important to select from these techniques, based on local needs.
exemplify respect for other human beings. • In the school’s mission state-
• High expectations are held for all students, regardless of race or economic status.
ment, proper behavior and
• Teachers strive to establish a
Without effective communi-
respect for the rights and prop-
positive relationship with each
cations, expectations for student
erty of others are included and
Communication of standards
behaviors are not clear and left to
• The varied cultures of the stu-
the imagination — and sometimes
• The school improvement plan
dent population are integrated
misinterpretation — of students,
for the building includes goals
into the curriculum to create a
teachers, and parents. Clearly com-
for student behavior and is read-
municated behavioral expectations
ily communicated to students,
• Instruction is provided for stu-
for students’ behaviors are a corner-
staff, parents/guardians, and the
dents concerning how to be
responsible for their own behav-
stone of an effective and fair student
sense of “connectedness.”
discipline policy. The techniques
• An action plan for reducing sus-
listed here will be useful to school
pensions is established for the
building on an annual basis. This
• Teams of teachers are estab-
• Classroom behavior expecta-
action plan is developed by an
lished to work with problem
tions are communicated to all
instructional team composed
students and their families.
the students at the beginning of,
of administrators, staff, coun-
• Each problem student is assigned
and throughout, the school year
selors, teachers, support staff,
to a “friend at school” through a
in an understandable manner.
students, and parents/guardians.
• Teachers, administrators, and
ior in the classroom and in other school environments.
teacher-adviser system. • Instruction is provided at a chal-
other school personnel adhere
lenging, yet attainable, level for
to the belief that students prefer
management, and staff
to be in their regular classroom
rather than suspended.
• Differentiated instruction is
The frontline of minimizing
used appropriately to reach
• School rules are clearly spelled
undesirable student behaviors is
the unique learning needs of
out to students in terms and
instruction that actively engages
examples understandable to
students in learning and builds pos-
• Emphasis is placed on teach-
them and in a constructive man-
itive teacher-student relationships.
ers serving as models of proper
ner, and are reviewed regularly.
Effective classroom management
behavior in the classroom.
• Systematic and ongoing com-
creates a highly organized environ-
• Teachers consistently support the
munication of standards takes
ment that prevents students from
school’s expectations for conduct
place with parents/guardians of
misbehaving through clear expec-
from classroom to classroom.
students and the general public.
tations and positive class identity.
• Teachers convey to students
• The administrative staff, coun-
Staff development —especially for
that each has self-worth and
selors, and teachers are highly
effective instruction and classroom
visible, particularly in unstruc-
management — is crucial to giving
• Teachers are proactive in pre-
tured situations (e.g., halls, caf-
teachers the knowledge and skills
venting situations likely to
eteria, and non-classroom areas
to meaningfully engage students in
prompt undesirable conduct.
where students congregate), to
learning and prevent undesirable
• Teachers use positive reinforcers
support proper behavior by their
behaviors. The techniques listed
to reward proper behavior.
presence and verbal comments.
here will be beneficial to reducing
• Teachers create positive emo-
• The adults in the building act
undesirable student behaviors in
tional energy in the classroom
for students and themselves.
as models of good behavior and
JANUARY-FEBRUARY 2017 / THE ILLINOIS SCHOOL BOARD JOURNAL
can behave properly.