Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Challenge
View the movie below and then proceed to the Initial Thoughts section (time: 1:46).
View Transcript | View Transcript with Images (PDF)
Transcript: Challenge
[Theme: Vintage Film Reel]
[Opening fanfare]
Narrator [40s-style news announcer]: This is an IRIS Center News special report. Breaking: Local Teacher Fears Students Will Misbehave!
Mere days before the beginning of the school year, rookie teacher Ms. Rollison has begun to fret about her ability to manage classroom behavior. In a stunning reversal certain to be studied for generations, the recent college graduate’s self-assurance was rattled when a friend casually mentioned that students do not always do as they’re instructed. Following a restless night of disturbing dreams, Ms. Rollison’s image of her 6th-grade students as bright, eager young learners was replaced by visions of a rowdy throng of gum-throwing insubordinates. Consultations with her peers yielded only contradictory advice, and served only to deepen her sense of ill-ease, foreboding, and isolation. A statement issued by Ms. Rollison described her present outlook as “Anxious,” “Uncertain,” and “Probably doomed.” We’ll continue to bring you updates as this important story develops. In the meantime, here is your Challenge.
What should teachers understand about effective classroom behavior management?
How can teachers increase the chances that their students will behave appropriately?
