Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan

Transcript: Challenge

Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan

For the past two years, Ms. Amry had been working as a substitute teacher in upper elementary classrooms while completing her degree. She enjoyed subbing and had a positive experience overall. Now that she has graduated and been hired as a third-grade teacher, she’s quickly realizing that she took some things for granted, like the rules and routines that were already in place. For the most part, the students understood the expectations and there were few behavioral issues. But as a teacher in her own classroom, she’s having a hard time getting things to run smoothly. Even after a month of school, her students have difficulty completing routine tasks. For example, something as simple as lining up for recess has become a time-consuming activity: some students blatantly ignore directions while others take advantage of this opportunity to talk loudly or goof off. One student even accused her of being unfair after she reprimanded them for not lining up correctly. Ms. Amry is frustrated and eager to get things on track, but she’s unsure how to get her classroom to run smoothly.

Here’s your challenge:

What should teachers understand about effective classroom behavior management?

How can teachers develop a classroom behavior management plan?

For more resources about evidence-based instructional and behavioral practices, visit iris.peabody.vanderbilt.edu or iriscenter.com.