Behavior Management – Proactive Measures

Posted by teacher on September 15, 2006

Most of what happens in a classroom must be closely controlled by a caring, trustworthy adult. Order, limit setting, and structure are essential in a classroom setting. Teachers should take every possible proactive measure using the following steps:

Arrange furniture to meet social/emotional needs as well as instructional and organizational needs.

Adjust schedules to provide a balance between highly structured periods and more stimulating activities.

Establish a group behavior management plan that incorporates individual needs.

Provide direct instruction, programmed learning, and precision teaching lessons. These will build students’ self-confidence while establishing a knowledge base from which to expand problem-solving and higher-level thinking skills, as students demonstrate readiness for learning experiences that require less external structure.

Keep student-to-student interactions to a minimum initially. This is especially important during times when adult monitoring would be difficult. Trust and safety cannot be established if individuals within the group continually undermine each other or the adults, with problems created in secret.

Provide group-building opportunities that move students from an “I” to a “We” orientation without overstimulating or threatening them. These activities and opportunities are most effective when integrated into the affective, academic, and recreational arenas.

Select a group peer leader. The group will select a leader whether the teacher assists with this process or not. Qualities of leadership include being perceived as similar to other group members and being reinforced for modeled behavior.

Be aware of how individual needs affect group dynamics. Group members typically assume roles early in the establishment of the group dynamics.

Source: www.cec.sped.org