Positive Classroom Management
Integral to the success of the inclusive classroom is the adoption of positive classroom management strategies.
Reinforcing Positive Behaviours |
Positive classroom management is a collection of methods employed as a proactive approach to social and emotional learning, disregarding punitive discipline. Building strong relationships and positive methods of conflict resolution are simple principles for a complex topic such as classroom management. (Schibsted, 2009) |
Focus on the positive, not the negative.
- Reinforce the behaviours with positive outcomes (no matter how small they may seem)
- Learners will gain confidence gradually and require less of the negative attention they may be accustom to
- Create an incentive program where the learner can practice their own self-monitoring behaviours
Look For Cause
There is likely an underlying issue for behavioural outbursts, it's the educator's job to source it out.
- Note when and what subjects a learner is acting out, charting poor behaviour can allow the teacher to further recognize an issue
- Use the charted information and collaborate with other professionals regarding the behaviours
- Build a positive incentive program after identifying the issue for continued success
Building a Strong RapportThe ability to gain trust is a classroom teacher's best asset.
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Building a Healthy Classroom Community
The classroom may be the safest place in a child's life.
- Allow learners to understand your classroom is a refuge, and will always be a safe place for them
- Everyone in the classroom needs to know they are respected members of the class
- Use the cohesion within the classroom community to breed greater relationships and understanding
Practical Application - Case Study
James Smith (Gifted with mild autism)
Reinforce Appropriate Behaviours
Eric Banks (ADHD and suspicions of dyslexia)
Look For Cause
Josie Halford (Angelman Syndrome)
Building a Strong Rapport
Building a Healthy Classroom Community
Reinforce Appropriate Behaviours
- LouAnne can implement a self-monitoring behaviour chart for James' calling out to reinforce his positive behaviours and promote independence
- When James acquires his incentive it will motivate him to reduce the number of times he calls out in the future
Eric Banks (ADHD and suspicions of dyslexia)
Look For Cause
- Note the subjects in which Eric has been acting out, underlying issues may show a lack of development in one core subject
- Charting these poor behaviours may allow you to recognize the reasons for the behaviours
- LouAnne may find that Eric's outbursts are reduced to literacy lessons alone, allowing her to build a program around this development area that is more comfortable for Eric
Josie Halford (Angelman Syndrome)
Building a Strong Rapport
- LouAnne needs to spend time getting to know Josie, allowing her to be proactive in her education
- When trust is formed in the relationship between LouAnne and Josie it can reduce the anxiety Josie is feeling in class
- With trust may come confidence and allow Josie to establish friendships with her peers
Building a Healthy Classroom Community
- LouAnne is to speak with Rachel, Ali's EA, voicing her concern that it is imperative that Ali also have communication with peers and be independent
- Because Rachel has established trust with Ali, it should be Rachel who leads a discussion with LouAnne present
- All learners, including Ali in this example, need to know that there is cohesion within the classroom community
Additional Resources
Works Cited
Schibsted, Evantheia. "How to Develop Positive Classroom Management." Edutopia. George Lucas Educational Foundation, 13 May 2009. Web. 11 Feb. 2015.