Strategy Sheet
Classroom Management
CORRECTION PROCEDURES
Analyze misbehavior
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I correct rule violations and other misbehavior calmly, consistently, briefly, and immediately.
I understand and distinguish among the three categories of misbehavior: simple rule violation, early-stage
misbehavior, and chronic misbehavior.
I can distinguish among the following subcategories of chronic misbehavior: awareness-type, ability-type,
attention-seeking, and purposeful/habitual.
I have listed all the misbehaviors that are currently occurring in my classroom in order from greatest to least
concern.
For each misbehavior listed, I have identified its likely cause or purpose and how I will respond when it occurs. If
the infraction requires correction, I have identified what the consequence will be.
Early-stage misbehaviors
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I use a repertoire of information-giving correction strategies with early-stage misbehavior including proximity,
gentle verbal reprimands, discussion, humor, restitution, and (used sparingly) my honest emotional reaction.
When implementing any early-stage correction strategy, I conscientiously treat the target student with dignity and
respect.
Awareness-type misbehaviors
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When misbehaviors stem from a student’s lack of awareness of when (or how much) it is occurring, I make sure
the student knows the behavior I expect.
I respond to instances of the misbehavior in a way that lets the student know the goal is not being met.
I monitor the student’s behavior so that I will have an objective basis for discussing progress with the student.
I provide positive feedback when the student is successful.
I consider an incentive system if necessary.
Ability-type misbehaviors
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I ascertain whether the student is physiologically incapable of exhibiting the goal behavior or simply does not
know how to exhibit it.
If the student is not capable, I modify the environment and/or adjust my expectations.
If the student is capable but lacks the necessary knowledge, I have a discussion about the goal behavior at a
neutral time.
I respond to instances of the misbehavior in a way that provides instruction to the student.
I make accommodations to increase the student’s chance of success.
I provide positive feedback when the student is successful.
I consider an incentive system if necessary.
Attention-seeking misbehaviors
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If the student exhibits a mild ongoing misbehavior that seems to stem from a need for attention, I ask myself if the
behavior is really attention-seeking in nature. Is the behavior itself acceptable and the problem really with the
amount of it? Is the misbehavior too severe to ignore? If it isn’t, will I ignore the behavior from all students or just
the targeted student?
After determining that ignoring is an appropriate response, I develop a plan to ignore and then present that plan to
the student (and family).
I respond to all instances of the misbehavior by ignoring the target student, continuing what I was doing, and
providing positive feedback to other students.
I give the target student my attention when the attention-seeking misbehavior ceases and at other neutral times.
I monitor the target student’s behavior to determine whether progress is being made.
Purposeful/habitual misbehaviors
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For chronic misbehavior that does not stem from a lack of awareness or ability or a need for attention, I make an
effort to remove any positive or satisfying aspects of demonstrating the misbehavior for the target student.
I try to continually show the target student that positive behavior leads to positive results.
I use appropriate corrections to demonstrate that the unwanted behavior has a logical consequence and cost.
Adapted from Coaching Classroom Management: Strategies and Tools for Administrators and Coaches, 2006