Behavioral Principles for Positive Classroom Management

Introduction to Behavioral Principles in the Classroom

Some of the most effective techniques and principles for shaping and promoting positive behaviors in the classroom come from behavioral psychology. Teachers can implement behavior modification techniques in their classrooms by first setting strict rules that are simple, concrete, and straightforward, and then by enforcing these rules in a consistent manner (O'Donnell, Reeve & Smith, 2007). The general principles of behaviorism suggest that behaviors that are reinforced have a higher probability of being repeated, whereas behaviors that are not reinforced or are punished carry a higher probability of not being repeated (Ulman, 1998). Therefore, the first step in applying behavioral principles to the classroom is to establish and apply a specific set of rules or goals that students are expected to follow or achieve.

Establishing Clear Rules and Behavioral Expectations

Rules regarding appropriate classroom behavior should be clear-cut and established at the beginning of the school year (O'Donnell et al., 2007). These rules should be posted in a highly visible area of the classroom so that students always have access to them. On the first day of class, teachers should review each individual rule with the class, emphasize why the rule is important, and explain the consequences of following or not following it. These consequences can also be posted in a visible area. Without specific and clear-cut rules that students can consistently reference throughout the school year, teachers cannot expect compliance much beyond the first few days of class (O'Donnell, 2007; Ulman, 1998).

Tracking Behavior with the ABC Model

Teachers can also track and identify both negative and positive behaviors as they occur, recording them on a chart placed in a visible area. This simple behavioral strategy can eliminate many negative behaviors and foster positive ones, as many students will not want to be publicly associated with an abundance of negative behaviors (Ulman, 1998). Teachers should also track the antecedents and consequences surrounding students who engage in a disproportionately high number of negative or unwanted behaviors.

The behavioral ABC model allows for the identification of events that precede a specific behavior and their consequences (O'Donnell et al., 2007). By identifying the antecedents (A) and consequences (C) of a behavior (B), a teacher can often simply modify the environment associated with the unwanted behavior, and this alone can result in significant change (O'Donnell et al., 2007). For example, if two students are consistently fighting, simply minimizing the amount of contact between them in the classroom will reduce conflict. If a student is being reinforced for negative behavior — such as receiving praise from peers or the teacher for acting out — the teacher can design strategies to punish or limit whatever reinforcements are being provided (O'Donnell et al., 2007).

References

McCann, T.M., Johannessen, L.R., Kahn, E., & Flanagan, J. (2006). Talking in class. Urbana, IL: National Council of Teachers of English.

O'Donnell, A.M., Reeve, J., & Smith, J.K. (2007). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons.

Premack, D. (1965). Reinforcement theory. In D. Levine (Ed.), Nebraska symposium on motivation (Vol. 13). Lincoln: University of Nebraska Press.

Ulman, J.D. (1998). Applying behavioral principles in the classroom: Creating responsive learning environments. The Teacher Educator, 34, 144–156.