Frank J. Cutolo is a member of the faculty at Kingston High School, Kingston,NY,
               and the Educational Studies Department at SUNY New Paltz, NY.
 

Summary: In many instances teachers rely on classroom management techniques
that simply do not work. This article will provide some concrete suggestions for
alternative approaches dealing with specific classroom management situations.
 
 

Many educators share the view that classroom management is a series of written
rules and predictable consequences that will result in making the classroom
conducive to learning. However, from my many years of teaching and
administrative experiences, I can clearly see that this is not the case in many school
situations.

The problem with this approach it is that artificial and ultimately not the way the
world responds. If we are truly preparing students for the real world, we need to
rethink this premise. This premise also assumes that we have the time and ability to
combine all desired behaviors in such a code of conduct. In many situations, an
inordinate amount of time is spent on behavior management resulting in a
compromise to the actual ongoing instructional program.

Another assumption that we tend to make is that students act inappropriately
because "they have not learned to act appropriately". I personally disagree assuming
that, except in a few isolated situations, students are aware of how they should act
in the school setting. Students tend to "choose" not to act appropriately in a given
situation.

Students need to be guided into appropriate classroom behavior. Allowing most
non-critical situations to occur, and then guiding students into appropriate behavior,
can ameliorate unnecessary confrontations between the teacher and the student.

Any response to inappropriate student behavior that is used more than three
times unsuccessfully probably doesn't work! If your response to a student getting
out of their seat is a verbal reprimand, and the student continues to get out of their
seat, the verbal reprimand is unsuccessful. Don't fall into the pattern of continuing
to use a response that doesn't work.

Traditional management techniques have focused on targeting specific behaviors of
individual students and formulating a process to change the behavior. This approach
assumes that the interaction is solely between the teacher and the student. I would
suggest that in the classroom setting, all interactions are between the teacher and the
entire class. Even though a teacher may be interacting with a particular student, the
entire class is involved observing the interaction that is taking place. My approach is
to first utilize techniques that are "entire class" oriented instead solely dealing with
the individual student that is acting inappropriately. The following are my
suggestions:

Non-Verbal First: Whenever a teacher makes a verbal response to a student, the
possibility of retaliation is strengthened. Therefor, I initially suggest a non-verbal
clue to the student to prompt the appropriate response.

Giving Directions: Many students have become accustomed to having directions
repeated several times by their teachers. As a result, students learn that it is not
necessary to listen the first time because they know that the directions will be
repeated. I suggest that a teacher only verbally give directions one time. If students
have difficulty with this a first, a non-verbal indicator such as writing a page number
on the blackboard, can be utilized in conjunction with the verbal command. After a
period of time, students will become accustomed to the need to listen the first time.
Teachers should not spend an inordinate amount of time giving the directions for an
assignment. Many times students are ready to begin but the prolonged instructions
result in diminished student interest.

Use Of A Student Name: Most students, as well as people in general, enjoy hearing
their name. When a student is behaving inappropriately, in most cases, the teacher
using the student name gives undue attention to the student. I suggest only using a
student's name when the student is acting appropriately. In other instances, clearly
tell the student what is expected without using the name.

Location Patterning: For groups of students that have difficulty attending, I suggest
that the teacher select a specific location to initially give directions. Subsequently,
the teacher should move to that area whenever a direction needs to be given.
Students will become used to focusing when the teacher moves toward that
location.

Initial And Ending Activity: When students enters a classroom, there needs to be a
clear pattern of movement that culminates in an activity that will prepare the group
to begin working immediately. If there are no initial expectations upon entering a
classroom, the time becomes a "transition time" and management problems are
more likely to occur. This also applies to the end of the instructional period. The
teacher should structure the last five minutes of the instructional time to facilitate a
smooth exit.

Distribution of Print Materials: I suggest that teachers personally walk around a
classroom and distribute individually to each student any print materials that will be
used during an instructional period. Although this takes a brief amount of time, it
allows personal interaction with each student, as well as a legitimate vehicle for the
teacher to monitor what is happening at each student location.

Clear Traffic Patterns: Many classroom interruptions occur when the traffic
patterns in a classroom are not clear. Have student keep the aisles and peripheral
areas of the classroom clear of obstructions. When your classroom is empty, walk
around the room using the patterns that students need to use, and be sure each area
is designed to facilitate easy access.

Interruptions: Good classroom management is demonstrated by a teacher being
allowed to teach without interruption. Therefore, it is important to eliminate as
many potential interruptions as possible. For instance, if a student's pencil breaks,
pencil sharpening is a potential distracter. Have additional writing instruments and
paper easily available to lessen the distractibility.

Calling On Students: In general, I believe that it is a management mistake to call on
a student that you know is not following the lesson. I realize that this is a common
technique used by teachers, but the odds against it being an effective means to have
students become more attentive is dubious. In addition, such a response becomes an
interruption in the lesson for all of the students in the classroom. Call on students
who appear to be ready to respond. If you notice that a student is not following, go
over to the student and as unobtrusively as possible, point to the appropriate place,
and then call on the student next.

Monitoring From The Back of the Room: In many instances, standing in back of
the classroom behind the students, can be an effective way of monitoring behavior
and having students focus on a task. When the teacher is in the back, personal
distraction is kept at a minimum, and students will need to listen carefully. To
monitor the behavior of a group that is unfamiliar to the teacher, sitting is back is
often an effective technique.

Prioritizing Interventions: Teachers need to prioritize interventions based upon the
relative seriousness of the behavior to the instructional process. Many times a
behavior that is not preventing the instructional process to continue should not be
reacted to. When all behaviors are treated equally, student them as equally. This will
make it difficult for the teacher to immediately gain control in an emergency
situation, if this occurrence is view as "just another typical situation".

Use of a "Tentative Tone": The use of a tentative tone in addressing students helps
to prevent an immediate escalation to a confrontation. When questioning a student,
open-ended sentences help to set a tentative tone. For example, instead of saying
"Where is your homework?" a teacher might better say "Your homework is …".
This puts the responsibility of the response on the student and, in many cases,
negating the need for the teacher to have to unnecessarily interrogate the student.

Behavior Monitoring Checklist: For a student that is having a difficult time
attending classes and completing tasks I suggest a simple behavior monitoring
checklist. This checklist should include a space for a teacher response for each
instructional period. For this technique to work most effectively, it should be
presented to a student by a teacher and an administrator, for a specific period of
time. After that time period is over, a follow-up meeting should be held. I believe
that all behavioral intervention like this should only be used for a specific period of
time and then faded out for optimal success.

Administrative Interventions: When student behavior becomes serious enough for
an administrative intervention, I suggest that the most effective response is a
three-way meeting. An appointment should be made by the teacher with the
administrator, with the teacher taking the predominant role during the meeting. In
this way, the student will not view the situation as the teacher not being able to deal
with the problem. Instead, it will point out that when behavior gets to this level, its
impact goes beyond the classroom and therefore intervention beyond the classroom
is necessary. I also suggest that in most situations, student be present with you when
you call a parent. In this way, the same approach is utilized and there will be less of
a change for unclear communication.

Assisting Students: In many instances, students will request assistance from a
teacher when it is not necessary in order to gain attention. Many times this results in
other students becoming jealous and subsequently using the initial technique to gain
attention. When assisting a student, the teacher should be very brief and to the
point, and then leave the student as soon as possible. If additional assistance is
needed, a time should be set aside solely for this purpose.

Potential Conflict with Other Adults: In a classroom situation where there is more
than one adult [teacher or assistant], the potential for conflict often arises. Initially, it
should be made clear that all requests to leave the room or other types of potential
conflict areas, are only granted by the designated adult. In this way, the students
cannot play the adults against each other.

Classroom Discussions: In order to minimize inappropriate behavior and difficulty
in responding in classroom discussions, I suggest that each student be given a piece
of paper to write their response on. The teacher can then pose a question, and ask
each student to respond on the piece of paper, requesting that they put their writing
implement down when they are ready. The teacher can walk around and give
assistance to any student who is in need of responding. Then, the teacher will be
able to call on each student, knowing that there will be a response on the paper.
This eliminates the anxiety of being called upon and not having a response--which is
the cause of many management problems.

Independent Seatwork: Teachers often become concerned with the problem of
individual students completing work before others and what to do in this situation.
From a management point of view, I suggest that the teacher structure the time for
independent seatwork. For example, a class period could start with a group
presentation with the seatwork following. In this way, an inordinate amount of extra
time will not be present. Also, having the group paced so that there is a certain
amount of questions completed during a five or ten-minute time period, will also
help in this situation. The teacher also must circulate around the student area
continually monitoring the performance of the students.

Adult Interruptions: Just as young children tend to interrupt parents while they are
on the phone or speaking with other adults, the classroom situation is not different!
First, if another adult comes into the room, your conversation should be as brief as
possible so that the student do not feel that the attention is being shifted from them.
From a professional point of view, your should make it clear to other adults in the
setting, that you would like to keep interruptions at a minimum.

Physical Setup of the Classroom: Student behavior is shaped by the physical
arrangement of the classroom. It you have had a disastrous management situation, I
and would like to change the climate, I suggest changing the physical arrangement of
the classroom. It has been my experience, that when students return to a newly
configured classroom on the next day, they sense that it will be a new start.

Teaching is a dynamic process and needs to be viewed in that way. Every day we
must look at the situations that are occurring and then decide how we need to act or
react to deal best with the particular circumstances. Adhering to management
techniques that do not work will not resolve the problems.

Return to the page on Behavior Management Systems

Thanks Frank.