Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead

Preventing School Failure, Spring2005

Mistake #1: Define Misbehavior By How It Looks

  Chess match – find the root cause and use different methods for each child (define misbehavior by its function) Disruptive students:   For the attention-seeking student, ignore off-task behavior and provide attention when behaving appropriately. For the academically frustrated student, differentiate the assignment.

Mistake #2: Asking, "Why Did You Do That?"

 Don’t do it – you may not like the answer.

 Exception: 1 on 1 conversation  Faxio

Mistake #3: When an Approach Isn't Working, Try Harder   When a student is misbehaving, using increasingly more severe punishers as in a confrontation of wills, often leads to worsening student behavior and more animosity. Using just the negative consequence path is the dark side (don’t go there)  Punishment consequences by severity: Verbal warning, LOI grade adjustment, assignment, community service, phone call, referral, parent conference (there are many others)  Interrupt the chain and have a one on one conversation or try another intervention

Mistake #4: Violating the Principles of Good Classroom Rules

  Refer to the rules, don’t post and forget 4-6 rules developed by the students  To reinforce the rules, you can role play appropriate behavior (~5 minutes), especially at the beginning of the school year.

Mistake #5: Treating All Misbehaviors as "Won't Dos"

 When students make repeated errors during our lessons, this most likely indicates and instructional change is necessary (e.g., provide more examples, allow students more practice time, provide more intensive instruction).

 Example: Student who can’t do a forward roll.

Mistake #6: Lack of Planning for Transition Time

    Prepare students for the transition (don’t surprise them) Explain expectations for the transition.  Students wearing green, quietly stand up, walk over put your equipment away, and go stand in front of your teach…James go back. Use closures to ease transition back to their classrooms (don’t send students back to their teacher wound up).

Minimize transition time by spreading out equipment, setting a time limit, counting down.

#7: Ignoring All or Nothing at All  Ignore behaviors when “attention getting” is the objective unless it becomes intrusive.

  Ignored students may seek attention elsewhere (i.e. classmates. In those cases, speak privately to the student.

Principle of least invasion  Proximity, eye contact, vocal variety, name in a sentence.

Mistake #8: Overuse and Misuse of Time Out

 Time out is not a place; it is a process..

 For some students, time-out is better than class. Make class the place kids want to be (fun activities, more praise, peer work).

 What are some guidelines?

 Talk to student before they return     Behavioral lesson: frequency, time, distractions, consistency… Have a series of questions they must complete Time-out may be a favorable place for some DON’T be afraid to use this technique but on same token, don’t overuse it.

Mistake #9: Inconsistent Expectations and Consequences   “Why did so and so get to do it.” “That’s not fair.”   Students are very attuned to their sense of justice.

Praise students when they follow the classroom rules.

Mistake #10: Viewing Ourselves as the Only Classroom Manager      Self-monitoring - A student helps regulate his or her own behavior by recording its occurrence on a self monitoring form (contract).

Peers teaching Peer pressure – group or class gets a reward for meeting teacher criteria.

Talk to other colleagues about what works.

Certain actions are over the line and require same day follow up to administration and documentation.

 Threats, sexual harassment, physical confrontation

Mistake #11: Missing the Link Between Instruction and Behavior 

Poorly planned activities, routines, transitions, groupings etc lead to poorly behaved students

    Mistake #12: Constantly stopping class/using transitions/pointing out negative behavior Monitor your own dialogue – is it overly negative (Charlie Brown)?

Repeatedly stopping class ruins the flow.

Ask for assistance when needed!

 Consult parents, colleagues, other teachers Most personal attacks are rooted in student needs, lack of skills, or emotional difficulties and frustrations, not disdain for you.

 Don’t take things personally