Classroom Behavior Management (Part 1):
Key Concepts and Foundational Practices
1, Briefly describe three of the benefits of implementing comprehensive classroom behavior
management.
This style allows for less downtime during transitions, meaning less negative behavior and more
time on task. This management technique allows for more engaging activities as students are
aware of the expectations. When used in conjunction with school wide initiatives, students are
set up to be successful in all settings like art, music, gym, recess, and more. They will know
what the expectations are and how to handle or react to different situations.
2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally
sustaining practices teachers can use to address them.
Cultural gaps are the different experiences between educators and students or between
students that affect how they act or react to situations. A practice teachers can use to address
these is to have open but structured discussions where students can share things about how
they feel or experiences they have. Another practice is to include culturally relevant materials
into different aspects of the classroom
3. Identify three of the six key principles of classroom behavior management outlined in the
module and offer specific example of how a teacher might use each of them in the classroom.
The three principles of classroom management behavior I find most important are Plan Early, Be
Consistent, and Focus on the Positives. Planning Early means making sure every aspect of
your classroom has a detailed procedure. It also means teaching these procedures to the
students and periodically reteaching to ensure success. A way for teachers to use this in their
classroom is to prepare for each lesson by having everything copied, stapled, and written out.
Students know whose job it is to hand out materials, where to find the materials, ways to ask for
help, a pencil, or anything else that might come up during the school day. Being Consistent is
important when trying to teach appropriate behaviors. To be consistent means keeping track of
your own emotions and following any behavioral procedures already in place. This is important
especially for students with FBAs and PBSPs. The modifications and procedures outlined in that
assessment and plan are to help these students be successful and make behavioral progress.
Not being consistent is going to set the student back and make the plans less likely to be
successful. Finally, Focusing on the Positives means being proactive instead of reactive. A
teacher can do this by providing specific praise to students in the classroom who are following
the class procedures instead of calling out the student(s) who are behaving inappropriately.
