How can the classroom best be managed? Principles 16–17 outline effective learning environments for children.
Principle 16: Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction
Student behavior that does not conform to classroom rules or teacher expectations cannot simply be regarded as a distraction to be eliminated before instruction can take place. For students exhibiting more serious or consistent problem behaviors, understanding the context and function of the behavior is a key element in teaching appropriate replacement behaviors.
Tips for teachers
Simply removing students from the class is not an effective instructional technique. For those students identified with a disability, removal from class may violate their access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) or be considered a change of placement. It is always important to be familiar with a student’s IEP or 504 plan.
Improved social and classroom behavior, like academic skill, can be shaped and taught. In the most effective classrooms, classroom rules and expectations represent a social curriculum that is taught and retaught throughout the academic year.
Effective teacher praise consists of two elements: (1) A description of noteworthy student academic performance or general behavior, and (2) A signal of teacher approval. Make sure that you praise effort and accomplishment. Also make sure to match praise to culturally relevant reinforcement and student preference.
Principle 17: Effective classroom management is based on setting and communicating high expectations, consistently nurturing positive relationships, and providing a high level of student support
At both the classroom and the school level, the development of an effective learning climate is based on structure and support. In terms of structure, students need to have a clear understanding of the behavioral rules and expectations of the classroom. These expectations must be communicated directly and frequently, and consistently enforced.
Tips for teachers
Students profit from a predictable structure and high expectations for both academic achievement and classroom behavior.
A safe and well-arranged physical environment, a predictable schedule, and rules that are clearly explained and consistently enforced all contribute to a safe and orderly learning climate that reduces distraction and keeps the focus on academic instruction.
High expectations are not sufficient to establish and maintain a positive and productive learning climate. The most effective teachers, schools, and programs also emphasize the development of supportive and nurturing relationships with students.
Social-emotional learning strategies explicitly teach students interpersonal and intrapersonal skills (e.g., managing emotions, establishing positive relationships, and making responsible decisions) needed to succeed in school and society.
Balancing structure and support are central to culturally responsive classroom management and are associated with lower levels of suspension and bullying when applied at the school level.
