START with Effective Classroom Management
Structure
Classroom Organization: A well-structured classroom improves academic and behavioral
outcomes for all students. Effective Classroom Managers should:
 Create
the
Environment
to Promote
Positive
Behavior
Teach
Expected/
Positive
Behaviors
Acknowledge
Positive
Behavior
(Reinforcement)
Respond
to
Problem
Behavior
Team
with
Others to
Problem Solve
and Adjust Seating Arrangements to Prevent Problem Behaviors
Rules/Expectations and Consequences (Positive and Negative) in the Classroom
 Organize the Room to Allow for Movement and Access to Supplies for All Students
 Have a Designated Safe/Calm Space or Cool Down Area
 Post
Routines: When routines are taught, modeled and consistent, students know what is
expected of them, and teachers have more time to spend on instruction.
 Are your routines for Entering the Classroom, Taking Attendance, Transitions, Turning in
Assignments, and Leaving the Classroom effective?
Behavioral expectations MUST BE TAUGHT with effective instructional practices for students
to learn and remember them! Here are the steps to Teaching Behavior:
1.
2.
3.
4.
Carefully Explain and Describe the Expectation (Consider Developmental Levels)
Tell Students Why Learning this Skill/Behavior is Important
Model the Expected Behavior (Provide Examples and Non-Examples)
Practice the New Skill with Your Students (Role-Play)
5. Reinforce Students When They Exhibit the Newly Taught Behavior!
Reinforcement/Rewards (e.g., verbal praise, special privileges, stickers, points, etc.) are
effective at promoting positive behavior. Here are key reminders about Reinforcement:
 Use Different Types of Reinforcement (Amount of Reinforcement is Based on Need)
 Rewards should be Meaningful (Complete a Reinforcement Survey with your Class)
 Provide Reinforcement Immediately after the Student Engages in the Desired Behavior
 Reward the Behavior, not the Individual (Tell Them Why They are Being Recognized!)
 Monitor Positive vs. Negative Comments to Students (5 to 1 ratio of Pos. vs. Neg.)!
Planning for how to Respond to problem behaviors is vital to any classroom management
plan. Teachers should have specific procedures regarding how to give directions, prompt,
redirect, and set limits with students. A clear and consistent set of classroom consequences is
also necessary to effectively manage behavior in your classroom. Here are a few other key
considerations when responding to classroom behavior:
 Understand
Which Behaviors are Teacher/Classroom Managed vs. Admin. Managed
How to Gain Compliance using Effective Verbal and Nonverbal Strategies
 Avoid Power Struggles (Do not Repeatedly go Back and Forth with Students)
 Enforcing Consequences (Once you Set Limits, you Must Implement the Consequence)
 Understand
Educators must be learners and understand that we often need support from others! No
matter how many years of experience you have, Teaming with Others will allow you to share
your concerns, identify solutions, and feel supported.
Effective Classroom Managers meet with Teacher Teams/PLCs, counselors, administrators,
as well as district behavior support staff to address behavioral concerns. Always remember to
Problem Solve by doing the following:
1. Define the Concern/Problem Behavior and your Goal for the Student
2. Analyze the Problem Behavior using Relevant Data
3. Implement a Plan to Address the Behavior
4. Decide if the Plan was Effective (Alter/Update Strategies as Needed)
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START with Effective Classroom Management
Addressing Common Behavioral Concerns in the Classroom
Common Behavioral
Concerns
Hyperactivity/
Impulsivity
(out of seat, disrupting
others, interrupting)
Inattention/
Organization
(off-task, disorganized,
not being prepared, lack
of participation)
Structure the Environment
(Proactive Strategies)
 Provide
Response
Techniques
Preferential Classroom
Placement (Away from Distractions)
 Use First/Then Statements
 Allow Structured Movement
 Teach Self-Monitoring
 Planned
 Provide Engaging Lessons
 Minimize Noise and Distractions
 Positive Praise (When Organized/Engaged)
 Proximity Control (Move Closer to Them)
 Provide Checklists or Planners
 Use Timers/Visual Schedules
 Nonverbal & Verbal Redirects/Reminders
 Place Student in Another Area (Away from
 Implement
Token Economy
 Limit
Setting (Provide Choices Related to
Classroom Consequences)
Distractions)
Social Deficiencies
 Positive
(name-calling, emotional
outbursts, inappropriate
play)
 Small Group Activities
 Immediate Corrective Feedback
 Calmly Defuse/De-escalate the Situation
 Separate Students Experiencing Difficulties
 Teach
 Mediation
Defiance
 Use
Reinforcement
Ignoring (Non-disruptive Behaviors)
 Proximity Control/Silent Signal
 Verbal Reminder/Redirect
Students to Identify Feelings
Precision Requests (i.e., Tell the
Student Specifically and Positively
(arguing, lying, profanity,
What You Want Them to Do)
refusal to participate,
noncompliance with rules,  Provide Choices/Options
leaving the classroom, no  Emphasize Positive Attention (i.e.,
Catch Difficult Students Being Good)
regard for authority)
 Offer
Aggression
(hitting, spitting,
threatening others, namecalling, excessive
rowdiness)
Academic Problems
(not completing
assignments, off-task,
failing to turn in work,
rushing through work)
Emotional Concerns
(anxiety, depression,
somatic complaints,
negative attitude,
anger/frustration)
 Provide
Immediate Corrective Feedback
Between Students (if feasible)
 Responses
should be Calm, Brief, And
Emotions
 Businesslike Acknowledge Student’s
 Do Not Argue with the Student
 Offer
the Student a Face-saving Out
 Set Limits and Enforce Consequences
 Student Conference and Parent Contact
Specific Praise
 Create
A 'Safe' Setting
Respect
 Maintain a Calm/Neutral Tone
 Be Aware of Signs of Stress/Anxiety
 Refer to Cool Down Area or Counselor
 Communicate
 Provide
 Offer
 Model
Clear and Concise Directions
 Chunk Assignments into Groups
 Provide Visual To-do Lists
 Teach Organizational/Study Skills
 Offer Praise/Rewards for Work
Completion
 Create
A Caring & Encouraging
Classroom Climate
 Offer Praise When Good Attitude and
Involvement Occur
 Maintain Neutral Tone
Using Simple, Direct
Language
 Limit the Number of Adults Involved
 Provide Adequate Personal Space
 Safety First (If There is Potential for Harm of
Self or Others, Contact Admin. Immediately)!
Choices (Break Then Math or Vice
Versa)
 Assist with Organization (e.g., Daily Planner)
 Give Alternate Formats of Assignments
 Assign A Buddy/Partner to Assist Student
 Talk with Parent (Is There an Issue in The
Home Environment?)
 Teach
Relaxation Techniques (e.g., Deep
Breathing Exercises)
 Offer Breaks/Cool down Time (e.g., Send
Student on Errand)
 Counselor or Nurse Referral
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