The document discusses approaches to classroom management and working with students who misbehave. It recommends: 1. Establishing clear expectations and rules from the beginning and enforcing them consistently while explaining any changes. 2. Understanding students by talking to them gently, identifying root causes of their behavior, and considering their background, home life, and academic performance. 3. Trying different interaction methods with chronically misbehaving students and cooperating with parents to reinforce positive behavior at school and home. 4. Working closely with other professionals like SPED teachers by sharing observations and strategies to develop appropriate IEP plans and coordinate instruction.

1. WHAT IS YOUR APPROACH TO CLASSROOM
MANAGEMENT?
WHAT CAN I EXPECT TO SEE WHEN I WALK INTO
YOUR CLASSROOM?
MY IDEAS ON CLASSROOM MANAGEMENT
1. SHOULD BE IMPLEMENTED FROM THE VERY
BEGINNING
2. TEACHERS SHOULD BE CONSISTENT AND CLEAR
WITH EXPECTATIONS. CHANGES SHOULD BE
EXPLAINED.
3. STUDENTS SHOULD BE INVOLVED (UP TO
TEACHER’S DISCRETION) WITH CLASSROOM RULES
AND RESPONSIBILITIES.
4. KINDNESS AND PATIENCE MAKES A HUGE
DIFFERENCE IN WINNING STUDENTS OVER.
HOWEVER, DON’T LET STUDENTS WALK ALL OVER
YOUR ‘NICENESS’.

2. WHAT DO YOU DO ABOUT A STUDENT WHO
CHRONICALLY MISBEHAVES?
Teachers should try to talk to the
student gently, understanding
where he’s coming from. Identifying
any precedents before the behavior
can help teachers understand the
root of it’s cause.
Understanding the student’s
background, home life, social life
and academic performance can
explain why a student misbehaves.
(e.g. Too tired to pay attention
because of lack of sleep.)

3. Teachers should switch around
different methods when interacting
with the student, to see which works
best (e.g. switching desks, tangible
positive reinforcers, positive praise).
Cooperating with parents to monitor
the student’s behaviour, consistently
enforcing rules, habits and patterns
can help reinforce positive behaviour
patterns at school and home.
WHAT DO YOU DO ABOUT A STUDENT WHO
CHRONICALLY MISBEHAVES?

4. HOW DO YOU SEE YOURSELF WORKING WITH OTHER
PROFESSIONALS TO SUPPORT APPROPRIATE
STUDENT BEHAVIORS?
Teachers should work closely with SPED teachers and the
administration to discuss classroom and social behaviour
observations, share background knowledge to formulate an
appropriate and accurate IEP plan.
Homeroom teachers should check in with SPED teachers to see
what behaviour management strategies, content and vocabulary
lingo are used in their classes and try to coordinate and align
instruction to make it more understandable and relevant for
students.
For example,personalised posters, writing tools, lesson plans
tailored to the student’s IEP can be shared by SPED teachers so
homeroom teachers can use this for one-on-one lessons with the
student.

5. HOW DO YOU SEE YOURSELF WORKING WITH OTHER
PROFESSIONALS TO SUPPORT APPROPRIATE
STUDENT BEHAVIORS?
Teachers should be open and available for
professional development and education classes to
develop their knowledge and skills of how to meet the
needs of a diverse classroom. Time outside of the
classroom with new professionals in the teaching field
provides diversity in opinions, teaching styles and
research findings.

6. WHAT ARE YOUR QUESTIONS FOR US
REGARDING CLASSROOM MANAGEMENT
EXPECTATIONS AND BEHAVIOR?
1. What are the rules for personal contact with
students? (E.g. a hug, pat on the shoulder). Is it a do
or don’t?
2. How do I reinforce certain rules that students seem
to keep forgetting? (e.g. pushing in their chairs)
3. What are some ways to explain a disruptive
student’s behaviour to the rest of the class, and help
them get on board with being helpful, kind
classmates?
4. How do I facilitate classroom activity transitions as
seamlessly and quietly as possible?