Effective Classroom Management

Abstract

Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.

Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events

“…This includes structuring activities to encourage high levels of student engagement (e.g., collaborative learning groups, Think-Pair-Share, equity sticks); maintaining high levels of expectations (e.g., believe in students, hold them accountable for assignments and behavior expectations); strong levels of teacher–student rapport (e.g., calling students by name, embracing diversity, creating and enforcing classroom community norms, small group work); modeling positive behaviors; and incorporating special interests in activities (e.g., favorite animals, sports, and culture; Johnson et al, 2021). Wording classroom rules and directions concisely and positively can increase positive student behaviors (e.g., use “walk” instead of “don’t run,” Mundschenk et al, 2011). Also, consider explicitly teaching classroom routines and expectations through modeling and guided practice (Mitchell et al, 2017).…”

“… Note. This table provides a summary of effective classroom management practices teachers can implement to reduce challenging behavior (Denning & Moody, 2013; Lory et al, 2020; Mundschenk et al, 2011; Myles, 2003; Myles & Aspy, 2016; Sayeski & Brown, 2011). …”

“…Visual supports provide an aid, or cue, for students to see the expectation (Lory et al, 2020). Visual supports can range considerably, from a chart of rules or schedules to a line drawn on student’s work to show teacher expectations to pictures of expectations or vocabulary (Mundschenk et al, 2011). For a student struggling with task completion, for example, draw a star by the line the student is expected to complete before circulating back to the student.…”

Behavioral therapy untuk mengurangi perilaku agresi fisik pada anak

“…Perilaku agresi fisik adalah suatu perilaku yang bertujuan menyakiti baik secara non-verbal. Istilah agresi fisik digunakan untuk menggambarkan perilaku siswa yang menyakiti dalam bentuk luka fisik terhadap makhluk lain (Mundschenk, Miner, & Nastally, 2011). Agresif fisik merupakan perilaku serius yang tidak seharusnya dan menimbulkan konsekuensi yang serius baik untuk siswa maupun untuk orang lain yang ada di lingkungannya (Xie et al, 2002).…”

“…Perilaku agresi fisik adalah suatu perilaku yang bertujuan menyakiti secara non-verbal. Istilah agresif fisik digunakan untuk menggambarkan perilaku siswa yang menyakiti dalam bentuk luka fisik terhadap makhluk lain (Mundschenk et al, 2011;Valdivia-Peralta, Fonseca-Pedrero, González-Bravo, & Lemos-Giráldez, 2014).…”