Concerns about student behavior have always been a topic of fierce conversation. Student attitudes and actions often dominate discussions in meetings, at educational conferences, and in faculty lounges. There are almost as many philosophies (and programs) on student behavior as there are schools in the country, and getting agreement on how to address issues can spark a level of vitriol that rivals that of a presidential election.
I certainly don’t have all of this figured out, however I have had the good fortune to work with many exceptional teachers who excel at effectively managing a classroom to maximize student learning. While not an exhaustive list, here are seven strategies I have consistently seen these educators employ in order to minimize disruptive behavior.
1. Assume the Best and Look for Underlying Causes
Effective educators always “assume the best” in their students and understand that behavior is often a manifestation of unmet needs, or underlying issues. They work diligently to determine, and address (with the help of others), the needs of the student, or the underlying cause of the behavior.
2. Teach The Behaviors They Want to See
If students don’t understand an academic subject, such as reading or writing, we teach them. If students demonstrate a deficiency in understanding appropriate behavior we typically punish them. Hmm. Good teachers understand that they must teach students the behaviors they want to see and provide lots of modeling and opportunities for practice. Many of our students who exhibit poor behavior simply don’t understand what is expected, lack models of socially appropriate interactions, and rarely practice skills that foster good behavior. We can change that.
3. Consistent Routines, Procedures, and Structure
Familiarity helps us feel safe. Regardless of individual personalities, a certain amount of structure is comforting. This is definitely true for students — especially those who have experienced (or are experiencing) trauma in their daily lives. Great teachers provide a safe learning environment by establishing, and consistently implementing, clear routines and procedures. Their students regularly review and practice these expectations throughout the school year and they are able to follow them with limited direction from the teacher. Students feel safer, and behave better, when they know what to expect.
4. Focus on Relevant and Engaging Lessons
If, on a daily basis, a class is boring it is extremely likely that some students will misbehave. The most effective teachers invest time in planning lessons that are engaging, purposeful, and relevant. They require students to be active participants in activities and plan opportunities for interaction, collaboration and brain breaks. This isn’t to say that teachers must be stand-up comedians, or put on a daily “dog and pony” show, but the days of lecturing, worksheets, and PowerPoint presentations for the entire period should be in our past. We know these practices do not correlate with student growth and they often lead to disruptive behavior.
This list is not in order of importance. If that was the case, relationships would come first. Positive relationships are the lynchpin of effective classroom management and student learning. Students who know their teachers care about and takes an interest in them will typically invest in their learning and work for the teacher. Without meaningful relationships teachers are fighting an uphill battle. Enough said.
6. Patience and Persistence
Effectively managing student behaviors doesn’t really come naturally to any educator. It requires a great deal of planning, practice, trial, error, and serious reflection. Just as we have to accommodate to meet the individual learning needs of students, we must recognize that each child’s behavioral progress will be different. Some kids will prove to be significant behavioral challenges. In these cases, it is an educator’s job to stand by our kids (with the support of others) and exhaust efforts to teach appropriate behaviors. As with most educational endeavors, patience and persistence are essential.
7. Responsibility Does Not End with a Referral
I will preface this by saying that teachers who effectively address student behavior routinely engage colleagues, parents, administrators, and counselors in their efforts to meet the needs of their students. We all have a responsibility to work together for student success. Teachers do not need to do this work on their own. That being said, there are certainly times when a behavioral referral and consequence are in order. However, effective teachers understand that a behavioral referral is not the end of their efforts. If student behavior is to change, there must be some form of restorative action and students must understand that making a mistake, or poor decision, and receiving a consequence is not the end. Teachers are the gateway to a second (or third, or fourth…) chance. It can be a challenge, but demonstrating grace to a difficult student can result in a more positive relationship.
As we see a decline in civility in our society, and as our students continue to deal with a myriad of social and emotional challenges, student behavior will undoubtedly continue to be a topic of discussion. However, there are many strategies we can use to help our kids grow in this area, and there are many educators out there who can offer assistance and solutions.
Success for ALL includes our behaviorally challenging students. Don’t give up!
You stand with the least likely to succeed until success is succeeded by something more valuable: kinship. You stand with the belligerent, the surly, and the badly behaved until bad behavior is recognized for the language it is: the vocabulary of the deeply wounded and of those whose burdens are more than they can bear. – Father Greg Boyle