How can Ms. Rollison determine what behaviors she should address and when she should address them?
Page 3: Phase 1–Calm
In the Calm Phase, student behavior is characterized as goal-directed, compliant, cooperative, and academically engaged. Students are responsive to teacher praise and are receptive to working with their peers. Overall, students are behaving in accordance with the guidelines specified in the classroom management plan.
One of the best ways to prevent problem behaviors from occurring is to keep students in the Calm Phase. This can be done by:
- Creating a sound classroom structure of a kind specified in your classroom management plan
- Explicitly teaching social and behavioral expectations to students
- Giving students sufficient levels of attention for meeting your expectations
If you wish to learn more about providing classroom structure and teaching social/ behavioral expectations to students, please view the IRIS Modules:
- Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
- Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan
- Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan
Giving students sufficient levels of attention is discussed in more detail in the section below.
Giving a student enough attention and the right kind of attention is an important step toward keeping that student in the Calm Phase. Specifically, a student needs both contingent and noncontingent attention.
Kathleen Lane explains more about when and how a teacher should use attention to maintain a calm classroom (time: 1:04).
Kathleen Lane, PhD
Professor of Special Education
University of Kansas
If attention is not devoted to maintaining calm behavior, students with behavioral concerns may move out of the Calm Phase and into Phase 2—Triggers.