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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

student.

Communication of standards

behaviors are not clear and left to

emphasized.

• 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

general public.

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

personnel:

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

Instruction, classroom

lenging, yet attainable, level for

to the belief that students prefer

management, and staff

each student.

to be in their regular classroom

development

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

students.

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

the classroom.

for students and themselves.

as models of good behavior and

JANUARY-FEBRUARY 2017 / THE ILLINOIS SCHOOL BOARD JOURNAL

can behave properly.

21


The Illinois School Board Journal, January/February 2017