (2010). Tier II interventions within the framework of school-wide positive behavior support: Essential features for design, implementation, and maintenance. Behav Anal Pract. 3(1): 33-45. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004682/
Hattie, J. (2012). Visible Learning for Teachers: Maximizing impact on learning. New York, New York: Routledge.
Kratochwill, T. (2014). Classroom Management Teachers Modules. American Psychological Association. Retrieved from https://www.apa.org/education/k12/classroom-mgmt.aspx?item=1#
Newcomber, L. (2009). Universal positive behavior support for the classroom. OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports Newsletter Volume 4, Issue 4. http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx.
For more information, see the Alternatives-to-Suspension Fact Sheets on the Minnesota Department of Education website or contact Cindy Shevlin-Woodcock at (651) 582-8656 or email@example.com