Managing the Classroom

Best Practicesin Classroom Management

October2004

Christopher DunbarCollege of Education

Michigan State University

BEST PRACTICESIN CLASSROOM MANAGEMENT

Christopher Dunbar

College of EducationMichigan State University

October 2004

Copies of this report are available from:

University Outreach & EngagementMichigan State University

Kellogg Center, Garden LevelEast Lansing, Michigan 48824

Phone: (517) 353-8977Fax: (517) 432-9541

E-mail: [email protected]: http://outreach.msu.edu

© 2004 Michigan State University. All rightsreserved

This monograph was prepared for Lansing SchoolDistrict elementary teacher training sessions, Fall

2004. The views expressed are solely those of theauthor. For more information about this report,

contact Dr. Christopher Dunbar at (517) 353-9017,or email: [email protected].

EditorLinda Chapel Jackson

FundingThis report was supported in part by University

Outreach & Engagement, Michigan StateUniversity.

Michigan State University is an affirmative-action,equal-opportunity institution.

CONTENTS

Introduction .................................................................................... 1

The Impact of Poverty on Student AchievementLack of Social Capital Among Poor Children

Classroom Arrangement Strategies .............................................. 3

Classroom ArrangementEstablishing Rules of ConductConsequences Versus PunishmentPreventing Disruptions

Psychology of Problem Behavior ................................................... 6

Children Behave Inappropriately for a ReasonMoving from Inappropriate to Appropriate BehaviorWhen Intervdntion is Required

Teacher Management Styles ......................................................... 9

Supporting and Encouraging Student SuccessDespite the Odds .......................................................................... 10

Appendix A

Positive Behavior Support for Young Children:Functional Assessment and Behavior Support Plan

Appendix B

Classroom Management Profile

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INTRODUCTION

Today many urban schools are comprised ofchildren who have been described by the prefix dis:“disenchanted, disaffected, disaffiliated, disturbedand disruptive.” Many of these children live incommunity conditions that have adverselyimpacted their readiness for school. Some of theseconditions include: the family’s loss of meaningfulemployment, the infestation of illegal drugs, and anincrease in single-parent households. In addition,the number of children being reared bygrandparents has increased. There are also leaguesof other children who have lived in multiple fostercare facilities, and still others who have beensimply left to rear themselves.

Children subjected to these living conditions have agreater propensity to engage in inappropriatebehavior in the classroom. Problem behavioroccurs when a child is unable to communicateneeds or desires effectively. The behavior is acommunicative function. Typically a challengingbehavior serves to obtain something or to avoidsomething. It becomes a very effective form ofcommunication and to the child seems reasonableand logical.

Inappropriate behavior significantly disruptsindividual learning, social acceptance, andopportunities for inclusion into the society at large.Extreme challenging behavior can be dangerous andeven life threatening.

Some researchers have argued that antisocialbehaviors in youth lead to a host of academic andsocial problems such as low self-esteem,membership in deviant groups, substance abuse,truancy, and delinquency. It is their belief that dueto the high level of social incompetence amongyouths exhibiting delinquent behaviors, theseyouths are unable to get along with others, dealwith group situations effectively, make appropriate

choices, understand others’ viewpoints, or dealreasonably with stressful situations.

If, indeed, many of these behaviors are amanifestation of living in poverty, the question thenbecomes, “To what extent does poverty affectstudent achievement?”

The Impact of Povertyon StudentAchievementOnce a professor told our class that as a child, hehad to wash his socks every evening so that he’dhave clean ones to wear to school the nextmorning. He further revealed that most of thechildren in his neighborhood did likewise. The pointis that children in his neighborhood didn’t reallyknow they were poor. Everyone did the same sortsof things to make ends meet. Today, however, the“haves” and the “have nots” are much moreapparent. Children are far more aware of theirfamily’s economic situation than in the past.

To consider the impact of poverty on students’achievement without considering its impact onstudent behavior is putting the cart before thehorse. Most experienced teachers will tell anyonewho will listen that without some semblance oforder in the classroom there will be no learning! Yetstudy after study focuses on poverty andachievement, without much consideration ofinappropriate student behavior as a manifestation ofliving in poverty.

As far back as the Coleman Report (1966) we haveknown that that a child’s poverty level has anadverse effect on academic achievement. However,in a study conducted by Gallagher (1998), it was

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reported that to simply focus on developingstandards and raising expectations is not sufficient:“We need to face the unpleasant reality thateducation by itself is a weak treatment.” In supportof this conclusion, a study conducted for the U.S.Department of Education (1996) indicated severalimportant factors which adversely impact studentbehavior. These factors include:

• Urban schools had larger enrollments, onaverage, than suburban schools at both theelementary and secondary levels;

• Student behavior problems were more commonin urban schools than in other schools,particularly in absenteeism, classroom discipline,weapons possession, and student pregnancy;

• Teacher absenteeism, an indicator of morale,was more of a problem in urban schools than inrural or suburban schools;

• Students in high poverty schools, regardless oflocation, were less likely to feel safe in schooland spent less time on homework than those inlow poverty schools; and

• Young adults who had attended urban and urbanhigh-poverty schools had much higher povertyand unemployment rates later in life than thosewho had attended other schools.

Lack of Social CapitalAmong Poor ChildrenMany researchers, including Maeroff (1998),discuss the effects of poverty within the context ofsocial capital. These authors remind us that poorchildren often are lacking in four types of socialcapital:

• A sense of academic initiative. Many studentslack a school work ethic, good study habits, anda high level of self-discipline. Academic successis not perceived as relevant to their future lives.

• A sense of knowing. Many students do not havea sturdy foundation upon which to build successin school. They do not have the opportunities tothrive, which include pre-school attendance,travel, summer camps, home computers, tutors,music lessons, organized sports, exposure to thearts, coaching for college admissions tests, andvisits to colleges.

• A sense of connectedness. Many students feelalienated and do not have a sense of belongingto their community, neighborhood, or school. Tobe successful in school, students must feel thatthey “belong” and perceive the work of schoolas having great value. Connectedness also meansthat students have good relationships with adultsin the school, the home, and the neighborhood.These adults can be advocates for students asthey face barriers and problems in and out ofschool.

• A sense of well-being. Poverty, concerns forone’s emotional and psychological well-being,and worries about what the future holds causemany students to develop a negative sense ofwell-being. As a result, many have little sense ofhope, combined with low levels of self-confidence and self-respect.

When Keith was asked what he wanted tobe when he grew up, he became angryand responded: “I don’t know! Why youasking me that? I might be dead or injail!”

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CLASSROOM ARRANGEMENTSTRATEGIES

Poverty obviously impacts social capital; however,without the capacity to address abject poverty inthe lives of many of the children who sit before us,we must focus on issues that may be addressed inthe classroom: physical arrangement andmanagement strategies.

ClassroomArrangementAs Fred Jones, a noted classroom managementexpert, explains: “A good classroom seatingarrangement is the cheapest form of classroommanagement. It’s discipline for free.”

Many experienced teachers recommend assignedseating for students to facilitate discipline andinstruction. They argue that students left to theirown devices will always choose a seat that placesthe teacher at the greatest disadvantage. Bestpractices suggest a few common-sense rules toguide classroom arrangements.

• Students should be seated where their attentionis directed toward the teacher.

• High traffic areas should be free fromcongestion.

• Students should be able to clearly see chalkboard, screens, and teacher.

• Students should be seated facing the front of theroom and away from the windows.

• Classroom arrangements should be flexible toaccommodate a variety of teaching activities.

Establishing Rules ofConductMuch research on classroom management hasfocused on student participation in establishingcodes of conduct. It suggests that students shouldactively participate in the creation of guidelinesgoverning classroom behavior. This belief suggeststhat students will support rules they establish. Bestpractices recommend minimizing the number ofrules. Children have a tendency to recommend alaundry list of rules. Teachers, however, shouldprovide limited structural input so that rules aredirect, clear, and consistent, and encourage positivebehavior. In addition, teachers must make sure thatrules are designed to support a concept ofconsequences for inappropriate behavior ratherthan punishment.

A good classroom seating arrangement is thecheapest form of classroom management.

– Fred Jones

Classroom management expert Fred Jones says teacher mobilityshould be the aim of any classroom seating arrangement. Thisarrangement is among several different seating configurationsillustrated in Jones’s book, Tools for Teaching.

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the student and replaces it with an objectiveapproach that will allow students to learn from themistake. Schools should and must be environmentswhere mistakes are made and students are providedcaring opportunities to learn from them.

Ruby Payne, in her book A Framework forUnderstanding Poverty (2003), suggests that anyprogram which has as its intent to address discipline(inappropriate behavior) must clearly delineate theexpected behaviors and the probable consequencesof not choosing those behaviors. The program mustalso emphasize that the individual always has achoice—to follow or not to follow the expectedbehaviors. With each choice comes a consequence,either desirable or undesirable. When a program ofdiscipline has as its focus “I tell you what to do andwhen,” the child is unable to move fromdependence to independence (p. 101).

Preventing DisruptionsEffectively managed classrooms are orderly(relatively speaking), with a minimum of studentmisbehavior and reasonable levels of time on task.Effective classroom managers are more skilled atpreventing disruptions from occurring in the firstplace, according to J. S. Kounin (1970). Kouninidentified specific approaches to keep studentsfocused on learning and reduce the likelihood ofclassroom disruption. These included:

Consequences versusPunishmentEmerging research suggests that inappropriatebehavior should be followed by consequencesrather than punishment. Consequences are viewedas an end result of a child’s inappropriate act. Thatis, they should not be viewed as somethingimposed, such as sanctioning, but rather as anappropriate outcome for an inappropriate act. Aconsequence should make sense, be a logicalending for an action. It should be the effect ofbehaving inappropriately.

Punishment, on the other hand, is punitive and/orpenal in nature. It does not necessarily serve alearning purpose, but rather “gets even.” It sendsthe wrong message. Children are in school to learn.Part of learning is making mistakes, both academicand social. Imagine punishing a student formisspelling a word. It sounds absurd. Effectiveteachers discover appropriate ways to help thestudent learn the correct way to spell the word. Alike approach should be taken to addressinappropriate behavior. The approach should haveas its major tenet ways in which the student mightlearn from the mistake. This approach takes theperceived personal affront toward the teacher from

Ricco is out of his assigned seat. Theteacher says, “Ricco, stand at your seatfor the rest of the afternoon.” Does thisconsequence fit the interaction, or is itmerely punishment?

Classroom Rules of Conduct(examples written by children)

• No chewing gum• No hitting• No using bad language• No talking without raising hands . . .

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• “Withitness.” Communicating that you knowwhat the students are doing and what is going onin the classroom.

• Overlapping. Attending to different eventssimultaneously, without being totally diverted bya disruption or other activity.

• Smoothness and momentum in lessons.Maintaining a brisk pace and giving continuous

Classroom Management Strategies

• Hold and communicate high behavioral expectations.

• Establish clear rules and procedures, and instruct students in how to follow them; giveprimary-level children and those with low socioeconomic status, in particular, a greatdeal of instruction, practice, and reminding.

• Make clear to students the consequences of misbehavior.

• Enforce classroom rules promptly, consistently, and equitably from the very first day ofschool.

• Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring skills.

• Maintain a brisk instructional pace and make smooth transitions between activities.

• Monitor classroom activities; give students feedback and reinforcement regarding theirbehavior.

• Create opportunities for students (particularly those with behavioral problems) toexperience success in their learning and social behavior.

• Identify students who seem to lack a sense of personal efficacy and work to help themachieve an internal locus of control.

• Make use of cooperative learning groups, as appropriate.

• Make use of humor, when suitable, to stimulate student interest or reduce classroomtensions.

• Remove distracting materials (athletic equipment, art materials, etc.) from view wheninstruction is in progress.

activity signals or cues (such as standing nearinattentive students or directing questions topotentially disruptive students).

• Group alerting. Involving all the children inrecitation tasks and keeping all students “alerted”to the task at hand.

• Stimulating seatwork. Providing seatworkactivities that offer variety and challenge.

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Do not assume that because the rest of the studentsunderstand the directives and are working quietlythat all students do. Provide students additionalhelp when their behavior asks you for it! You’d besurprised to know the number of students whosimply struggle with the instructions even thoughyou think you explained them adequately. Makingsure that all students understand what they havebeen asked to do should be considered an ounce ofdisruption prevention.

When you have ruled out hunger and you are clearthat the children understand the assignment, yetthere are children who continue to be disruptive,ask yourself if the disruption is interfering with theother children’s ability to complete the assignment.If so, what do you do? Are you sitting at yourdesk? It might help to take a walk among thestudents. A simple pat or tap on the disruptivestudent’s shoulder or quietly asking if additionalhelp is needed will often encourage the student toreturn to the assignment. Minimal disruption tostudents on task is the objective. If the goal of thedisruptive student is to disturb the class, then thiseffort has been thwarted.

Children BehaveInappropriately for aReasonWhen teachers seek to understand why somechildren behave inappropriately, they should begintheir inquiry with a consideration of practicalfactors:

• Is the child hungry, bored, or tired?

• What does the child seek to gain from thebehavior?

• Does this child have particular disabilities? Whatmight this mean?

• Are the behaviors predictable?

The first consideration may be addressed rathereasily. A hungry child should be given a snack. Thisshould not be viewed as an interruption, but ratherseen as an easy way to address the student’s needswith minimal interruption. A teacher might have asupply of nutritional snacks in the classroom andbegin the morning by simply asking students, “Haseveryone had something to eat?”

If student restlessness or inattentiveness alwaysoccurs around the same time, first rule out hungeras the cause for disruptive behavior. If the sameone or two students cause the disruption andhunger has been ruled out as a factor, then theteacher might determine whether the disruptionoccurs at times when students are focused on aparticular subject.

The disruption may be an attempt to communicateto the teacher that these students have notunderstood the directions or that the assignmentpresents problems for them and teacher assistanceis required. Perhaps further clarification is required.

PSYCHOLOGY OF PROBLEMBEHAVIOR

Do you know the children sittingin front of you?

• Michael arrives at school late afterhaving missed breakfast. His daystarts with the teacher sending him tothe office for inappropriate behavior.Could be that he’s hungry!

• Jason has his head down on his desk.The rule is, “No heads down on thedesk.” You insist that he pay attention.Later you learn that his parents foughtall night and Jason didn’t sleep well.

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Problem behavior is often a child’sattempt to convey a message. Whenasked to read, Bobby refuses: “I don’t feellike reading.” The message may be thatBobby can’t read!

Moving fromInappropriate toAppropriate BehaviorAnderson and Prawat (1983) and others havenoted that many students simply do not perceive aconnection between their level of effort and theacademic or behavioral outcomes they experience.These students have what psychologists call an“external locus of control,” and do not believe intheir own ability to influence events.

Researchers have observed behavioralimprovements in settings where students are taughtto attribute their success or failure to their personaleffort. In these situations, students have learned to:(1) check their own behavior and judge itsappropriateness; (2) talk themselves through a task,using detailed, step-by-step instructions; and (3)learn and apply problem-solving steps whenconfronting classroom issues.

Brophy (1983), Gottfredson (1986) and othershave also noted that the use of cooperative learningstructures can increase student task engagement,acquaint students with the benefits of workingtogether, and ease the tensions that sometimes ariseamong racial/ethnic groups—all of which arerelated to reductions in the incidence ofmisbehavior.

The work of other researchers (e.g., Ornstein &Levine 1981) has also revealed that it is beneficialfor teachers to use humor to hold student interestand reduce classroom tensions. Removingdistracting materials, such as athletic equipment orart materials, may also be effective, especiallywhen implemented in the beginning of the year.

Children can learn how to modify their behaviorthrough active planning and negotiating contracts

with their teacher. Also, teaching prosocial skills,such as self-awareness and cooperation, will oftenlead to improved behavior.

When Intervention IsRequired

Formal Assessment of InappropriateBehavior

Positive behavior support is a strategy thatattempts to reduce or eliminate inappropriatebehavior. It utilizes a multi-component behaviorplan that first seeks to understand thecommunicative function of the behavior. Theprogram has three primary features: functionalbehavior assessment, comprehensive intervention,and lifestyle enhancement.

• Functional assessment is designed tounderstand both the person and the nature of thechallenging behavior in their environmentalcontext.

• Comprehensive intervention requires acontinuum of behavior support for students. Itinvolves teacher decision-making throughinformation, student behavior change through“best practices,” and staff behavior changethrough systems.

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• Lifestyle enhancement involves significantdiminishing of inappropriate student behavior,improvement in academic outcomes, andbuilding appropriate teacher strategies.

The Functional Assessment and Behavior SupportPlan instrument may be found in Appendix A.

Why Conduct a Functional Assessment?

The purpose of a functional assessment is to gatherinformation in order to understand a student’sproblem behavior. However, a functional behaviorassessment goes beyond the “symptom” (theproblem behavior) to the student’s underlyingmotivation to escape, avoid, or get something.Government-sponsored research, as well aseducators’ and psychologists’ experiences, havedemonstrated that behavior intervention plansstemming from the knowledge of why a studentmisbehaves (i.e., based on a functional behavioralassessment) are extremely useful in addressing awide range of problems.

Through these inquiries, a teacher can begin tounderstand the child in his or her care. Anunderstanding of the child’s behavioral habitsprovides a basis for considering ways in which tomeet the child’s academic and social needs. Posingthese questions necessarily requires a teacher toevaluate his or her pedagogical approach toteaching and, hence, classroom managementtechniques. Only a thorough examination ofclassroom methods and a clear understanding ofthe children with whom he or she is charged willenable a teacher to provide a successful learningexperience.

Sample Behavioral AssessmentQuestions

• What do we know about the child’slikes and dislikes?

• What does the challenging behaviorlook like?

• Does the challenging behavior occurall the time or at certain times?

• When is it less likely?

• What are the activities or expectationsand with whom does it occur?

• Is the behavior harmful to self orothers or is it merely distracting?

• Is the problem significant to someteachers and not significant to others?

• Whose problem is it?

• What are some of the strengths/weaknesses and needs of the child?

• What does this child value?

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TEACHER MANAGEMENTSTYLES

We have focused our attention thus far onunderstanding student behavior, from studentassessment to strategies for improving inappropriatebehavior. However, an equally important topicconcerns the teacher’s management style. That is,how well do you as a teacher know your style ofteaching and your ability to interact with students?Are you authoritarian in your approach toteaching, more of an authoritative teacher, moreindifferent, or something of a laissez-faire style ofteacher? Understanding your profile increases yourability to address inappropriate behavior before itescalates into something more serious. Knowingyour limitations (that is, your level of tolerance ofcertain behaviors) and your students facilitates yourcapacity to de-escalate potentially problematicsituations.

Answer the questions on the survey (located inAppendix B) to learn more about your managementprofile. The descriptions of the four managementprofiles are listed below.

The authoritarian teacher places firm limits andcontrols on the students. Students will often haveassigned seats for the entire term. The desks areusually in straight rows and there are no deviations.Students must be in their seats at the beginning ofclass and they frequently remain there throughoutthe period. This teacher rarely gives hall passes orrecognizes excused absences. Often, it is quiet.Students know they should not interrupt theteacher. Since verbal exchange and discussion arediscouraged, the authoritarian’s students do nothave the opportunity to learn and/or practicecommunication skills. This teacher prefers vigorousdiscipline and expects swift obedience. Failure toobey the teacher usually results in detention or atrip to the principal’s office. In this classroom,students need to follow directions and not ask why.

The authoritative teacher places limits and controlson the students but simultaneously encouragesindependence. This teacher often explains thereasons behind the rules and decisions. If a studentis disruptive, the teacher offers a polite, but firm,reprimand. This teacher sometimes metes outdiscipline, but only after careful consideration ofthe circumstances. The authoritative teacher is alsoopen to considerable verbal interaction, includingcritical debates. The students know that they caninterrupt the teacher if they have a relevantquestion or comment. This environment offersstudents the opportunity to learn and practicecommunication skills.

The indifferent teacher is not very involved in theclassroom. This teacher places few demands, ifany, on the students and appears generallyuninterested. The indifferent teacher just doesn’twant to impose on the students and often feels thatclass preparation is not worth the effort. Things likefield trips and special projects are out of thequestion. This teacher simply won’t take thenecessary preparation time and may use the samematerials, year after year. Also, classroom disciplineis lacking. This teacher may lack the skills,confidence, or courage to discipline students.

The laissez-faire teacher places few demand orcontrols on the students. “Do your own thing”describes this classroom. This teacher accepts thestudents’ impulses and actions and is less likely tomonitor their behavior. The teacher strives not tohurt the students’ feelings and has difficulty sayingno or enforcing rules. If a student disrupts theclass, the teacher may assume that the student isnot getting enough attention. When a studentinterrupts a lecture, the teacher accepts theinterruption with the belief that the student mustsurely have something valuable to add. Whendiscipline is offered, it is likely to be inconsistent.

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Our goal (and for many, our calling) is to providethe best educational opportunity for all childrenwho come into our classrooms. This professionprovides some days that are much morecomplicated than others—for example, days whenall we can do is collapse when we arrive homebecause we have given all we had to give. We haveundertaken a huge responsibility. We have someoneelse’s children for whom we are responsible for agood portion of the day.

Perhaps it would be less complicated if all ourchildren were well nourished and emotionally,physically, and spiritually healthy. It wouldprobably be much easier if we were sure that all ofthe children returned home to families who werehappy to see them coming. Life as a teacher wouldbe easier if school resources were distributed sothat all children had access to new books, updatedtechnology, and the best teachers (who were wellcompensated for their work). But our reality isdifferent; we take all children and all that they bringto the classroom. And, inevitably, there are somechildren for whom school is a far greater challengethan it is for others. This booklet was written forthose children.

The following are a few tips that were helpful inmy effort to better address the needs of my morechallenging students.

ENCOURAGING STUDENTSUCCESS DESPITE THE ODDS

• Get to know the child. Solicit support fromfamily members. Uncover the child’s likes anddislikes.

• Never publicly humiliate a child. You can’timagine how this can adversely impact this child.

• Yelling at children all day is ineffective. Trylowering your voice.

• Tell children something about you, perhaps afunny story. Children want to know that you arehuman too!

• Remember what it was like being a child.

• Acknowledge good behavior.

• Learn from family members, other teachers, orany available resource what works with thechild.

• Give students choices. Repeated choiceopportunities allow students to build a sense ofcompetence and may prevent challengingbehaviors.

• Help students celebrate their successes, howeversmall. This will help them open up to morepositive thoughts and actions about themselves.

. . . Teachers must be peddlersof hope . . .

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REFERENCES AND FURTHERREADING

Anderson, L. M., & Prawat, R. S. (1983).Responsibility in the classroom: A synthesis ofresearch on teaching self-control. EducationalLeadership, 40, 62-66.

Brophy, J. E. (1983). Classroom organization andmanagement. Elementary School Journal, 83, 265-285.

Carr, E. G., Levin, L., McConnachie, G., Carlson,J., Kemp, D., & Smith, C. (1994).Communication-based intervention for problembehavior: A user’s guide for producing positivechange. Baltimore: P. H. Brookes.

Center for Adolescent Studies. (1996). What isyour classroom management profile? Teacher Talk,1(2). Bloomington: Indiana University, Center forAdolescent and Family Studies. Available:http://www.indiana.edu/%7Ecafs/tt/v1i2/what.html.

Clark, J. P. (1998, May). Functional behaviorassessment and behavior intervention plans:Implementing the student discipline provisions ofIDEA ’97 – A technical assistance guide forschool social workers (ERIC No. ED455632).Washington, DC: National Association of SocialWorkers.

Coleman, J. S., et al. (1966). Equality ofeducational opportunity (Report No. OE-38001).Washington, DC: National Center for EducationalStatistics.

Dunbar, C. (2001). Alternative schooling forAfrican American youth: Does anyone know we’rehere? New York: Peter Lang.

Gallagher, J. D. (1998). Classroom assessment forteachers. Upper Saddle River, NJ: Merrill.

Gottfredson, D. C. (1986). An empirical test ofschool-based environmental and individual

interventions to reduce the risk of delinquentbehavior. Criminology, 24, 705-731.

Horner, R. H., & Carr, E. G. (1997). Behavioralsupport for students with severe disabilities:Functional assessment and comprehensiveintervention. Journal of Special Education, 31, 84-104.

Jones, F. (2001, April 4). Quoted in D. W. Dunne,Do seating arrangements and assignments =classroom management? Education World.Available: http://www.educationworld.com/a_curr/curr330.shtml

Jones, F. (2000). Tools for teaching. Santa Cruz,CA: Fredric H. Jones & Associates.

Koegel, L. K., Koegel, R. L., & Dunlap, G. (Eds.).(1996). Positive behavioral support: Includingpeople with difficult behavior in the community.Baltimore: P. H. Brookes.

Kounin, J. S. (1970). Discipline and groupmanagement in classrooms. New York: Holt,Rinehart & Winston.

Levine, D. U., & Ornstein, A. C. (1981). Teacherbehavior research: Overview and outlook. PhiDelta Kappan, 62, 592-596.

Lippman, L., Burns, S., McArthur, E., Burton, R.,& Smith, T. M. (1996, June). Urban schools: Thechallenge of location and poverty (NCES 96-184).Washington, DC: National Center for EducationStatistics. Available: http://nces.ed.gov/pubs/96184all.pdf

Maeroff, G. I. (1998, February). Altered destinies:Making life better for children in need. Phi DeltaKappan, 79, 424-432.

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Mathur, S. R., & Rutherford, R. B., Jr. (1994).Teaching conversational social skills to delinquentyouth. Behavioral Disorders, 19, 294-305.

Mathur, S. R., & Rutherford, R. B., Jr. (1996). Issocial skills training effective for students withemotional or behavioral disorders? Research issuesand needs. Behavioral Disorders, 22, 21-28.

Payne, R. K. (2003). A framework forunderstanding poverty. Baytown, TX: RFT Pub.

Positive Behavior Support Project. (Undated).Positive behavior support for young children:Functional assessment and behavior support plan.Newark: University of Delaware, Center forDisabilities Studies. Available: http://www.udel.edu/cds/pbs/downloads/pbs_fasplan.pdf.

Quinn, M. M., Leone, P. L., & Osher, D. M.(2000, February). Supporting children withchallenging behavior. Paper presented at BetterBehavior, Better Schools: A National Summit onChildren’s Behavior and Safe LearningEnvironments, Office of Special EducationPrograms, Washington, DC.

Rutherford, R. B., & Mathur, S. R. (Eds.). (1999).Severe behavior disorders of children and youth(CCBD Monograph, Vol. 22). Reston, VA: Councilfor Children with Behavior Disorders.

Swenson, C. C., & Kennedy, W. A. (1995).Perceived control and treatment outcome withchronic adolescent offenders. Adolescence, 30,565-578.

Wisconsin Education Association Council. Socio-economic conditions and student behavior (GreatSchools Issue Paper). Available: http://www.weac.org/greatschools/Issuepapers/socioconditions.htm

APPENDIX AFunctional Assessment and Behavior SupportPlan*

*Positive Behavior Support Project. (Undated). Positive behavior support for young children:Functional assessment and behavior support plan. Newark: University of Delaware, Center for DisabilitiesStudies. Available: http://www.udel.edu/cds/pbs/downloads/pbs_fasplan.pdf. Used with permission.

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Positive Behavior Support for Young ChildrenFunctional Assessment and Behavior Support Plan

Child’s Name:

Date: Program:

Participants:

What are the child’s strengths? What does this child do well?

Describe Behavior of Concern:

When does this behavior occur?

When does this behavior not occur?

How often does this behavior occur?

Where does this behavior occur?

Where does this behavior not occur?

Is the behavior mild, moderate, or intense?

What is the duration or how long does the behavior last?

How long has the behavior been occurring?

Does this behavior occur during specific situations, with specific people, or during specific eventsor activities?

Rationale for Behavior Plan:

Does the behavior threaten the life of the child or others? YES NO

Does the behavior threaten the physical well being of the child or others? YES NO

Does the behavior interfere with the educational progress of the child? YES NO

Does the behavior interfere with the educational progress of others? YES NO

Does the behavior result in materials destruction or damage? YES NO

Does the behavior interfere with acceptance by peers or adults? YES NO

Will the behavior become more serious without intervention now? YES NO

Decision checkpoint: Is there a need to continue writing this plan? YES NO

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Factors to Consider (Check those that apply.):

Triggers Concurrent Events Consequences

❑ Lack of attention ❑ Independent play ❑ Behavior Ignored

❑ Adult direction/request ❑ Group activity ❑ Reprimand/warning

❑ Difficult task ❑ Crowded seating/space ❑ Time out

❑ Transition (task) ❑ Less structured activity ❑ Loss of incentive/privilege

❑ Transition (setting) ❑ Less structured setting ❑ Removed from the setting

❑ Negative social interaction ❑ Peer attention ❑ Communication with home

❑ Interruption in routine ❑ Adult attention ❑ Other:

❑ Consequences imposed ❑ Other: for negative behavior

❑ Other:

Reason for Behavior (Check your choice based on available evidence.):

Escape Attention/Control

❑ Refuse or avoid direction/request ❑ Get adult attention

❑ Avoid a task ❑ Get peer attention

❑ Avoid a person ❑ Obtain object

❑ Avoid a place ❑ Obtain activity

❑ Other: ❑ Gain access to preferred adult

❑ Other:

Other Factors to Explain Behavior

❑ Developmental Level

❑ Physical health/medical condition

❑ Sensory needs

❑ Personal situation

❑ Other:

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Hypothesis Statement is based on behavior patterns. More than one hypothesis may beneeded due to the same behavior occurring under different situations for different reasons.

The available information suggests that when , (antecedent /trigger)

in conjunction with ,(concurrent/ simultaneous condition)

the child in order to . (target behavior) (reason/function)

Determine level or extent of behavior that is acceptable. How often could the child do thisbehavior without causing problems? Is the behavior acceptable under any circumstances?

Write a measurable behavior goal.

Use expectations, routines, and replacement behavior as interventions to answer:

Rule: Is there a rule or expectation associated with this behavior?

Routine: Is there a routine that is associated with this behavior?

Replacement Behavior: Is there a positive replacement behavior that can substitute for thebehavior of concern?

4

Brainstorm interventions and strategies related to the hypothesis to address targetbehavior, rules, routines, and/or replacement behavior:

To prompt brainstorming, consider the following:What can happen differently in the environment to prevent the behavior from occurring? Does thechild need to learn new routines or new skills?

List chosen interventions and strategies to begin the plan:

Pick at least one strategy.

To make this plan work, some steps may need to be taken.

Who? Does What? By When?

Data CollectionWhat information or data do you need? How will the data be collected? Who will collect it? Howlong will it be collected?

5

Plan Review:

Date:

Time:

Place:

People not present but who need to know how to implement this plan.

Name Initial (when read) Date

APPENDIX B

*Center for Adolescent Studies. (1996). What is your classroom management profile? Teacher Talk, 1(2).Bloomington: Indiana University, Center for Adolescent and Family Studies. Available:http://www.indiana.edu/%7Ecafs/tt/v1i2/what.html. Used with permission.

Classroom Management Profile*

What Is Your Classroom Management Profile?

Answer these 12 questions and learn more about your classroom management profile. The steps are simple:

• Read each statement carefully. Write your response, from the scale below, on a sheet of paper.

• Respond to each statement based upon either actual or imagined classroom experience.

• Then, follow the scoring instructions below. It couldn’t be easier!

1. = Strongly Disagree2. = Disagree3. = Neutral4. = Agree5. = Strongly Agree

(1) If a student is disruptive during class, I assign him/her to detention, without further discussion.

(2) I don’t want to impose any rules on my students.

(3) The classroom must be quiet in order for students to learn.

(4) I am concerned about both what my students learn and how they learn.

(5) If a student turns in a late homework assignment, it is not my problem.

(6) I don’t want to reprimand a student because it might hurt his/her feelings.

(7) Class preparation isn’t worth the effort.

(8) I always try to explain the reasons behind my rules and decisions.

(9) I will not accept excuses from a student who is tardy.

(10) The emotional well-being of my students is more important than classroom control.

(11) My students understand that they can interrupt my lecture if they have a relevant question.

(12) If a student requests a hall pass, I always honor the request.

To score your quiz, see next page.

Scoring

Add your responses to statements 1, 3, and 9.

This is your score for the authoritarian style.

Statements 4, 8 and 11 refer to the authoritative style.

Statements 6, 10, and 12 refer to the laissez-faire style.

Statements 2, 5, and 7 refer to the indifferent style.

The result is your classroom management profile. Your score for each management style can range from 3to 15. A high score indicates a strong preference for that particular style. After you have scored your quiz,and determined your profile, read the descriptions of each management style. You may see a little bit ofyourself in each one.

As you gain teaching experience, you may find that your preferred style(s) will change. Over time, yourprofile may become more diverse or more focused. Also, it may be suitable to rely upon a specific stylewhen addressing a particular situation or subject. Perhaps the successful teacher is one who can evaluate asituation and then apply the appropriate style. Finally, remember that the intent of this exercise is to informyou and arouse your curiosity regarding classroom management styles.

The classroom management styles are adaptations of the parenting styles discussed in Adolescence, byJohn T. Santrock. They were adapted by Kris Bosworth, Kevin McCracken, Paul Haakenson, Marsha Ritter Jones, Anne Grey, Laura Versaci, Julie James, and Ronen Hammer. Copyright 1996 Indiana University -Center for Adolescent Studies, all rights reserved. Gary M. Ingersoll, Ph.D., Director