"A Positive Approach to Managing Behavior"

As the end of the year looms ahead, I have been thinking seriously about how I will manage my classroom next year.   Being in English 1 classes, my eyes have opened to the importance of managing behavior.  I truly believe that managing behavior is an art form and is how great teachers are measured.  Because of my struggles with managing behavior in freshmen classes, my cooperating teacher gave me a great resource called Discipline in the Secondary Classroom:  A Positive Approach to Behavior Management by Randall S. Sprick, Ph.d. 

According to Sprick, the first way teacher can improve behavior is to first maintain high expectations for all students:  “…it is essential that you maintain and communicate high and positive expectations.  Research has repeatedly demonstrated what we know from common sense:  low expectations predict low achievement.” (Sprick 13)  High expectations equal high achievement.

As teachers, it is important to have high expectations for students’ academic and behavioral performance.   You should have these high expectations at all times.  Every time a teacher makes critical comments about a student to another teacher, that teacher is lowering their expectations for that student.  Here are some comments that communicate low expectations for students:

“What can you expect from a kid like that?”

“You can’t expect any better from a student with that kind of home life.”

“They have ADHD, so what can you do?”

“I wish he weren’t in my class.”

Also, being aware of the kind of language that you are using with your students is important.  Watch out for the following:

"Here, let me give you something easier."

"Grow up!"

"This group will work with me because they've proven they can't work alone."

"What's the matter with you?  Use your head."

How often have we heard, or used, versions of the above statements?  The first step to raising expectations is stopping these comments and encouraging success in your students – even those students who have behavior problems.   “You must believe in their success before expecting it.  Try to identify specific negative phrases you may be using, and make an effort to stop.  Then think of phrases you can use that embrace positive qualities about your students instead of negative ones.” (14)

I am a generally positive person but I have caught myself getting irritated with student behavior.  Sprick offered the following suggestions to help maintain a positive attitude:  take care of yourself, maintain a positive and realistic vision of student success, be reflective about your plan, don’t take it personally, make an overt effort to interact positively with every student, and consult with colleagues.  (15)  The tip that resonated with me was “don’t take it personally.”  I often catch myself taking negative comments and behavior issues personally.  I have committed to reminding myself that most students are not singling me out, but probably treat most adult/teachers in the same way.  

Maintaining high expectations, a positive attitude, and eliminating negative speak would foster better behavior from your students.  After my reading, I have made an attempt to have high expectations for all of my students (even the disrespectful kids) and have also made an attempt to stop taking student behavior personally.  I hope to improve behavior in my freshmen classes and also hope to incorporate these ideas into my own classroom management next year.

Sprick, Randall S. Discipline in the Secondary Classroom:  A Positive Approach to 
          Behavior Management.  2nd. ed. San Francisco:  Jossey-Bass, 2006. Print