MANAGEMENT OF

STUDENTS’ BEHAVIOR
AND WELLNESS

Cover page picture is from

*The author does not claim originality. The following is just a
https://www.teacher.org/blog/managing-student-
compilation of available works on each topic .
behavior/
 Chapter 2: Classroom Behavioral Strategies and Interventions

Classroom Behavioral Strategies and Interventions

INTRODUCTION

Classroom management is when a teacher exhibits complete control over their

classroom through a series of strategies and techniques that encourage positive student
behavior. Effective teachers and beginning teachers need to have a range of strategies for
encouraging good behavior and responding effectively to poor behavior. The practice of
effective classroom management turns your classroom into the optimum learning environment
for students to engage with their studies and work to the best of their ability.

EXPECTED LEARNING OUTCOMES

1. Identify proactive strategies and interventions that can be used in the classroom
2. Describe disciplinary interventions in addressing poor behavior
3. Explain how counselling is a complimentary strategy for responding to poor behavior

DEEPEN YOUR UNDERSTANDING

Proactive and Reactive Behavior Management Strategy

Proactive behavior management strategies are ones which a teacher or school puts in
place to reduce the risk of behavior problems and encourage good behavior. This is essentially
planning for good behavior. A reactive behavior management strategy is one which is used
when there is an incidence of inappropriate behavior and which seeks to stop or reduce that
behavior and help the student to improve.

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 Chapter 2: Classroom Behavioral Strategies and Interventions

Peer Education

Peer education is an approach to health promotion in which community members and

or groups are supported to promote health-enhancing change among their peers. Peer education
is the teaching or sharing of health information, values, and behavior in educating others who
may share similar social backgrounds, geographical settings, age or life experiences. It is
argued that rather than health professionals educating members of the public, the idea behind
peer education is that ordinary lay people are in the best position to encourage healthy behavior
to others of a similar age, background, and social circumstances. It is supported by the adage
‘send a thief to catch a thief’.

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 Chapter 2: Classroom Behavioral Strategies and Interventions

It is evident that peer education has become a popular prevention strategy in the broad
field of HIV prevention especially in developing countries and among special groups like
adolescents, sex workers, injecting drug users, and members of the LGBTQAI community.
Peer education is also associated with efforts to prevent tobacco, alcohol, and other drug use
among young people. Peer educators can be effective role models for young adolescents by
promoting healthy behavior and serving as an accessible and approachable health education
resource among the youths’ networks. According to Advocates for Youths, peer education
draws on the credibility of young people among their peers, leverages the power of role
modelling, and provides flexibility in meeting the diverse needs of other youths.

Theoretical Perspectives Underpinning the Concept of Peer Education

1. The first theoretical underpinning is Albert Bandura social learning theory which claims that
modelling is an important component of the learning process. It is based on the notion that
people observe behavior taking place and then go on to adopt similar behavior. In the context
of peer education, youths will observe the behavior of peer educators and learn the behavior as
well as adopting that positive behavior.
2. The second theoretical underpinning for peer education concept is the role theory by Sarbin
and Allen (1968) which is based on the concept of social roles and role expectations where
peer educators will adapt to the role expectations of a tutor and behave appropriately as tutors
and then develop a deeper understanding and commitment to the role of a tutor.
3. The third theoretical perspective on peer education is Sutherland differentiation association
theory which posits that through interaction with others, individuals learn the values, attitudes,
techniques, and motives for behavior, positive or negative.

Who is involved in peer education?

1. Peers - someone who belongs to the same social group as another person or group. The peer
group may be based on age, sex, job, culture or other factors.
2. Peer Educator – student who undergoes training to become a peer educator in their school
3. Peer Education Advisor – teachers trained in peer education who support peer educators.

Conflict Resolution

Conflict resolution is a constructive process for handling emotion-laden disagreements.

This process encourages assertive communication and the expression of feeling, but it does not
permit that typical verbal free-for-all which blocks the resolution of conflict which tends to be
very destructive of relationships. It is about solving conflicts without resorting to shouting,
fighting, sarcasm and other harmful behaviors.

1. Some skills to help resolve conflict

• Stay calm and keep the student calm
• Ask questions to obtain correct information
• Be assertive in what you want, why you
• Understanding want it and state how you feel
• Decision-making
• Treat people with respect
• Analyzing the problem
• Listening attentively
• Separate the problem from the person
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 Chapter 2: Classroom Behavioral Strategies and Interventions

• Showing empathy

2 Assertive communication
This model is about expressing your feelings and needs and at the same time remain
respectful of the other person and not saying or doing hurtful things. It is helpful to use assertive
communication to resolve problems.
• Explain your feelings and the feelings of others
“I feel frustrated/unhappy/hurt when….”, “It hurts me when…”. Your talking is
stopping your friends from working”.
• Make your request
“I would like you to…”, “Could you please…”, “I would like it better if you...”
• Ask how the other person feels about the request
“How do you feel about that?”, “Is that ok with you?”, “What do you think?”
• Listen carefully to their answer
• Accept their agreement with thanks
“Thanks for understanding – let’s get back to work”, “Great – I appreciate that”

3. Win-win
This is a strategy used mostly when dealing with adults in which you negotiate a
solution to their needs and yours. It is useful to identify what both parties actually want. A
compromise can usually be reached were both parties are satisfied with the outcomes and their
needs are met. This is a win-win approach because both parties win.

Life Skills

Life skills are important skills that a person should have in day-to-day life in order to
live a better and positive life style by meeting the daily demands and challenges of our lives.
They include attitudes and skills related to living with ourselves, relating to other people and
relating to the environment around us. The skills include the ability to communicate with well
with others, make good decisions that help bring benefits, solve problems and act more
responsibly. Some people encounter problems in life because they lack the life skills. Lacking
life skills could lead to making wrong decision, or not communicating well with other opposite
sex.

Key life skills for young people include

• Assertiveness • Problem-solving
• Decision making • Self-esteem, self-worth and self confidence
• Communication • Empathy
• Resisting peer pressure • Negotiate risk behaviors

Activity: Mind Map

Directions: Make a mind map of all the proactive activities and strategies that can be used in
the classroom and in the school. Make sure to include the following details:

Name of strategy:
Key points:
How does it promote positive student behavior?
When is it appropriate to use?

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 Chapter 2: Classroom Behavioral Strategies and Interventions

Five Types of Intervention Strategies

According to Marzano, there are five types of interventions: teacher reaction, tangible
recognition, direct cost, group contingency, and home contingency.
1. A teacher’s reaction involves a verbal and physical acknowledgment that provides a
consequence for unacceptable behavior. Making eye contact with a student, shaking your head,
or having a private verbal reminder are some of the consequences. Stating the desired
appropriate behavior and simply asking the student to stop also fall under this category.
Stimulus cueing is a prevention action that cues the inappropriate behavior before it begins.
2. Many teachers, especially those in the younger grades, have used tangible recognition. A
tangible item can be a token, ticket, marble, or a goal sheet. Tokens are most effective when
they are given for positive behaviors and taken away during negative behaviors. Explain the
expectation with the students before passing the tangible item to students. Do not use the item
to bribe or coerce student behavior.
3. Sometimes students have a tough time accepting the expectations and need more of a direct
cost. A direct cost focuses more on the negative consequence.
4. Group contingency involves everyone within the classroom. As a class, everyone must aim
to conquer a classroom goal. There are two types of group contingencies, interdependent and
dependent.
• Interdependent techniques “require every student in the group to meet the behavioral
criterion for the group to earn credit”. One example is raising the hand in the class. If
everyone raised their hand, the class would earn group recognition.
• Dependent techniques “require specific individuals…to meet the behavioral criterion
of the group to earn credit”. Using the dependent techniques can involve one student
or a small group of students and provides more peer pressure. An example of this is the
“Pressure Points.” If every student cleans up after class, the whole class earns “pressure
points” that can be used for no homework passes, postponing a test, etc.
5. A home contingency is making the student’s parents aware of their positive and negative
behaviors. This is a strategy that many teachers use because it can produce quick, powerful
results. Teachers can send home premade notes or make a quick phone call.

Four Categories of Disciplinary Behaviors

1. Reinforcement–recognition or reward for positive behavior or for the timely cessation of

negative behavior.
2. Punishment –some type of negative consequences for inappropriate behavior.
3. No immediate consequence –no immediate consequences for inappropriate behavior but
involves some type of reminder of inappropriate behavior.
4. Combined punishment and reinforcement–recognition or reward for appropriate behavior
in conjunction with consequences for inappropriate behavior.

Assertive Discipline

Assertive Discipline is a systematic approach to classroom behavior management.

Assertive discipline teaches effective ways of discouraging unwanted behavior without
alienating teachers from students, and effective ways of rewarding good behavior in order to
encourage students to do right every time.

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 Chapter 2: Classroom Behavioral Strategies and Interventions

Principles of Assertive Discipline

• The teacher is in control of the class – well planned, well prepared and well trained
• Have a classroom management plan
• Maximize teaching and learning to reduce problem times
• Promote effective student learning and friendly environment
• Reinforce positive student behavior
• Deal with negative behavior quickly, calmly, consistently and assertively

Three Classroom Behavior Management Styles

Teachers can be identified as using one of three classroom behavior management

approaches to handle student disruptive behavior:

1. Aggressive: Teachers who have an aggressive style use an angry tone of voice, can be
abusive, are authoritarian, use name calling and labelling when confronted with student
misbehavior, uses high amounts of fear and inappropriate praise
2. Passive: Teachers in this category speak in small voices, give, inconsistent messages,
threaten without following through on threats, give up, usually ignore poor behavior when
confronted with student misbehavior, use the students to control the class
3. Assertive
• Proactive assertive strategies: Teacher is engaged in simple and few positive rules,
procedures and plans, seating plan, rewards system, consistent sanctions, scanning the
room, well planned lessons, small group sizes, not leaving students unattended
• Reactive assertive strategies: Teacher is calm, firm voice, distraction or redirection,
highlighting positive behavior, assertive use of body language, eye contact etc, use of
questions, focusing on the behavior not the student, quick response, cool judgement

School-Based Counselling

School-based counselling is a professional activity, delivered by qualified practitioners

in schools. Counsellors offer troubled and/or distressed children and young people an
opportunity to explore and understand their difficulties within a relationship of agreed
confidentiality.

Use of School-Based Counselling

Some students behave poorly because they have personal problems. Since 2000, the
Department of Education, through the Guidance Branch has been training teachers to take on
the role of volunteer school counsellors. At the end of 2009, around 520 school counsellors
have been trained.

School counsellors are trained in basic counselling skills that they can use to support
students who are experiencing personal or academic problems and need emotional support.
Counselling is a process of “helping people to help themselves”. Counselling relies on
counsellors being non-judgmental, showing empathy, and maintaining confidentiality.

School counsellors can help students with poor behavior by supporting them with any
underlying problems, such as family conflict, violent relationships, peer pressure. Counselling
is not a sanction but rather a complimentary behavior management strategy. For example, a

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 Chapter 2: Classroom Behavioral Strategies and Interventions

student who is a bully and has punched another student would require a sanction for breaking
school rules but they may also see the counsellor to try understand why the bullying behavior
is happening and to help the student to try and change. However, not all students who show
poor behavior require counselling.

Due to the nature of the counselling relationship, (empathy, non-judgmental and

confidential) counsellors cannot be disciplinarians. To do so would destroy the trust the student
has in the counsellor and make the counsellor ineffective. Counsellors may be requested to give
input into discipline hearings but would only be able to give information with the consent of
the student. Counsellors cannot take part in making decisions about sanctions, or expulsion.
They may however, make recommendations.

Activity: Guidelines on Counseling and Referral System of Learners for S.Y. 2020-202.1
Directions: Search the DepEd Memorandum DM-OUCI-2021-055. Explain the counseling
and referral services of the Department. Your paper must contain the following parts:
Introduction, Discussion and Conclusion.

CHECK YOUR UNDERSTANDING

Essay
Directions: Answer the following questions briefly.
1. What is the difference between Proactive and Reactive Behavior Management Strategy?
Which one is better to support positive behavior and to lessen/solve poor/antisocial behavior?
2. Why do teachers use assertive discipline in the class instead of corporal punishment?
3. How does a school counsellor help promote positive behavior?
4. Why can’t a school counsellor make disciplinary decisions?

Case Study
Directions: In the following scenario, identify the classroom behavior management style of the
teacher and the strategies that the teacher used to manage student behavior.

Classroom A:
Ms. Agi turns up for work just before the start of the school day. She takes little interest in
the students and replies to most questions and suggestions from the class with just a word
and a shrug. She often leaves the class for unknown reasons. She allows the older boys to
keep control and rarely intervenes as long as the class is quiet. Most of the work involves
copying from the board.
Classroom B:
Mr. Baf can often be heard shouting at his class and is famous for making his students stand
in the corner. If he hears whispering, he slams his chalk duster against the board and once
threw it at a child. Mr. Baf also has his favorites who are rewarded with lavish praise and

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 Chapter 2: Classroom Behavioral Strategies and Interventions

free time. Sometimes people don’t know how he will react. Mr. Baf’s rules are strict and he
prides himself on his discipline. Students fear him, he says.
Classroom C:
Mrs. Cale’s classroom is a buzz of activity. Her lessons are interesting and challenging. Her
class have rules and procedures pinned up, including a responsibility rota. She carefully
chooses where the students sit and is always on the move around the room checking, praising
and encouraging her students. She can be strict and has high standards but it is rare to hear
her shout. She regularly reports on behavior to parents. Her motto is “Your best always” and
she pride herself in catching her students being good.

LEARNING RESOURCES

Department of Education (2009). Teacher In-Service Behavior Management- Facilitator’s

Manual. Available at
https://www.education.gov.pg/TISER/documents/resources/behaviour/behaviour-
management-tip-2009.pdf
Spencer, B. (2018). The Impact of Effective Classroom Management. Available at
https://blog.teamsatchel.com/the-impact-of-effective-classroom-
management#components
Musungwini, E. (2020). Peer education as a strategy to promote positive behavior change
among adolescents: Evidence or fallacy? Available at
https://www.africaevidencenetwork.org/en/learning-space/article/62/
George, V. (2019). Take Control- Intervention Strategies Examples. Available at
https://msgeorgesclass.com/2019/09/05/take-control-of-your-class-using-disciplinary-
interventions/
Disciplinary Interventions. Available at https://studylib.net/doc/9391572/disciplinary-
interventions
British Association for Counselling and Psychotherapy (2015). School counselling for all.
Available at chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%
2Fwww.bacp.co.uk%2Fmedia%2F2127%2Fbacp-school-based-counselling-for-all-
briefing-dec15.pdf&clen=1031742
Department of Education (2021). MEMORANDUM DM-OUCI-2021· 055. Available at
chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2
Fwww.deped-
nv.com.ph%2Fmemou_files%2F20210316080517am1615881917%2F2021-03-
16%2520Guidelines%2520on%2520the%2520Counseling%2520and%2520Referral
%2520System%2520of.pdf&clen=1729857&chunk=true

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