Teachers should structure their classroom with clear routines and expectations to promote positive student behavior. These include beginning and ending routines, classroom layout, and transition activities. Expectations like BARK, SLANT, and CHAMP should be taught to students and consistently retaught and reinforced. Teachers should observe students to praise good behaviors, redirect early misbehaviors, and collect data. Positive interactions with a ratio of at least 3:1 praise to corrections will encourage appropriate behavior, while students with oppositional behaviors may need an even higher ratio. Corrections should be calm, consistent, and pre-planned, and reteaching the behavior is sometimes necessary. Common myths that do not support good behavior management are that students should already know

2. Structure/Organize
Beginning and ending routines
Layout of classroom
Transitions and activities
Overall order of the room

3. Teach Expectations
BARK
SLANT
CHAMP
“At home you don’t teach manners once.
You remind and reteach”

4. Observe Student Behavior
Watch for praise-worthy behaviors
Use proximity to nip early-stage misbehaviors
Collect observational data when appropriate

5. Interact Positively
The behavior you reward is the behavior you get
3:1 minimum
Students with oppositional behaviors need up to 15:1

6. Correct Fluently
Calm, smooth, immediate, planned in advance when
possible
Corrections “fly under the radar”
Pre-correct anticipated behavior
Re-teach appropriate behavior when necessary

7. Common Myths
“The students are old enough to know how to behave.”
“The students should be able to figure out what I want
them to do on their own.”
“The students will do it because I said so.”
“I shouldn’t have to repeat myself.”
“If they haven’t gotten it by now, they’re never going to get
it.”