Rebecca Freedman Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead Contents Authors: Barbetta, Patricia,

Norona, Kathleen Leong, Bicard, David Source: Preventing School Failure; Spring2005, Vol. 49 Issue 3, p11-19, 9p Article Analysis As mentioned in class, Classroom management is the ability to use various behavior modification techniques to maintain a productive learning environment in the classroom. Learning is the key goal that teachers have for their students, but learning cannot easily occur when the classroom culture is chaotic or out of control. Prevention is the most effective form of behavior management. By being proactive, teachers can model appropriate behavior instead of just eliminating negative behavior. This proactive approach can prevent an escalation of misbehavior from occurring. The first common mistake teachers can make is Defining Misbehavior By How It Looks. An example was given regarding two different students that are both off task in class. Although their misbehavior appears the same on the surface, it is highly likely that they are each misbehaving for very different reasons. The real question is What did the student gain from their behavior? By defining the misbehavior by its function or purpose, we discover why the student behaved inappropriately and in turn, we are then able to better assess the situation to find an opportunity to help the student change their behavior. Asking Why Did You Do That? is the second mistake. The reason why this approach is ineffective is because the student will generally either say, I dont know or provide a reason that the teacher is not satisfied with. During childhood and adolescence the prefrontal cortex in the brain is not fully developed. The prefrontal cortex controls the ability to reason, control impulses and make judgments. Therefore, it isnt surprising that a student may say that they dont know why they misbehaved. A more productive approach would be to assess the behavior and determine what its function was for the student. One assessment tool is called an Antecedent Behavior Consequence (ABC) Analysis. By analyzing the catalyst for the behavior, the behavior itself, and what occurred after the behavior, the teacher can discover the why. The third common mistake, When An Approach Isnt Working, Try Harder, is a bit counterintuitive at first. Normally in life we are taught to always try harder and to never give up. However, when an approach isnt working in the classroom, it is likely that the teacher will become frustrated and possibly even passive aggressive. This negativity sends a poor message to the students. The goal should be to teach appropriate behavior to the students. By providing praise when a student positively changes a behavior, the student is sent a clear and kind message of the teachers expectations. The fifth common mistake, Treating All Misbehaviors as Wont Dos, connects to this idea of praise or positive reinforcement. Some students dont actually have the skills that are needed in order to behave (Cant Dos). By prompting students with the expected behavior and giving them praise when they succeed at behaving, the amount of misbehavior occurring in the classroom will be reduced.

The fourth common mistake, Violating The Principles of Good Classroom Rules and the sixth common mistake, Lack Of Planning For Transition Time, are directly connected because the major component in each of them is inconsistency. To make rules at the beginning of the year and then rarely discuss or reinforce them sends students mixed messages. Also, if transition time is unplanned, the students end up receiving inconsistent expectations. As stated in the article, the guidelines for classroom rules include the following: (a) develop 4-6 measurable, observable, positive classroom rules and include students in rule development; (b) teach the rules and subrules directly; (c) post the rules and review them frequently; and, (d) be sure to carry out the consequences for rule compliance and noncompliance. When students are involved in the rule making process, they will feel as though they own the rules. With this gained ownership, students are more inclined to follow the rules because they created them. In addition, rules should always be simple, specific, and clear. Students should also be aware of the rules or expectations that the teacher has for them during a transition. Smooth transition times require planning ahead and praising appropriate behavior. Students that are not behaving will hear a student being praised for their good behavior and then gain more of an understanding of what appropriate behavior looks like in the classroom. Mistake seven, Ignore All Or Nothing At All, suggests that all behavior motivated for attention should be ignored. Behavior-building strategies should be used to reinforce appropriate behavior. Overuse and Misuse Of Time Out is the eighth common mistake. The key to an effective time out is to have the classroom environment be a more desired place to be so that students have incentive to behave during class. Ninth on the list is Inconsistent Expectations and Consequences. As discussed earlier, sending students mixed messages should always be avoided. To gain consistency in expectations and consequences, the teacher must practice reinforcement and praise frequently. Tenth, Viewing Ourselves As The Only Classroom Manager is problematic because it tends to be quite exhausting. It is important to accept or ask for assistance from students, teachers, administrators, and parents when it is needed. Classroom management should be a community effort for all people involved in the students learning. Communication and consistency are also more likely to occur when the teacher shares some of the management responsibility with other members of the learning community. Mistake eleven, Missing The Link Between Instruction and Behavior reminds us that our lessons must be engaging and thought provoking if we expect our students to behave and participate in our classroom. Academic instruction is also behavior management. Finally, the twelfth common mistake teachers make is Taking Student Behavior Too Personally. The article suggests taking students behavior professionally, rather than personally. Teachers should focus on how to help make their students successful learners and also accept that there isnt always an easy fix for a behavioral issue with a student. Discovering the function of the students misbehavior allows the teacher to gain an understanding of why a student is behaving inappropriately. It is only when this deeper understanding is reached that teachers can help their students work towards behaving appropriately in the classroom.