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Kratochwill DeRoosbBlair Classroom Management Teachers Modules
Kratochwill DeRoosbBlair Classroom Management Teachers Modules
Kratochwill DeRoosbBlair Classroom Management Teachers Modules
Thomas R. Kratochwill
Rachel DeRoos
Samantha Blair
University of Wisconsin-Madison
Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in
classroom settings. The purpose of implementing classroom management strategies is to enhance prosocial behavior and increase
student academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). Effective classroom management principles
work across almost all subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered model in which school-
wide support is provided at the universal level, classroom behavior management programs have shown to be effective for 80-85
percent of all students. More intensive programs may be needed for some students.
Although effective classroom management produces a variety of positive outcomes for students, according to a 2006 survey of
pre-K through grade 12 teachers (/ed/schools/coalition/teacher-needs) conducted by APA, teachers report a lack of support in
implementing classroom management strategies. Chaotic classroom environments are a large issue for teachers and can
contribute to high teacher stress and burnout rates. Therefore, it is important to use effective classroom management strategies
at the universal level in a tiered model, as they serve as both prevention and intervention methods that promote positive
outcomes for students.
To address these concerns, researchers have established several systems such as positive behavior support (PBS) (Crone &
Horner, 2003; Crone, Horner, & Hawken, 2010) and social and emotional learning (SEL), (Weissberg, Kumpfer, & Seligman,
2003).
Positive behavior support
Positive behavior support (PBS) is typically set up as a multilevel model of intervention and involves a school-wide structure of
support for teachers that adopt evidence-based programs (Freiberg & Lapointe, 2006), and small group and individualized
programs for students who do not respond to the school-wide structure and need more support (Robinson & Griesemer, 2006).
At the school wide level, teachers and staff create a positive school culture by clearly defining positive expectations that are
taught to all students and adults (Bradshaw, 2014).
An example of a system of PBS as a tiered model might look like the following:
Approximately 80-85 percent of students will be able to meet classroom behavior expectations when given high-quality,
universal instruction/intervention on behavior.
Spend extra time teaching expectations at the beginning of the school year; this plan will help students get into the practice
of following rules right from the start.
Reteach your goals throughout the year, and make sure your students are familiar with these goals. It could be helpful to
display them in your classroom.
Make your classroom goals easy to understand and measurable (e.g., if your goal is to "be respectful" make sure your
students know what that means. Provide them examples of respectful behaviors that you expect from them).
Generally, do not exceed five expectations at a time; too many expectations will cause students to forget directions.
Adapt behavior expectations based on context such as group size or setting.
Typically an additional 10-15 percent of students need more behavior support than is provided at the Universal level. Tier 2
support typically involves small group instruction.
a. Self-management
b. Anger management
c. Conflict resolution
d. Specialized social skill instruction
e. Mentoring programs
Develop brief functional behavior assessments to determine the motivation behind student behaviors.
Consult with colleagues trained in functional behavior assessment to collect data on students' behavior and offer analyses of
potential interventions that are most appropriate and effective for specific needs.
An additional 5-7 percent of students may need continued support beyond Tier 2 interventions. These students typically benefit
from individualized, intensive interventions.
Social and emotional learning (SEL) is affiliated with the Collaborative for Academic, Social, and Emotional Learning (CASEL)
(Weissberg, Kumper, & Seligman, 2003). SEL programs provide instruction at the universal level and are designed to teach
social and emotional competencies to students to enhance their success in school and in life (Durlak, Weissberg, Dymnikci,
Taylor, & Schellinger, 2011). According to CASEL, effective SEL instruction includes opportunities to practice skills, coordination
with school and community environments, systematic and sequential programming throughout grade levels, and continuous
monitoring of programming.
3. Do not ignore student behaviors that violate school or classroom rules (they will not go away).
5. Do not use overly harsh or embarrassing punishments or punishments delivered without accompanying support.
7. Avoid out-of-school suspension whenever possible (APA Task Force on Zero Tolerance report (/pubs/info/reports/zero-
tolerance) ).
8. Do not try to solve problems alone if you have serious concerns about a student. Refer to your school psychologist or
special education professional.
Developmental differences
Allow students to be involved in the development and implementation of goals. Students will be increasingly engaged in
classroom management strategies if you give them collaborative responsibility (/education/k12/learners) in the creation and
implementation of expectations.
Teach behavior expectations as you do in elementary school; do not assume that high school students understand social
expectations.
Remember: not all high school students are motivated by academic success or social success. Have students individually
assist in identifying what they would find reinforcing.
FAQs
Why are classroom management systems effective in managing student behavior and learning?
Research indicates that classroom management systems are effective in managing student behavior and learning because they
sustain an orderly learning environment for students, enhance students' academic skills and competencies, and further social
and emotional development.
References
American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary
review and recommendations. American Psychologist, 63, 852-862.
Baer, G. G. (2015). Preventative classroom strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp.
15-39). New York: Taylor and Francis Group.
Bradshaw, C. (2014) Positive behavioral interventions and supports. In Slavin, R.E. (Ed.), Classroom Management & Assessment (pp. 99-104).
Thousand Oaks, CA: Corwin.
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom
management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.
Crone, D. H., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York:
Guilford.
Crone, D. H., Horner, R. H., & Hawken, L. S. (2004). Responding to behavior problems in schools: The behavior education program. New York:
Guilford.
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional
learning: A meta-analysis of school-based universal interventions. Child Development. 82. pp. 405-432.
Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2nd ed.). New York: Routledge.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of
classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.
Freiberg, H. J., & Lapointe, J. M. (2006). Research-based programs for preventing and solving discipline problems. In C. Evertson and C. S.
Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 735-786). Mahwah, NJ: Lawrence
Erlbaum Associates.
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcommer, L. (2015). In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2
nd Ed.) (pp.40-59). New York: Taylor and Francis Group.
Robinson, S. L., & Griesemer, S. M. R. (2006) Helping individual students with problem behavior. In C. M. Evertson & C. S. Weinstein (Eds.),
Handbook of classroom management: Research, practice, and contemporary issues (pp. 787-802). Mahwah, NJ: Lawrence Erlbaum
Associates.
Scott, T. M., Mclntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An examination of the relation between functional
behavior assessment and selected intervention strategies with school-based teams. Journal Of Positive Behavior Interventions, 7, 205-215.
Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3 practices and systems. In E. T. Emmer & E. J. Sabornie
(Eds.), Handbook of classroom management (2 nd Ed.). New York: Taylor and Francis Group.
Slavin, R. E. (Ed.) (2014). Classroom management & assessment. Thousand Oaks, CA: Corwin Press.
Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003) Prevention that works for children and youth: An introduction. American
Psychologist. 58. pp. 425-432.
Date created: 2010