Best behavioral management

1. SPRING OF
KNOWLEDGE
ACADEMY
B Y M U L U G E TA Y I L M A ( M U L L I E )
O C TO B E R 0 8 / 2 0 2 1

2. CLASS ROOM MANAGEMENT
What is Classroom
Management?
Classroom
management is
ways of organizing
the resources,
pupils and helpers
so that teaching
and learning can
proceed in an
efficient and safe
manner .

3. .
Preventive
Behavioral
Management in the
Class room

4. THE MOST BEHAVIORAL PROBLEM IN THE
CLASS
QUESTION
 Discuss on the difference between behavior and
discipline?
 List down behavioral problem in your class?

5. POSITIVE BEHAVIORAL MANAGEMENT SYSTEM
-Is a proactive approach used by school to help all students
be successful
-Focus on prevention of negative behaviors by teaching and
reinforcing positive behaviors

6. HERE ARE 8 IMPORTANT STEPS TO ENSURE SUCCESSFUL
IMPLEMENTATION OF A SCHOOL WIDE SYSTEM AND PLATFORM.
1. Create a Cohesive Classroom Layout
 Having a strategic student seating chart
and classroom layout
 move students to different seats when needed for
all students to be successful behaviorally and
academically.
 Try to avoid creating blind spots where students
could congregate or misbehave that cannot easily
be seen.

7. 2. DEFINE, TEACH, AND MONITOR CLASSROOM
BEHAVIOR EXPECTATIONS
First, teachers need to create behavior expectations for their class that are
positively stated and focus on key values of the school.
Once the teacher is clear on their expectations, they must decide how they will
teach and model these expectations for their class.
Explicitly teaching behavioral expectations is what sets a positive behavior
management (PBIS) system on the right track.
This will look different based on student ages but all teachers should teach
students what each behavior looks like, sounds like, does not look like, and
does not sound like.

8. 3. IMPLEMENT THE SCHOOLS’ BEHAVIORAL
MANAGEMENT SYSTEM
 All staff should be aware of the layout of the
common spaces and best ways to circulate, scan
with their eyes (especially in blind spots), monitor,
and respond to behavior in these areas.
 There should also be set and practiced transition
routines within these areas to minimize negative
behaviors when a large number of students are
moving through these areas.

9. 4. ACKNOWLEDGE AND REWARD POSITIVE BEHAVIORS
Teachers should first distinguish the difference between
acknowledging and rewarding behaviors and how to best do
this in their classroom.
Students should not be rewarded every time they follow
directions because that is a basic behavioral expectation.
Using positive narration, recognition, and praise will help
students know that their positive behavior is being
recognized and to continue that behavior.
Rewarding positive behaviors should be used for above and
beyond behavioral excellence and students that are making
better behavior choices than before.

10. 5. RESPOND TO BEHAVIOR ISSUES
IMMEDIATELY
 Have a plan for off-task behaviors.
It should also be clear about which staff member is to deliver
the consequence.
For example, when a student blurts out, that is something the
teacher can easily tackle using non-verbal, reminders, and
possibly consequences.
If a student starts physically fighting another student, that should be
handled by an administrator.

11. 6. RECORD BEHAVIORS AND ACT UPON THAT
DATA
It is very important when implementing a behavior management
system to collect behavior data, analyze the data, and
respond to the data.
Teachers can log and track behaviors in real time, parents can
see their child’s behavior and messages in the
communication book, and different reports are easily
accessible for analysis by teachers and administrators.

12. 7. BE AWARE OF YOUR OWN EMOTIONS AND MASTER THEM
 Develop strategies and techniques for how you respond to
students
(Haim Ginot) One powerful quote he stated is;-
“I’ve come to a frightening conclusion that I am the
decisive element in the classroom. It’s my personal
approach that creates the climate. It’s my daily mood
that makes the weather. As a teacher, I possess a
tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or heal. In all situations, it
is my response that decides whether a crisis will be
escalated or de-escalated and a child humanized or
dehumanized.”

13. 8. PARTNER WITH FAMILIES
 Families are co-teachers with the
educators in their children’s education.
 Schools must work to engage families
in authentic ways and create a true,
trusting partnership.
 Teachers can create a communication
schedule where they contact families
regularly and share positive behavior and academic
news. (Telegram personally or communication book)
Inviting parents safely
For example, family members can be invited to school for special
days, parties, activities, recess help, field trips, do a read
aloud to the class, or present on their career.

14. SO……CAN WE DO IT?

15. .
Focusing on these 8 key things
will help teachers and schools
successfully implement a positive
behavior management system.
Schools that implement these well
will create a more positive, fun,
and successful learning
environment where all students
can be successful.

16. .