Classroom Management Tips
Comprehensive classroom management : creating communities of support and solving problems
 by Vern Jones, Louise Jones

1.    Watch the class carefully to notice behavior problems quickly.
2.    Clearly explain expectations.
3.    Stand close to students that are getting off task.
4.    Use a small note rather than a verbal reprimand to remind a student of the rule he/she is breaking.
5.    Involve students in your lesson when they are getting off task.
6.    Increase interest by using humor or connecting the lesson to some topic in which the student may be particularly interested. 
7.    Touch a student to draw their attention back to the class.
8.    Offer and provide assistance to a student who is off task
9.    Create a private signal to give the student when his/her behavior is inappropriate.
10. Your correction should not draw more attention away from the lesson than the inappropriate behavior it is targeting.
11. Harsh words stir up anger and put students on the defensive.
12. Keep your cool. 
13. Use kind words and tones. 
14. Stay aware of the non-verbal messages you are sending.
15. Make students aware of the specific rule that is being broken.
16. Tell students how their behavior affects you by using the personal pronoun  " I ".
17. Allow students to make choices (within reason).
18. Teach about the positive outcomes of attending to the lesson.
19. Draw class attention to students who are acting appropriately.
20. Direct the class to an activity before dealing with a student who is being extremely disruptive.

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Information and Advice

Behavior Intervention Resources

Behavior Intervention Explanation  (Created by www.ncpublicschools.org)

More Behavior Management Resources
(Functional Behavior Assessments and Behavior Interventions)

What is a Functional Behavioral Assessment?

Forms and Templates for Functional Behavior Assessments

Behavior Contract Information and Example

Functional Behavioral Assessment

Bully Prevention

Classroom Management Model

Printable Situation Cards

What Do You Say . . . What Do You Do . . . At S... 

Olweus Bullying Prevention Program 

Behavior Forms 
  
National Agenda for SED

Intervention Central | Behavior Contracts 
  
www.nipissingu.ca 
  

Positive Intervention Philosophy by: Ashley Seabrooke

     Positive intervention makes a child work toward a goal rather than shy away from opportunities.  When a child is afraid of retribution, he/she doesn’t explore and engage in the same way. If a child is rewarded for saying “please” and “thank you,” he/she will want to push the limits and see what kind of a reward he/she can get for helping another classmate. This changes the challenge from how far the student can push the limits of misbehavior before being reprimanded to how much praise he/she can earn by exceeding expectations.         
​     My favorite method of behavior modification is community involvement. If a child is passionate about improving life for another, he/she doesn’t have the time or inclination to cause trouble.  A child must find his/her place in the world. A person was not born to live from one gratification to another. If a child’s mentality is shifted from “What can my world do for me?” to “What can I do for my world?” then the battle is nearly won. 
​     I like to provide children with a constant reminder of their behavior status. If he/she is doing what is expected he/she sees a green go circle. When he/she does not heed warnings that his/her behavior is getting out of line, he/she sees a stop sign until the behavior is back under control. Eventually the child will be asked to pick up these signs and correct themselves which will begin to build intrinsic motivation. Later in development no signs will be needed to stop and reassess his/her actions. 

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