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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Behavior Management

Behavior Management

Related Tags: Classroom Management
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27 Replies 3457 Views
When classroom management is raised, i have always known how fortunate I was to be teaching university engineering students: qualified students choosing to take my classes. My classroom management was about pedagogy and materials that provide the environment and encouragement for my students to learn effectively - a joy to do for the 30 years prior to retirement. In conversations with many teachers as I expand my outreach to K-12 following retirement, I realize even more how fortunate I was to be able to ignore the BEHAVIORAL MANAGEMENT aspect of classroom management. I strongly believe this aspect to be the largest detriment to effective learning in all too many classrooms AND most likely the cause of teacher burnout in all too many instances. I'd really like to hear about BH. For so many classrooms, think how just improving BH will improve learning. May I suggest this to be a major difference when comparing countries?

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Nathan's picture

John,
I must say, we teach in the most opposite environments the a person is likely to find. I teach in a state prison in Ohio. My students are murders, rapists, drug dealers, and child molesters. Behavior in the classroom is easily my largest concern. I have seen some of the most extreme outbursts of bad behavior that a person can witness. What would you like to hear about?

Nicole Sutton's picture

Behavior management in my classroom is not consistent, however, my students are eager to please and do well with their homework and state assessments. I do not maintain a behavior management plan, but would be interested in hearing plans that have worked for other teachers.

EarthScifan1's picture
EarthScifan1
6th grade science teacher of Students with Exceptional needs.

I also use this strategy and it works for the most part for a time. We ask parents to sign of daily on the report and these are returned to us and kept on file. Like you I find that after the goals are met students revert to their old behaviors. Ia am interested in how to sustain the changed behavior. I am not a proponent of giving out food either. School supplies and extra computer time are usually my rewards. Any suggestions?

Ms. Bea's picture
Ms. Bea
Educator

Enjoying the posts! I teach teachers and teaching classroom management and engaging students are two of my favorites. Here are some preventative techniques to avoid unwanted behavior: Know your students and how they learn. Provide relevant content. Deliver it in the ways that your students learn best (visual? kinesthic? auditory? interpersonal? etc.?). Read the room and provide brain compatible learning breaks and activities that go with the natural flow of the classroom energy throughout the day. See www.beginwiththebrain.com and www.recessitate.com for ideas.

Rebecca Alber's picture
Rebecca Alber
Edutopia Consulting Online Editor
Blogger 2014

Great suggestions, Ruth. So much of what you suggest has to do with emotional intelligence, knowing your students and of course, some important brain research as related to learning.

Anyone interested in taking our Emotional Intelligence quiz? The results may give you some things to reflect on when it comes to your classroom practice and connecting with students.

Best,
Rebecca Alber
Edutopia

Nancy's picture
Nancy
9/10th grade US history teacher, CT

Nathan,! I thought teaching Middle School in the urban districts was tough.....

Nancy's picture
Nancy
9/10th grade US history teacher, CT

Ruth,
You mentioned some of the learning styles, all of which are evident in any given classroom. But there is one that needs to be added that too many don't think of - digital learners. ALL of our students now are Digital, espically in the Middle and High school classrooms.

Nancy's picture
Nancy
9/10th grade US history teacher, CT

As a teacher that any mentor program would say was at that golden level of 10+ years in... This should be my "reaching my stride" time where things have settled down and while constant adjustment is necessary, total changes should not be necessary. That would be true if NCLB were not in place and "teaching to the test" stress did not exist.
At the Middle school level and really every level, students need the structure of personal accountability for actions. Consistancy is key to all management in the classroom, school and district. In my classroom, I have the students create an agreement/compact that they all agree with and it includes the consequences for all types of actions, both good and bad. We all sign it and when it is broken we agree that it must be followed without question.

I agree that too much time is spent on behavior issues, it is said that the ratio should be 80-20 teaching/Behavior Management. In too many classrooms it is 20-80 and it is getting worse.

Darleen Saunders's picture

I am a teacher as well and am fortunate to have no behavior or "classroom management" issues either. The reason, my students are here because they want to be as well. That's the key--free choice.

When people have no choice or desire to be taught they do not chose to learn, it's as simple as that. Our education system is not "free" it's mandatory.

Mary Wurl's picture

No one has yet mentioned Responsive Classroom - a program that recognizes that the "social curriculum" (behavior and attitude) is as important as the "academic curriculum." Responsive Classroom saved me when I taught in a very difficult urban environment by giving me a systematic way to teach the behaviors the students needed for the academic success. Consequences for misbehavior are logical and connected to the behavior. Students are never shamed, but are held accountable for their actions. In K-12 education we can't just teach the students who want to be there. But when we can make the classroom a respectful and fair place to be, where students feel part of a community of learners.

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