Year 2019 Elementary Behavior Management Strategies for Grades 1-8

This report focuses on behavior management strategies for elementary school classrooms (grades 1-8). It begins by defining elementary schools and the importance of behavior management, referencing key statistics and expert opinions on the impact of behavior on learning. The report then delves into the characteristics of well-managed classrooms, followed by seven key strategies for ensuring effective behavior management and a structured learning environment. These strategies include: posting and reinforcing expectations, maximizing predictability and structure, planning questions and questioning techniques, correcting errors non-intrusively, actively engaging students, developing class-wide cultural awareness, and fostering empathy. Each strategy is explained with practical examples and advice for implementation, emphasizing the importance of creating a positive and supportive classroom atmosphere to enhance student engagement and learning. The report concludes by citing relevant references used in the analysis.

YEAR
2019
Elementary Behavior
Management
strategies
For Elementary Age
Group (Classes 1 to 8)

2
Elementary School
• Elementary school refers to the primary
school for the children who are 4 to 11
years old.
• It is regarded as the main point of delivery
of primary education in the U.S.A. (Guo et
al., 2015)
• At present, there are about 93,89
elementary schools in the United States

A study reviewing student
learning looked at 11,000
pieces of research that spanned
over 50 years. It determined
and ranked 28 factors that
influence student learning. The
most important factor is….
BEHAVIOUR MANAGEMENT
(Wei et al., 2014)
FYI
3

What is Behaviour
Management?
• As per Micek (2014), behaviour management is “the
process of shaping student behavior in order to
facilitate a classroom environment in which effective
learning can occur”.
• According to Pas et al. (2015), it is one among the
major concerns for the teachers.
• “77% of teachers believed they would be able to teach
more successfully if less time and energy were spent
addressing disruptive student behavior” (Lambert et al.,
2015).

5
Moffitt Says:
• “A lack of motivation, language barriers, and
socioeconomic barriers contributed to behavior
problems in the classroom” (Moffitt, 2017).
• Teachers should dig deep into the lives of their students
in order to find out how the home lives and
backgrounds of the students influence their point of
view towards schools and learning.

6
Behavior
Management in
elementary School
• Behaviour Management is a facet of teaching.
• One of the many challenges that teachers face
everyday in school is behaviour management
(Tang, Wong & Cheng, 2015).
• It directly influence the learning environment in
negative manner and cause more time being
spent on the process of addressing behaviours
rather than teaching important content and skills.

7
Root of Behaviour
struggle
a) “Good discipline is invisible when it’s
done well”
b) “Great teachers are the worst people
for explaining to anyone else how
they discipline their students”
(Books, 2015)

8
Crone, Hawken
and Horner Say:
• Majority of the behavior problems within elementary
school classrooms are because of the failure of students
in following the routines and procedures.
• This in turn are caused by the teachers who fail to
provide routines and procedures.
• The effective teachers manage the classrooms with
routines and procedures
• The ineffective teachers discipline their classrooms with
punishments and threats (Crone, Hawken & Horner,
2015).

Characteristics of Well-
managed Classroom
9

10
Strategies
for ensuring
effective
behavior
manageme
nt and a
structured
classroom.

11
7 Ways of
Behaviour
Management
1. “Post, teach, review, monitor, and reinforce
expectations.”
2. Maximizing predictability and structure.
3. Planning questions and different techniques of
questioning before the time.
4. Correcting the errors non-intrusively and quickly.
5. Actively engaging with the students in observable
manner.
6. Developing class-wide cultural awareness.
7. Developing empathy.

12
1. Post, teach, review,
monitor, and reinforce
expectations.
• Expectations should be outlined before the students.
• Teachers must enforce the expectations about the ways
in which students will act in classroom.
• These expectations should be stated in positive tone.
• After the expectations are set, they need to be posted
in order to ensure that students can review them and
follow them daily.
• Teachers should refer the outlined expectations as
required all through the year.

13
Continuation
• They should monitor and supervise the students by
means of “moving, looking around, interacting with
students, correcting any errors made by students, and
providing reinforcement for behavior that is consistent
with expectations”.
• In case if the students successfully follow the
expectations, teachers must provide them constructive
praise. It needs to be positive and specific.
• Teachers must ensure that the expectations are clear
and well-defined to the students.

14
Maximizing
predictability &
structure
• Teachers should work towards creating a feeling of
predictability and structure.
• They should outline and plan every routine in the
classroom and communicate them clearly to the
students about the ways of carrying out the routines.
• It can also be created by improving the physical
classroom arrangement. The tables, closets, desks and
dividers must be placed deliberately in appropriate
places. According to (), space creates calm
environment.

15
Continuation..
• Crowding should be minimised. No more than 12 to 15
students be placed in a single class.
• The main goal should be increasing the space and
allowing for an easy flow of traffic.

16
Planning questions and
different techniques of
questioning before the
time.
• “Teachers should plan their questioning so that students
become aware of the types of questions their teachers
may ask.”
• Questioning is a very important aspect for the creation
of classroom structure.
• Teachers help the students in learning the ways of
responding to the incorrect answers from the
classmates and this will allow more engaging and
interactive environment.

17
Correcting the
errors non-
intrusively and
quickly.
• Teachers should be well-equipped with the different
ways of correcting errors so that the misbehaviours
does not get escalated.
• Corrections need to be very specific, brief and
contingent.
• They should provide immediate and constructive
feedbacks to the students.

18
Actively engaging with
the students in
observable manner.
• “To help prevent the need for so many corrections,
teachers can create student engagement through
proper planning and strategies for instruction that allow
students to work in observable ways”.
• They should increase the opportunities of the students
to respond, use the direct techniques of instruction,
implement peer tutoring, use instruction that are
computer-based and provide guided notes.

ADD A FOOTER 19
Continuation..
• “Responding to questions and providing answers can be
helpful in decreasing behavior concerns, especially
when allowing students to write answers down first,
such as on whiteboards, which provides a multisensory
experience that increases student participation”
(Macfarlane, 2015).

20
Developing class-
wide cultural
awareness.
• Firstly, teachers should be culturally aware.
• The professional development workshops provided by
the schools to teachers can help them in successfully
implementing cultural lessons into curriculum and
infusing current standards.
• The main goal in doing this is to develop an
environment that is inclusive where all the cultures and
religions are celebrated.

21
Developing
empathy
• It is very important to ensure that students are getting
time for sharing about their personal lives.
• Teachers should ask the students about their hobbies
and what they did in the holidays or over the last
weekend.
• Teachers should also be honest with the students and
must talk to them in different ways, particularly in the
ways in which students want to be talked to.
• Teachers should also share their own experiences with
the students. This will help them in understanding their
teachers and in building trusting and loving
relationship.

22
References:
• Books, S. (Ed.). (2015). Invisible children in the society and its schools. Routledge.
• Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support
systems in schools: Functional behavioral assessment. guilford Publications.
• Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (2015). Behavioral
engagement and reading achievement in elementary-school-age children: A
longitudinal cross-lagged analysis. Journal of Educational Psychology, 107(2), 332.
• Lambert, A. M., Tingstrom, D. H., Sterling, H. E., Dufrene, B. A., & Lynne, S. (2015).
Effects of tootling on classwide disruptive and appropriate behavior of upper-
elementary students. Behavior Modification, 39(3), 413-430.
• Macfarlane, Bruce. "Student performativity in higher education: converting learning
as a private space into a public performance." Higher Education Research &
Development34.2 (2015): 338-350.

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References:
• Micek, K. (2014). The relationship between teachers' self-efficacy with behavior
management and school-wide positive behavior supports. University of Nebraska at
Omaha.
• Moffitt, T. E. (2017). Adolescence-limited and life-course-persistent antisocial behavior: A
developmental taxonomy. In Biosocial Theories of Crime (pp. 69-96). Routledge.
• Pas, E. T., Cash, A. H., O'Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of
classroom behavior in high schools: Associations with teacher behavior management
strategies and classroom composition. Journal of School Psychology, 53(2), 137-148.
• Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Examining professional learning and the
preparation of professionally competent teachers in initial teacher education. Teachers
and Teaching, 22(1), 54-69.
• Wei, X., Wagner, M., Christiano, E. R., Shattuck, P., & Yu, J. W. (2014). Special education
services received by students with autism spectrum disorders from preschool through
high school. The Journal of special education, 48(3), 167-179.

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