Behavior management can be challenging for elementary teachers of any experience level, but it’s often especially so for new teachers like Ms. Amry. Although most behavioral issues are minor disruptive behaviors such as talking out of turn or being out of one’s seat without permission, occasionally students engage in more serious behaviors like defiance, verbal threats, or acting out.
disruptive behavior Any action or verbalization that interferes with classroom instruction and impedes other students’ ability to learn.
The good news is that many disruptive behaviors can be minimized, or even avoided altogether, if teachers consistently implement comprehensive classroom behavior management. Getting an early start can help, too. The more time teachers spend addressing behavior management before school starts, the fewer behavior problems they are likely to contend with during the school year.
Before they can begin to create a comprehensive behavior management system, teachers must have an understanding of the key concepts related to behavior and of foundational behavior management practices. If you have not already done so, we recommend that you visit the first IRIS Module in the behavior management series to learn more about each of these all-important topics.
Once teachers feel comfortable with these key concepts and foundational behavior management practices, they are prepared to create a comprehensive classroom behavior management plan (subsequently referred to as a classroom behavior management plan). This plan should be thoughtful and intentional, and it should contain the core components described in the table below.
| Classroom Behavior Management Plan | |
| Core Components | Definition |
| Statement of Purpose | A brief, positive statement that conveys to educational professionals, parents, and students the reasons various aspects of the management plan are necessary |
| Rules | Explicit statements of how the teacher expects students to behave in her classroom |
| Procedures | A description of the steps required for students to successfully or correctly complete common daily routines (e.g., arriving at school, going to the restroom, turning in homework, going to and returning from recess, transitioning from one activity to another) and less-frequent activities (e.g., responding to fire drills) |
| Consequences | Actions teachers take to respond to both appropriate and inappropriate student behavior |
| Crisis Plan | Explicit steps for obtaining immediate assistance for serious behavioral situations |
| Action Plan | A well-thought-out timeline for putting the classroom behavior management plan into place. It includes what needs to be done, how it will be done, and when it will be accomplished. |
As they develop these components, teachers should give them proper and serious consideration in order to minimize the need for subsequent revision, as well as to avoid the need to reteach them to their students in the event they were not clearly articulated in the first place. That said, the components of a behavior management plan are not written in stone. They can and should be revised or adjusted as circumstances dictate.
Listen as Lori Jackman discusses how a classroom behavior management plan can help a teacher enter the classroom with confidence. Next, Melissa Patterson talks about the importance of being flexible and making changes to the plan as needed.
Lori Jackman, EdD
Anne Arundel County Public Schools, retired
Professional Development Provider
