Foundations for Managing Student BehaviorAccording to Charlotte Danielson (2011), “In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel businesslike and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined.”

In general, most students wish to please teachers, peers, and their families. A desire to work in harmony is human nature. Schools and learning could not function at all if that were not true. Of course, some student behavioral problems are inevitable. These problems may be attributed to, for example, frustrations originating from home, or as a result of emotional responses that may be difficult to determine. Student behavioral issues can be one of the biggest teaching challenges. However, students are more likely to respond positively if they believe that the teacher cares about them. The use of students’ correct names and a little knowledge about their personal interests and backgrounds, for example, goes a long way toward establishing a trusting student-teacher rapport. Even the distinguished teacher will have difficult moments when student behavior is challenging. Proficient and distinguished teachers, according to Danielson, strive to avoid poor behavior that is caused by ineffective classroom organization, ambiguous instructions, and inappropriate or poorly-managed learning activities. For example, an activity involving paper cutting in a classroom resourced with only three pair of scissors will guarantee chaos from students of any age! A proportion of negative student behavior may, with good planning, be avoided before it happens.

According to Epstein, Atkins, Cullinan, Kutash, Weaver, Woodbridge, et al. (2008), “An esti mated one-third of students [in the U.S.] fail to learn because of psychosocial problems that interfere with their ability to fully attend to and engage in instructional activities.” Teachers must accept that some students face greater learning barriers than others and employs instructional plans and classroom strategies that support effective learning for all. Needy students should be supported by appropriate structures for learning and the utilization of support services such as guidance counselors, social workers, and school psychologists. It is a reasonable assumption that teachers worldwide will encounter students with significant learning barriers and need to explore solutions. Addressing issues of curriculum review, instructional strategies, and academic support offers an incomplete solution for such students. In extreme scenarios, one or two students who exhibit seriously negative behavior may create a chaotic classroom environment that negatively affects other students’ learning. The adept teacher seeks strategies to avert or at least respond effectively to such situations. While support from colleagues may help at times, the main solutions lie with creating a favorable classroom environment through appropriate classroom management and positive interactions with students.

Epstein, et al. (2008) consider, in the light of research, a number of strategies to improve classroom behavior. The five suggestions below are categorized as strongly or moderately supported by research findings:

Considering the above summary of research findings, the most effective strategies appear to lie with the individual teacher in his or her own classroom.

The teacher is in control of the classroom in all learning situations, including both teacher-centered activities and times when the teacher acts as facilitator. Students look to the teacher for leadership. Teachers should establish clear expectations with their students and ensure that they know how to behave in a variety of circumstances. The physical organization of the room, routines, and the overt teaching of behavioral expectations all help to create an orderly environment that minimizes the occurrence of negative behavior.In

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Information AlignmentMaterials presented in this eBook align with the following:

Module Questions• How could identification of the various causes of student misbehavior have prevented inappropriate classroom

behaviors?• How could learning expectations and standards of conduct have been more clearly articulated to students? • What specific strategies could have been developed and implemented to promote appropriate student conduct?

Learning Outcomes• Identify various causes of student misbehavior.• Explore how individual student needs shape classroom behavior.• Explain how clear and appropriate expectations for learning and behavior support effective classroom management.• Analyze strategies for developing, implementing, and revising appropriate standards for student conduct.

Topic FocusStudent engagement and classroom management•Establishingpositiveandnegativeconsequencesforclassroombehaviors•Attention-seekingbehaviorsandtheircauses o Unprepared students o Students’ social and emotional needsAssessing and exploring students’ individual learning and behavioral support needs•Individualinterestsandlearningneeds•Cultureandhomelife•Academicabilitylevels•SocialandemotionalissuesCreating a structured classroom environment•Establishingandcommunicatingclearandpositiveclassroomconductstandards•Establishingandcommunicatingclearexpectationsanddirectionsforlearningandinstructionalactivities•Classroomroutines

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sTable of ContentsFoundations for Managing Student Behavior —2Information Alignment —3Student engagement and classroom management —5Assessing and exploring students’ individual learning and behavioral support needs —9Creating a structured classroom environment —12Conclusion —14References —15

At time of publishing, all of the website information was accurate. Due to the nature of the internet, some of the website information may have changed or become unavailable. Please see the references section of the corresponding online module for the most up-to-date information.

Student engagement and classroom managementAccordingtoDanielson(2011),anorderlyclassroomisaprerequisitebeforestudentsareabletoengagedeeplywithlesson content. Danielson recommends clear expectations for student conduct. Additionally, teachers are expected to treat students with respect and dignity at all times, including the occasions when they are in need of behavioral correction. Skillful teachers create a non-authoritarian classroom environment that is oriented toward the tasks necessary for student learning. Experienced teachers develop a sense of what is happening in the classroom and notice small, tell tale signs that indicate when students are engaged and on task.

Steele (2009), asserts that teachers who effectively “establish norms, expectations, and procedures” for students are able to establish a classroom that is free of fear and intimidation. Every classroom has the potential for negative student behavior. Savvy teachers use class management strategies in order to create a purposeful classroom and “redirect negative student behavior toward learning.”

Establishingpositiveandnegativeconsequencesforclassroombehaviors Epstein et al. (2008) recommend that teachers encourage positive interactions with all students, in particular those who show signs of negative behavior. The giving or withholding of rewards may be used as strategies to reinforce positive behavior. Teachers often interact with students in mildly negative tones without even realizing what is happening. The student, conversely, may be acutely aware of the pattern. Teachers may ensure that they award considerably more positive than negative reinforcements by consciously self-monitoring the numbers and types of interactions. The same principle of positive feedback applies in situations where the teacher is in contact with the family concerning behavioral issues. An unexpected telephone call to acknowledge good behavior can deliver a powerful message of appreciation, especially to families who are accustomed to receiving negative news from school.

Rewards may include praise, opportunities for peer approval, and time allowed on an activity preferred by the student. Elementary and younger middle school students respond to the awarding of stickers and points or may even like to carry a message or perform a classroom responsibility such as handing out books. A teacher can choose to withhold reinforcers, for example, not providing a reward or praise when tasks are unfinished, and not giving attention for negative behaviors. Additionally, the teacher can withhold reinforcers by instead presenting appropriate options for student choice in the behavior adjustment, or simply clarifying the desired class expectation. St

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Attention-seeking behaviors and their causesAll students seek attention to some degree. The teacher needs to take note when a student seeks attention in ways that are excessive and inappropriate. Some students are so desirous of attention from the teacher that they don’t mind if it is positive attention or negative attention. A teacher needs to avoid the cycle of negative behavior and reprimands by taking the initiative to extend positive attention to the student (Breaking the Attention-Seeking Habit, n.d.). A five-step process is suggested for the teacher to redirect the attention of the student:

Many opportunities present themselves to give what may seem to be random positive attention to students. The teacher needs to make a conscious effort to acknowledge each student and especially those students who are needy for attention. Some simple suggestions to reward students include:

Clearly, some students will always seek more attention than others. That is part of the wider aspect of differentiated learning. The skillful teacher manages the attention of students suppressing it.

Unprepared studentsUnpreparedness of students encompasses a variety of causes and manifestations. Students may be unprepared due to a lack of prior learning. For example, the new student in the class may have covered a completely different set of mathematics topics in the previous school. Some students lack skills of organization and are unprepared because they have no pencils or have forgotten their books for the day. Another student may be experiencing an emotionally disturbing time at home and therefore is unable to focus on tasks in the classroom. Teachers need to avoid jumping to conclusions when students are unprepared. It could be that the student did not stay at their own home overnight due to family circumstances. In such instances the teacher needs to be supportive and help the student to overcome the obstacles of unpreparedness for which they may be blameless. At other times, the student may benefit from being held accountable. The teacher needs to work to understand the circumstances and challenges for each student.

Gabriel (2010) refers to “the academically unprepared student.” The profile of the academically unprepared student includes skill deficiencies in reading, note taking, and other study skills. The skilled teacher makes unprepared students feel that they have a chance of success and gives them expectations and strategies to help. Students need to be clear that they shoulder a responsibility for their own learning and need to attend class regularly and complete assignments. Depending on district or school policy, attendance could even form part of the grade total for a course. Students who are identified as weak in reading or note-taking skills may benefit from the offer of some extra tutoring to address the weakness. Notes handed out in advance of teacher-centered lectures or presentations are helpful to allow students to follow new concepts and understand new vocabulary.

Many practical solutions are available to aid teachers in dealing with unprepared students. A number of detailed strategies are explained in Classwork & Homework: Troubleshooting (n.d.). Some strategies to deal with student materials and homework are summarized below.

Accomplished teachers are aware of the selection of support strategies that help unprepared students and can also determine when to make the student accountable for their own learning.

Students’ social and emotional needs The causes of attention seeking may be rooted in the student’s background and homelife. Gordon (n.d.) suggests that the causes of attention seeking behavior may be cognitive in nature. For example, a child may be naturally uninhibited or may show off to disguise an inability to respond when too much demand is placed upon their level of skill. Emotional reasons may follow a significant event such as a bereavement, family dysfunction, or the birth of a rival sibling.

Mellor (2009) addresses the differences between attention seeking and ADHD (attention deficit hyperactivity disorder): “Children with ADHD

are held to have neurological difficulties in paying attention to their work. Broadly, they can be seen as having (medical) problems to do with stayingon task.” ADHD is characterized by “inattention, overactivity and impulsivity.” Attention seeking is not a neurological condition, although many of the manifestations may be similar to those of ADHD.

Attention seeking occurs because the student feels that they have something to gain from the negative or positive attention they receive. After first ensuring that assignments are within the current capabilities of the student, the teacher may be able to take the initiative and provide positive attention in order to satisfy the needs of the student.

Assessing and exploring students’ individual learning and behavioral support needs

According to School-Wide PBIS (n.d.), punishments such as “reprimand, loss of privileges, office referrals, suspensions, and expulsions” are ineffective at modifying student behavior. Teachers cannot assume that all students will model positive social behavior and should accept that the proactive approach is to instruct students in behavioral expectations before negative behavior occurs. School-Wide PBIS (n.d.) proposes four elements of intervention in order to promote social competencies for students: outcomes, practices, data, and systems.

Individual interests and learning needsSailor (2004) maintains that students exhibit considerable flexibility in their preferred style of learning and increasingly so as they become older and more knowledgeable. That said, each student exhibits individual communication strengths that may be nurtured in fields such as music, mathematics, visual arts, writing, verbal expression, or sport. Sailor makes the point that a strong musical or sporting talent is easy to identify. Some talents and interests are not obvious and talking with the students and parents may illuminate a student’s hidden talents and enable the teacher to provide nurturing learning opportunities. All students are more likely to be motivated if given a choice of subject matter that interests them. Advanced and gifted students often respond well to longer, open-ended assignments. Students with learning disabilities may appreciate shorter, directed steps.

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Culture and home lifeAccording to the extensive elementary classroom based research of Sammons, Sylva, Melhuish, Siraj-Blatchford, Barreau, Taggart, et al. (2008), improveddevelopmentinreadingandmathematicsdevelopmentforallchildrenmaybeachievedbyhighqualityteachingandanemphasison “orderly classroom climate.” Sammons et al. (2008) conclude that emphasis on priorities including an orderly classroom climate “may be particularly important for schools with higher proportions of disadvantaged children.”

According to Understanding and Addressing the Needs of Students (2008), teachers need to become aware of their own cultural biases and acknowledge that some students respond and express themselves differently. Students’ learned culture from the family is “well established by age five.” Cultural awareness of students helps the teacher to better understand classroom behavior and develop a wider range of appropriate strategies and responses in order to maintain a controlled environment. Teacher should plan activities and sets the culture of the classroom to include and meet the needs of all students.

Students from financially impoverished backgrounds may be especially in need of a safe school environment and a supportive and trusting relationship with the teacher. Understanding and Addressing the Needs of Students (2008) maintains that in many such cases the teacher is alone in helping the student both appreciate the benefits to be gained by schooling and to develop coping strategies for the school rules and expectations. Students from a background of poverty may need extra coaching to help them deal with provocation such as name calling, non-verbal challenges, and frustrations stemming from the demands of learning activities. The maintenance of students’ dignity, even in situations where they need to be disciplined, helps avoid situations in which they become defiant.

Teachers may notice cultural differences in the ways that students respond to tasks and the degree of family involvement. Chow, Gokiert, Parsa & Rajani (n.d.) assert that families may belong to either independent or interdependent cultures. North American and European cultures may be broadly classified as independent cultures that place a higher value on individual skills such as “using a spoon, reaching for things.” Interdependent cultures, including Chinese, South Asian, and African countries place a higher value on social skills such as “greeting, respecting elders, taking care of younger children and getting along with others.” Different expectations, based upon family and cultural background, may be evident in children from an early age.

Academic ability levelsNegative classroom behavior may result from the frustration and disengagement of students who are either overwhelmed by work that is too demanding or conversely bored by tasks that are insufficiently challenging. All students are individuals with their own needs. Advanced, gifted, and learning disabled students may have special needs which, if not addressed, are likely to be expressed in the form of overtly negative behavior or disengagement.

Advancedlearnersmaypresentsomeuniquechallengestoteachers.Advancedlearnersmaybecomecomplacentormentallylazyeventhoughthey are performing at levels that raise no obvious concerns. They may develop a strategic approach to efficiently harvesting good grades and are able to do so without deep academic engagement and growth. Perfectionism is observed to be a characteristic that may result in unfinished work and procrastination. According to Burney & Speirs-Neumeister (2010), advanced learners “may set unrealistic standards for self and others, be overly concerned with details, be rigid in work routines.” Fear of failure or fear of not achieving the perfect grade may result in a student disengaging. Too much praise from teachers, especially when aimed at achievements that are well within the comfort zone of the advanced learner, may paradoxically serve to diminish the student’s self-worth. Most teachers have encountered students who are able to achieve the grades with a minimal amount of work. They may be disadvantaged by not developing the work ethic and study skills that could take them to truly exceptional levels of academic achievement.

Struggling learners present their own set of challenges for the teacher. All students, including struggling students, perform relatively well in some tasks. Those strengths should be identified and built upon. Too much time spent on the remediation of a student’s weak points does not allow time for the more rewarding development of strengths. Skillful teachers prioritize efforts and guide the student toward learning the most important, relevant concepts in the subject that will prove important to future learning and understanding. Struggling students, like the advanced learners, are not fooled by praise given for achievements that were unchallenging. They need to feel a sense of accomplishment if compliments are to have substance.

According to Charlotte Danielson’s criteria in The Framework for Teaching Evaluation Instrument (2011), the proficient teacher develops a clear understanding of the abilities and challenges faced by individual students and offers a variety of avenues to help students feel a sense of true achievement.

Social and emotional issuesStudents, due to their ages and maturity levels, need to develop social and emotional skills. Like adults, some students find the task more challenging than others. Unstable family backgrounds are likely to make their task more difficult. The frustration of not knowing how to handle their own emotions or form relationships can lead to manifestations of anti-social behavior and disruption in the classroom. Teachers should be aware that social and emotional skills can be taught. Many schools utilize packaged and age- appropriate programs to instruct students at the start of their life-long learning in these skills. Pennsylvania Department of Education states five overarching principles that drive the interpersonal skills standards (Standards for student interpersonal skills, 2012).

• Students are viewed as valuable and worthwhile individuals.• Students are respected.• Cultural differences are respected and accepted.

• Families, schools, and communities must remove both academic and non-academic barriers to promote student achievement.• Learning is a social activity; therefore, it is critical for students to be able to function in social situations.

Examples of extensively used curricula and resource banks for the teaching of social and emotional intelligence in schools include:

• CASEL (Collaborative for Academic, Social, and Emotional Learning) http://casel.org/about-us/• Lions Quest. http://www.lions-quest.org/socemotlrng.php

Five competencies in social and emotional skills, based upon the original work of Daniel Goleman, are described by the Collaborative for Academic, Social, and Emotional Learning (What is SEL, 2011).

• “Self-awareness: Recognizing one’s emotions and thoughts and their influence on behavior.• Self-management: Regulating one’s emotions, thoughts, and behaviors effectively in different situations.• Social awareness: Taking the perspective of and empathizing with others.• Relationship skills: Establishing and maintaining healthy and rewarding relationships with diverse individuals and groups.• Responsible decision making: Making constructive and respectful choices about personal behavior and social interactions”

Teaching social and emotional skills in the context of authentic classroom interactions between peers can be a powerful learning experience for students as they seek to find their places in life. Topics such as bullying, decision-making, assertiveness, and peer pressure are just a few of the themes that may be used as part of either a planned course or in order to address perceived current concerns. Teachers should not forget that some students, through no fault of their own, have few positive role models in their lives. The teacher may be imparting the most valuable lessons by virtue of their own example, interactions, and deportment than they do through the academic curriculum.

Creating a structured classroom environmentPatrick & Johns (n.d) detail the characteristics of the well-structured classroom. A physical environment that is clean, well-ordered, and attractive is important. Some characteristics are shown below.

Patrick & Johns describe some of the essential features of a safe and orderly classroom environment. A well-configured classroom helps prevent accidents, allows rapid exit of students in the event of emergency, and minimizes space encroachment and friction between students. Some detailed characteristics of a safe and orderly classroom are shown below.

Effective teachers are well aware of the advantages gained from a good system for the organization and control of learning resources. A clearly understood system may cut down the potential for misunderstandings and conflict between students and free up teacher time for valuable activities such as feedback on learning. A reduction in unnecessary procedural questionsfromstudentsgivesmoreclassroomcontroltotheteacher.Someorganizationalideasareshownbelow.

Establishing and communicating clear and positive classroom conduct standardsClearly stated classroom behavioral expectations serve to promote positive interactions between students and their peers, teachers and other adults in the school. Ownership of the code is extended with the inclusion of students in the development process. Developing Classroom Expectations (2008) identifies four guidelines for the development of a student behavioral code.

Some simple strategies are available to redirect students who inappropriately seek attention. Students may be ignored or calmly redirected to their task. Conversely, when a student is not engaged in attention seeking behavior, the teacher walks C

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over to the student and rewards them with an encouraging comment or praise (Breaking the Attention-Seeking Habit, n.d.).

Lewis (2007) offers a range of strategies to maintain a positive and productive classroom environment and a range of responses to deal with negative behavior when it arises. The teacher should ensure a ratio of four positive interactions for every negative interaction with a student. Active supervision in the form of overt observations and walking around the room serves to reduce instances of negative behavior. A range of verbal and visual, social or academic interactions with individuals and groups maintains a focus on the positive aspects of learning. When minor behavioral problems do emerge, they should be acknowledged and tackled immediately. Typically, the teacher reminds the student of the appropriateactionandquicklydisengagesfromtheinteractiontocontinuethelesson.Teachersshouldbeawareofschoolproceduresforseriousmisdemeanors and avoid the mistake of responding in a way that is not supportive of the expectations of the school as a whole. Lewis singles out transitions between activities as a likely time for negative behavior to occur. Care is needed to manage transitions and ensure immediate engagement in the new activity.

Establishing and communicating clear expectations and directions for learning and instructional activitiesStudentscannotbeexpectedtoguesstheteacher’srequirementsintermsofclassroombehaviorandengagementwithlearning.Teachersshouldestablish clear expectations that are well-understood by students. A productive classroom environment is non-threatening and follows codes of respect, fairness, and collaboration that make sense to all participants (Campbell, 2012). Positivestudentbehaviorisaprerequisiteforeffectivelearning.Someschoolsensurethatstudentsareawareofbehavioralexpectationsbyteaching lessons about behavior on a class-wide or even school-wide basis. Patrick & Johns (n.d.), recommend that behavior lessons are taught regularly or written in as an added feature of other lessons. Students should be given time and opportunity to practice what they learn and behavioral expectations are retaught as necessary. The induction of new students should incorporate behavioral expectations. Procedures are in place to respond to any negative behavioral trends across a class or the whole school.

Classroom routines Teachers should invest time in the creation and establishment of classroom routines. Routines are an integral part of a well-managed classroom. Students feel more secure when they know what is expected from them. In The First Days of School (2009), Harry and Rosemary Wong declare that “Effective teachers MANAGE their classroom. Ineffective teachers DISCIPLINE their classroom.” Routines provide clarity and help students avoid making inadvertent mistakes when all they really want to do is the right thing. Teachers can humanly field only a limited number of questionseachday.Routinestakeawaythenecessityofmanyproceduralquestionsaboutpencilsharpening,bathroomvisits,orrulesontalking,andsavevaluableinstructionaltimeforquestionsthataredirectlyrelatedtothelessonoutcomes.Whenstudentsareclearaboutroutinesandexpectationstheygainconfidencetomakegooddecisions.Forexample,studentswhofinishataskquicklywillseamlesslymovetoanothertask,such as an ongoing project or reflective journal that will will take them through to the next transition point in the class.

Someroutinesareinstitutionalizedforreasonsofsafetyorsecurity.Fireevacuations,earthquakedrills,andlockdownsshouldbepracticeduntilthey are automatic and could happen even without the teacher. Morning registration needs to be accurate for both legal and safety reasons. An efficient, well-understood system will ensure that a roll call is taken in minimum time and with complete reliability. Haphazard systems lead to inaccuracies, frustrations, and wasted time. Teachers often develop a routine for younger children in the form of a game that adds fun without loss of efficiency.

Teachers can use visual cues to emphasise and teach routines to students. Creating Classroom Routines & Procedures (n.d.) provides examples of visual displays and manipulatives to allow students to operate without teacher intervention. Visual displays remind students what to do at the start of the day when arriving in the classroom, unpacking their bags, and planning their schedule for the day. Parents of younger children areinvolvedintheroutinewhentheyseevisualsindicatinganyspecialequipmentneeded,suchasPEshoesforlaterintheweek.Controllednumbers of passes avoid the problems of groups of students on bathroom visits, and keep track of the location of students visiting special resources such as libraries and support teachers.

ConclusionThe consideration for teachers is not if they will encounter negative student behavior, but rather when and how often it will occur. Disruptions that may be attributed to emotional problems the student brings to the school, frustrations resulting from ineffective class management, or inappropriate tasks need to be tackled head on by the teacher. Danielson’s “proficientteacher”createsapositiveclassroomcultureandusesallpossibletechniquestomakeeachandeverymemberof the class feel cared for and safe. Each student is an individual with their own feelings, interests, and fears. Time is well-spent learning more about the students as individuals and gaining their confidence so they feel included and valued. Efficient classroom layout and storage of materials help students operate without delays and the frustrations of cluttered space. Routines are instrumental in empowering students to operate independently without the need to ask countless low levelquestions.Frequentpositiveattentionintheformofstudentfeedbackandcomplimentsisapowerfultoolforclassdiscipline and student learning. Clearly understood school and class rules ensure that students know the behavior that is expected of them. Consistent interpretation of rules by the teacher shows students a culture of fairness and consistency in the classroom. It is beneficial for teachers to utilize all available classroom management, class supervision, and curricular planning strategies to make avoidance of disruptive behavior the first priority. A rapid and appropriately chosen response to negative behavior, when it inevitably does occur, is the best way to defuse disruptions before they can escalate. Accepting responsibility for discipline in the classroom, effective teachers are well-prepared with necessary plans and responses.

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