This document provides guidance on managing classroom behavior so teachers can focus on teaching. It discusses that behaviors are learned and serve a purpose, and are related to context. It recommends evidence-based practices like positively interacting with students, monitoring behavior, preparing effective lessons, arranging the classroom, and explicitly teaching expectations. These practices can help address a variety of behaviors and improve student outcomes.

1. How to Manage Your Classroom So
You Can Teach!
IMPACT on Behavior
Thomas J. Stacho Ed.S.
State Support Team 11
Educational Service Center of Central Ohio

2. Others

3. Others

4. Responding to Problem Behaviors
4
Insubordination, noncompliance, defia
nce, late to
class, nonattendance, truancy, fighting
, aggression, inappropriate
Exist in every school
language, social withdrawal, excessive
crying, stealing, vandalism, property
destruction, tobacco, drugs, alcohol, u Vary in intensity
nresponsive, not following
directions, inappropriate use of school Are associated with variety of
materials, weapons, harassment contributing variables
1, harassment 2, harassment
3, unprepared to learn, not following Are concerns in every
directions, parking lot community
violation, irresponsible, trespassing, di
srespectful, banned items, failure to
complete homework, disrupting
teaching, uncooperative, violent
behavior, disruptive, verbal
abuse, physical abuse, dress
code, other, etc., etc., etc…..

5. Behavior is Learned at it Serves a Purpose
 Behavior is learned at it serves a purpose
 It’s taught & someone has reinforced it!
5

6. Behavior is Related to the Context
in Which it Occurs
 School is a very different place than home
which is why parents/teachers do not
necessarily see the same behaviors
 Hard wood or plastic chairs, fluorescent lights, restroom
requirements, drinks, food, entertainment, working, breaks
etc.
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7. For every year a behavior has been in
place, consider one month of
consistent appropriate intervention for
us to see a change!
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8. Hard Facts
 Behavior is learned and serves a purpose
 Behavior is related to the context in which it
occurs
 For every year a behavior is in place it takes at
least one months for that behavior to have
significant change
 Children comply with the rules 80% of the time.
However they are complimented for their
8 behavior less than.....

9. 9
MESSAGE
Something effective for most

10. SIMPLE SOLUTION #1
Over-reliance on “Role-Bound” Authority
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 “Students should behave because I’m the
teacher”
 Thinking that the person with the most power
can MAKE THE KID STOP (principal)
 “SYMBOLIC POWER” of authority

11. SIMPLE SOLUTION #2
An Increase in Emotional Intensity

12. SIMPLE SOLUTION #3
Over-Reliance on PUNISHMENT
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WHY DO WE OVER-RELY On
PUNISHMENT?
 It’s Quick!
 It’s Easy to Administer?
 It’s Cheap!
 It Works!!!
(with students without challenging behaviors 80-
95%)

13. A quote from Haim Ginott…
I have come to a frightening conclusion that I am
the decisive element in the classroom. It is my
personal approach that creates the climate. It is
my daily mood that makes the weather. As a
teacher I possess 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 humor, hurt 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 de-
humanized.
Between Teacher and Child

14. Evidence Based Practices in the Classroom
will have an IMPACT on Behavior!
14
I Interact positively with students
M Monitor behavior and actively supervise
P Prepare and deliver effective instruction
A Arrange and organize learning environments
C Correct misbehavior effectively
T Teach clear behavioral expectations

15. Interact Positively Monitor Behavior Prepare Effective Instruction
Arrange and Organize Correct Misbehavior Effectively Teach Expectations

16. Interact Positively
(We can improve behavior by 80% by pointing out what the student is
doing correctly!)
Provide frequent non-
contingent attention to build
relationships
Provide frequent, age-
appropriate positive feedback
to acknowledge students’
effort to be successful
Strive to provide a high ratio
of positive interactions (4:1)
Avoid embarrassing
feedback

18. It’s Not Only What You Say, But
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How You Say It!
 Eye contact
 Facial expressions
 Gestures
 Posture and body orientation
 Proximity
 Paralinguistics
(tone, pitch, rhythm, loudness etc.)
 Humor

19. 3 Stars and a Wish
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You’re story is so easy to
I love the way you use read because of your
personification when neat handwriting and
describing the forest trees you’re sitting up straight.
and sitting with your feet
on the floor.
The way you
built the
climax of the
story made
me really
want to turn
the pages
and you’re
facing
forward.

20. And a Wish
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I wish you’d add more
detail to your main
characters and finish you
work by the end of class
today.

21. Interact Positively
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1. Do you interact with every student in a Yes No
welcoming manner (e.g., saying
hello, using the student’s name, talking to
the student at every opportunity?
2. Do you provide age appropriate, non- Yes No
embarrassing feedback?
3. Do you strive to provide positive Yes No
interactions with students AFTER a
negative behavior?

22. Monitor Behavior
Active Supervision
Circulate, Scan &
Interact!
Model
friendly, respectful
behavior
Monitor behavior
through Moving &

23. Monitor and Collect Data
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Are rules being followed? Guiding Questions:
If there are errors,
-who is making them?
-where are the errors occurring? 1. What do we want students
-what kind of errors are being to learn?
made? 2. How will we know when
they have learned it?
Summarize data (look for 3. How will we respond when
patterns) students don’t learn?
4. How will we respond when
Use data to make decisions students have already
learned?

24. Monitor Behavior and
Actively Supervise
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1. Do you circulate and scan as a means of Yes No
observing/monitoring student behavior?
2. Do you model friendly respectful behavior Yes No
while monitoring the classroom?
3. Do you periodically collect data to make Yes No
judgements about what is going well and
what needs to be improved in your
management plan?

25. Prepare Effective Instruction
Do lessons have
learning goal strategies
for progress monitoring,
new knowledge,
practice, review and
application?
Assess and monitor
Opportunities to
Respond (OTR’s)
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26. Prepare and Deliver
Effective Instruction
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1. Are lessons designed establishing learning Yes No
goals, strategies for monitoring
progress, introducing new
knowledge, practicing, reviewing and
application?
2. Do you frequently assess performance and Yes No
monitor student's academic progress?
3. Do students have ample opportunity to Yes No
respond (OTR’s) during instruction?

27. Arrange and Organize
Level of Classroom
Structure
Positive Working
Environment
Attention Signal
Effective Rules
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Effective Schedule

28. Classroom Structure Example
(use of the pencil sharpener)
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Low Structure
When someone is not teaching or speaking
When you need to sharpen your pencil
Medium Structure
When there is no one in line at the sharpener
Sharpen quietly with no talking
Respect personal space of others
High Structure
Always have 2 sharpened pencils
Raise hand for permission
Sharpen and return quickly and quietly

29. Attention Signal
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 Point of Order
 “Class, your attention please”
 Given in any location
 Can be used outside of room
 Visual and auditory
 Ripple effect

30. Teach, Review, Monitor, and Reinforce a Small
Number of Positively Stated Rules/Expectations
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31. 31

32. Rules within Routines Matrix
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Routines
Entering Small Group Leaving
Seat Work
Classroom Activity Classroom
Rules
Respect
Responsibility
Pride

33. Typical Contexts/ Classroom-Wide Rules/Expectations
Routines Respect Others Respect Property Respect Self
Use inside voice. Recycle paper.
Do your best.
All Raise hand to Put writing tools inside
Ask.
answer/talk. desk.
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Put announcements in
Eyes on speaker. Put check by my
Morning Meeting desk.
Give brief answers. announcements.
Keep feet on floor.
Put homework neatly in Turn in lesson on time.
Do own work.
Homework box. Do homework night/day
Turn in before lesson.
Touch your work only. before.
Use inside voice. Put/get materials first. Have plan.
Transition
Keep hands to self. Keep hands to self. Go directly.
Raise hand or show
“Assistance Card”. Have plan.
“I Need Assistance” Have materials ready.
Wait 2 minutes & try Ask if unclear.
again.
Eyes on speaker. Use materials as Have plan.
Teacher Directed
Keep hands to self. intended. Ask.
Use materials as
Use inside voice. Use time as planned.
Independent Work intended.
Keep hands to self. Ask.
Return with done.
Stop, Step Back, Think, Stop, Step Back, Think, Stop, Step Back, Think,
Problem to Solve
Act Act Act

34. SETTING
Family
Teaching
Morning Meal
Matrix At home
Routine
Homework
Times
In Car Play Bedtime
Respect
Ourselves
Expectations
Respect
Others
Respect
Property

35. Arrange and Organize
Learning Environments(s)
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1. Is the room arranged promoting a positive Yes No
working environment?
2. Does the schedule create consistency, Yes No
variety, and opportunities for movement?
3. Do you have effective beginning and Yes No
ending routines?

36. Correct Misbehavior Effectively
Do you correct misbehavior
calmly, immediately and
briefly?
In a business-like fashion?
Menu of in class
consequences?
Do you have a plan when...
Gentle verbal reprimand
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37. B
E
H
A
V
IO
R
R
E
S
P
O
N
S
E

38. Correct Misbehavior
Effectively
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1. Do you correct consistently? Yes No
2. Do you correct calmly? Yes No
3. Do you correct immediately? Yes No
4. Do you correct briefly? Yes No
5. Do you correct respectfully? Yes No
6. Do you have a menu of in-class consequences? Yes No
7. Do you have a plan how to respond to Yes No
different types of misbehavior fluently?

39. Teach Expectations
Have you created
lessons and TAUGHT
behavioral
expectations for all
types of activities and
transitions?
Do you provide
teaching and
reteaching as needed?
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40. Teach Clear Behavioral
Expectations
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1. Have you created lessons on expectations Yes No
and explicitly taught them for classroom
activities and transitions?
2. Have you created lessons and explicitly Yes No
taught expectations for classroom routines
and rituals?
3. Have you provided teaching and Yes No
reteaching as needed?

41. Evidence Based Practices in the Classroom
will have an IMPACT on Behavior!
41
I Interact positively with students
M Monitor behavior and actively supervise
P Prepare and deliver effective instruction
A Arrange and organize learning environments
C Correct misbehavior effectively
T Teach clear behavioral expectations

42. IMPACT on Behavior at All Levels
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43. 43
References and Resources
 Dr. Laura Riffel at www.BehaviorDoctor.org
 Dr. Randy Sprick at www.SafeAndCivilSchools.com

44. Contact Info:
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Thomas J. Stacho Ed.S.
State Support Team 11
Educational Service Center of
Central Ohio (ESCCO)
614.753.4693
thomas.stacho@escco.org