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Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Olivia Jeffery
Liberty University
EDUC 624: Instructional Methods for Behavior and Learning
Dr. Dilling
July 20, 2025
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Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
1. Briefly describe three of the benefits of implementing comprehensive classroom
behavior management.
a) Prevention of disruptive behavior
Comprehensive classroom behavior management significantly reduces the occurrence of
disruptive behavior. By setting clear and consistent rules and procedures, teachers establish a
structured environment in which students know exactly what is anticipated of them (The IRIS
Center, 2021). This preventive approach enables teachers to anticipate situations most likely to
lead to disruptions, such as transitions or bursts of energy, and take measures ahead of time to
counter them before they become habit. For example, teachers can post intriguing assignments
on the board for students to complete prior to class time, reorienting their focus and minimizing
probable distractions. When students know the consequences of their actions and what is
required of them, they are likely to cooperate, and misconduct cannot interfere with lessons.
This early management creates an environment for continued learning and reduces the time
spent in rectifying misconduct, hence improving the learning process for everyone.
b) Increased student engagement
Classroom behavior management also leads to increased student participation (Flower
et al., 2017). When pupils are familiar with the rules of conduct and the routines of the
classroom, they are able to focus their attention on the learning process (Alter & Haydon, 2017).
Students feel secure in a well-organized classroom, knowing that we will monitor and maintain
their behavior. This reduces distraction and allows pupils to focus on academic activities. In
addition, instructors may employ any of various interactive methods of instruction, such as
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group exercises or experiential learning, without any fear of interruptions. By providing specific
positive reinforcement of positive behaviors and involving students in a structured learning
setting, teachers can sustain the participation of students within the lesson (The IRIS Center,
2021). Engaged students are more likely to contribute, ask questions, and cooperate with
others, thus creating a more participatory classroom setting. As involvement increases, students
take possession of the learning, leading to a stronger relationship with the material and an
improved classroom culture.
c) Improved academic performance
The most overt benefit of decent classroom behavior management is improved
academic performance (Flower et al., 2017). In the absence of distraction caused by problem
behavior, students are able to concentrate more on the lesson (The IRIS Center, 2021). Teachers
can maintain the class under their control, enabling individual students to learn without
disturbances. A well-planned class keeps students alert, completes assignments on time, and
achieves better grades. Moreover, students will be more motivated to remain concentrated and
perform better in their studies when they are treated with dignity and love. A positive
classroom is one that produces emotional safety and encourages students to take risks in
learning, ask for help, and attempt challenging tasks. Consistency in the behavior management
systems also equips students with essential skills, such as responsibility and self-regulation,
crucial for academic achievement.
2. Using your own words, explain the meaning of “cultural gaps” and describe two
culturally sustaining practices teachers can use to address them.
Definition of "Cultural Gaps"
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"Cultural gaps" in school environments are value, belief, and expectation differences
between students and teachers, particularly when students are from various racial, ethnic, or
cultural groups. These gaps occur when there is some divergence between the teacher's culture,
which is generally middle-class or mainstream-oriented, and the cultural background or
perspectives that students have to contribute to the classroom. Such differences can lead to
misinterpretations or misunderstandings of student behavior and communication since what
may be appropriate in a given culture might not be interpreted similarly in another culture. For
example, a teacher trained in the West might expect students to provide eye contact as a sign of
respect, while students from other societies could perceive direct eye contact as disrespectful or
aggressive. Differences in these cultural norms can cause conflict or missed opportunities for
learning and communication.
Culturally Sustaining Practices to Close Cultural Gaps
In order to bridge cultural gaps, teachers are able to employ culturally sustaining
practices that honor and appreciate the students' diverse cultural backgrounds in the classroom.
Culturally relevant curriculum is one such practice. Teachers can ensure that what is taught and
covered in the classroom reflects the multicultural lives of their students. This could involve
incorporating literature, history, and examples of numerous cultural perspectives. For instance,
the instructor can include books or activities depicting the students' cultures and traditions so
that every learner can see their identity reflected in learning materials. Such an approach allows
learners to appreciate being understood and valued and to relate their own cultural life to the
study content (The IRIS Center, 2021). By implementing culturally relevant curricula, teachers
bridge the divide between classroom culture and students' daily lives to build an even more
inclusive, participatory learning culture.
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Teachers can even build a relationship with students' families and communities to
become more attuned to their cultural norms and expectations. By initiating dialogues with
students, teachers may gain critical background information that can help create more culturally
responsive teaching. Teachers, for example, may invite family members to share cultural
traditions or personal stories prior to class or work with community liaisons who can provide
cultural knowledge. This practice, in addition to promoting trust and respect between teachers
and parents, also creates an inclusive environment in which there is appreciation of cultural
differences (The IRIS Center, 2021). Through the appreciation of family feedback and the
incorporation of their perspectives within classroom activities, teachers are able to bridge
cultural gaps and include all students as participants in the educational process.
3. Identify three of the six key principles of classroom behavior management outlined in
the module and offer specific examples of how a teacher might use each of them in
the classroom.
a) Plan early
One of the key principles of classroom behavior management is planning early," which
states that it is important to plan ahead of the commencement of the school year. Ahead-of-
time planning teachers are also more likely to be able to steer clear of such inappropriate
behaviors throughout the course of the school year. As an example, a teacher might spend the
first few days of the term teaching students explicitly regarding classroom rules and procedures.
This planning ahead might include posting obvious, visible rules on the wall and explaining how
every one of these rules actually transpires. The teacher can also anticipate standard scenarios
whereby the students may go astray, say transitions from one activity to another, and take
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active steps to deal with such scenarios (The IRIS Center, 2021). By planning beforehand, the
teacher is able to set firm expectations for the students, which prevents confusion and reduces
interruptions before the
commencement.
b) Be consistent
This principle focuses on the enforcement of classroom rules and discipline in an orderly
and uniform manner (The IRIS Center, 2021). This consistency allows students to understand the
relationship between their actions and the results that they will receive. For instance, if a
student consistently fails to raise their hand before speaking, a consistent teacher would remind
the student each time and recite the expectation in a firm, neutral tone. The teacher may also
ensure that all classroom support staff or assistants play by the same rules and speak the same
language when reinforcing classroom expectations. Consistency not only keeps things under
control but also builds trust between students and teachers, as students know they can rely on
consistent responses to their behavior.
c) Understand student diversity
Student diversity understanding is central to effective classroom management of
behavior. This principle revolves around the need for teachers to recognize the various cultural,
ethnic, and socioeconomic backgrounds of their students (The IRIS Center, 2021). For example, a
teacher might notice that some students have difficulty following verbal directions, especially if
the student's culture values indirect communication. In such a case, the teacher can adapt their
method of teaching by incorporating both verbal and visual instructions. Second, the teacher
would provide a forum for students to express themselves in a way that is respectful of their
cultural standards, for example, through group work or participatory learning activities. By
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valuing and respecting diversity among students, the teacher creates an environment that is
inclusive and responsive to the diverse needs of all students, maximizing overall behavior and
participation.
d) Focus on the positive
The focus on the positive principle is based on the idea that teachers must reinforce and
emphasize wanted behavior rather than merely punish unwanted behavior. A teacher, for
example, might catch a student being respectful, such as raising his or her hand quietly to seek
an answer to a question, and reward him or her for it immediately. This reward makes the
student continue performing the same action. Moreover, teachers can institute a system of
rewarding or giving privileges to students for consistently adhering to the classroom rules, such
as earning points toward a class objective (The IRIS Center, 2021). When positive behaviors are
rewarded and emphasized, not only does the teacher reduce those off-task behaviors, but also
nurtures a culture of encouragement and respect in the classroom.
e) Use high-quality instruction
The high-quality instruction principle emphasizes the use of instructional strategies to
engage students. When lessons are appropriately crafted, challenging, and appropriately
matched to student needs, it is more possible that they will stay on task and motivated,
reducing opportunities for disruptive behaviors. One example of such an approach is when a
teacher plans a lesson that includes interactive aspects, such as group work or hands-on
experiences, for sustaining students' engagement. In addition, the teacher can also assess prior
knowledge of students and offer differentiated instruction to cater to the learning needs of all
students to challenge them at appropriate levels, without frustration and boredom (The IRIS
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Center, 2021). High-quality instruction is important in maintaining students' focus and keeping
them active, thereby reducing disruptions caused by disengagement.
f) Maintain professionalism
Maintaining professionalism emphasizes that one should be calm, composed, and
courteous when dealing with student behavior (The IRIS Center, 2021). Teachers are supposed
to be professional by remaining cheerful even in difficult situations. For instance, if a pupil
misbehaves, the teacher can remain calm while addressing the misbehavior, avoid getting angry,
and give the pupil an opportunity to correct their behavior. The teacher may also avoid throwing
tantrums or making comments about the pupil. Instead, they should deal with the misbehavior
and improve it. By being professional, the instructor also offers a positive model for students
and demonstrates to them how to resolve conflict and problems in a proper way. Such behavior
helps to establish a friendly learning environment where all the students feel secure and are
respected.
4. Ms. Rollison wishes to develop a positive climate in her classroom.
a. List two of the practices listed in the module.
a) Building and maintaining authentic relationships with learners and families
A major practice for building a positive classroom climate entail establishing and
maintaining authentic relationships with students and their families. Creating an atmosphere
where students are welcomed and supported makes them feel valued, hence promoting good
behavior as well as participation in the classroom (The IRIS Center, 2021). Taking an interest in
the lives of the students and conducting authentic communication with their families helps
teachers achieve effective relations that form a good learning environment.
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b) Upholding high expectations for all learners
Another key practice is having high expectations for all students. Having clear and
achievable standards of behavior and observing and reinforcing positive behaviors is
instrumental in creating a respectful and productive classroom (The IRIS Center, 2021).
Consistently reinforcing these expectations is a reminder to students that they are capable of
achieving them and creates a spirit of responsibility and respect.
b. Explain two action steps that Ms. Rollison can take to implement these
practices.
a) Greeting students and showing genuine interest in their lives
In order to institute the habit of forming real relationships, Ms. Rollison can greet every
student warmly as they arrive at class each day. This sets students at ease immediately as they
are welcomed and appreciated from the moment they step inside the door. She can also take a
few minutes during the week to ask students about their interests, passions, or any important
events that may be happening in their lives. For example, Ms. Rollison can ask a student to
describe a game or activity they did over the weekend. By doing this, she is genuinely interested
in her students' personal lives, building a better relationship with them, and establishing in her
classroom a respectful and caring culture.
b) Reviewing and reinforcing classroom expectations on a regular basis
To ensure consistency with high standards, Ms. Rollison can begin every week or day by
reviewing classroom rules and expectations of behavior from students. She can always be keen
to notice when students are meeting these expectations and reward or praise them. For
instance, she can establish a system of rewards where students who always follow rules are
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given privileges, such as added playtime or special classroom assignments. Through regularly
reiterating such expectations and rewarding positive behaviors, Ms. Rollison creates a climate
within which students are encouraged. This is to achieve and exceed expectations set for them,
thus establishing a positive climate within her classroom.
5. Mr. Kwon is a new teacher setting up a structured classroom for 25 fourth-grade
students. Though he is excited to use lots of hands-on activities and types of
instruction across content areas, he is uncertain how to structure his classroom to
keep his students on task, engaged, and learning throughout the school day.
a. Offer two considerations that Mr. Kwon should keep in mind when arranging
the physical elements of his classroom.
a) Seating arrangements
In configuring the classroom, one consideration Mr. Kwon should make is seating
arrangement. Seating must be arranged in a versatile way that allows for different types of
instructional activities (The IRIS Center, 2021). For example, Mr. Kwon can set the desks into
groups or small clusters while conducting group activities or collaborative learning. For
independent work, organizing desks into rows can be more effective because students can focus
on the job at hand with less distraction. Also, in case of whole-class discussion or interactive
lessons, U-shaped or circular seating can allow more active participation. This adaptability
makes the class setup capable of supporting various forms of learning, i.e., individual work,
group work, and teacher instruction.
b) Clear pathways for movement
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The other principal consideration is to include open areas for walking around the room.
The furnishings must be arranged so that students and instructors can move freely about the
room without hindrance (The IRIS Center, 2021). Wider aisles and open areas between the
desks help in avoiding congestion, which reduces bumping or disturbing a person as a reason for
misconduct. This setup is necessary for the maintenance of a calm and orderly environment so
that students can flow easily and freely from one activity to another, while Mr. Kwon can easily
circulate the room to offer help or help with whatever problems occur. A systematic classroom
layout keeps the students on task without diversion.
a. Explain why each of these is important.
a) Seating arrangement
The seating arrangement is crucial since it directly affects student participation and
classroom discipline (Poole et al., 2019). Adjustable seating arrangements enable Mr. Kwon to
change the classroom environment according to activities in order to keep students active and
focused. For instance, when students are seated in groups for group work, they are likely to
work collaboratively and be highly involved. However, rows for individual tasks eliminate
distractions and have a serene, focused atmosphere. With regard to the activity being
undertaken, Mr. Kwon can ensure maximum utilization of physical space for enhancing learning
experiences, nurturing interactions, and reducing disturbances. This flexibility ensures that the
learning space remains productive for various teaching methodologies and learning needs.
b) Clear movement pathways
Clear movement pathways are as important as ensuring an organized and productive
classroom. When there is sufficient space for the students to enjoy the freedom of movement,
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the probability of unintentional interruption, i.e., the students colliding with furniture or
classmates, decreases. Such a configuration also allows Mr. Kwon to travel freely throughout the
room in order to assist, respond to questions, or curb any interruptions available without
disrupting the class. A well-structured class facilitates transitions between one activity and
another more smoothly. This reduces the likelihood of disorganization that could lead to off-task
behavior (The IRIS Center, 2021). Therefore, this creates a conducive environment in which
students feel at ease and are focused, resulting in better learning outcomes.
6. Mr. Kwon also wants to set up a routine for a daily morning meeting to encourage
interaction and engagement before the students start their academic work. Describe
at least two tips to help Mr. Kwon successfully implement this classroom routine.
a) Clearly going over routines and making sure they are predictable
One of the best things that Mr. Kwon can do is to clearly explain the morning meeting
routine and make it predictable. On the first day of school, Mr. Kwon must explain in detail the
agenda for the meeting and what each component should do. For example, he can subdivide
the ritual into distinct steps: greeting each other, speaking something nice, reading the schedule
for the day, or setting a goal for the group. By discussing this routine, he tells the students
precisely what they will be doing and what is expected of them. This lessens any possible stress
or confusion, especially for primary-age children who thrive on routine.
Predictability is vital in building a sense of security. If students know that every day will
start in exactly the same sequence of activities, it helps them settle into the school day more
effectively (The IRIS Center, 2021). Predictability also makes the students feel more at ease with
the routine, which ensures active engagement. Once Mr. Kwon has solidified the structure of
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the morning meeting, he should review it periodically. Even a day or two down the road, he
should check in periodically to remind students of what they can anticipate and make
adjustments as necessary. The frequent reinforcing of the routine provides a sense of familiarity
and readiness for the rest of the day's activities.
b) Posting visual reminders for the routine
A second recommendation for Mr. Kwon would be to post visual reminders for the
morning meeting routine in the classroom. Visual reminders provide a handy guide for the
students, especially in the early days of the school year when they are getting accustomed to
the classroom environment (The IRIS Center, 2021). Mr. Kwon may simply chart or post the
morning meeting steps, for example, "a) Say hello to classmates, b) Tell about your day, c)
Discuss the schedule." This visual reminder is an effective prompt for students and helps them
stay on track.
For those students that may struggle to remember the process or need assistance with
transitions, visual cues provide an additional level of support (The IRIS Center, 2021). By seeing
the steps illustrated, students can get a preview of what is to come in the meeting and thus be
more focused and engaged. These cues also provide Mr. Kwon with the opportunity to show the
process and refer back to the chart as needed. If the students begin to forget some aspects of
the routine, Mr. Kwon can merely point to the visual cues, reminding them of the behavior
without needing to interrupt the meeting or break the flow. The approach anchors the form and
continuity of the morning meeting and enables students to participate freely.
7. Sierra, a student in Ms. Gardner’s eighth-grade science class, is usually shy and
anxious. When she works with a partner at a lab station, however, she often becomes
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very talkative. This disruptive behavior regularly causes her and her partner to miss
important teacher directions and not complete labs on time.
a. Name at least two surface management strategies that Ms. Gardner could use
to address Sierra’s disruptive behavior.
a) Redirecting
Redirecting is a surface management strategy that can be used by Ms. Gardner.
Redirecting is when the manager requires someone to focus on a specific task in an attempt to
divert their attention from talking and redirect it towards the laboratory experiment (The IRIS
Center, 2021). For example, if Sierra begins talking to her partner, Ms. Gardner can merely ask
her to describe the next step in the lab or ask her to read the next direction out loud. This
refocuses Sierra's attention on the learning activity and minimizes the likelihood of her
continuing to disrupt the lab session. By deflecting Sierra in a non-threatening way, Ms. Gardner
is able to continue the lesson without embarrassing her.
b) Proximity Control
Another technique that would be advantageous for Ms. Gardner to use is proximity
control. This involves moving closer to Sierra in order to help her stay in charge of her impulses
and stay focused. By closing physical distance between herself and Sierra, Ms. Gardner can
remind Sierra indirectly to remain focused without confronting her. If Sierra starts babbling
excessively in the lab, for instance, Ms. Gardner could edge closer to her lab bench and stand
next to her as she works. This proximity will serve as a subtle reminder to Sierra to rejoin the
mainstream and can terminate further discussion without disrupting the pacing of the lesson.
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Proximity control is effective with students who require additional guidance to stay engaged or
self-regulate their behavior (The IRIS Center, 2021).
b. Explain why you chose each of these strategies.
a) Redirecting
Redirecting is effective because it immediately redirects Sierra's focus towards the task
without putting her in the spotlight or humiliating her. Since Sierra's response is a consequence
of her being too talkative when she is doing a task with a partner, redirecting her to a related
task academically leads her back to learning the lesson. This strategy avoids isolating Sierra from
the learning process and keeps her from missing any important instructions. Redirecting
provides Sierra with the opportunity to redirect her energy towards constructive behavior,
inviting her to engage in lab activities while maintaining the classroom discipline.
b) Proximity control
Proximity control works because it reminds Sierra gently to maintain her focus without
overreacting to her behavior. By standing near Sierra, Ms. Gardner is able to provide nonverbal
feedback in order to help Sierra self-regulate her own actions. The strategy works particularly
well with students who become distractible or chatty, since the teacher's body position serves
as a gentle reminder of expectations. Proximity control minimizes the chance of further
interruptions, as it allows a surveillance presence, allowing Sierra to stay concentrated while she
can still co-work with her co-worker.
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References
Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the
literature. Teacher Education and Special Education, 40(2), 114–127.
Flower, A., McKenna, J., & Haring, C. (2017). Behavior and classroom management: Are teacher
preparation programs really preparing our teachers? Preventing School Failure:
Alternative Education for Children and Youth, 61(2), 163–169.
doi//10.1080/1045988X.2016.1231109
Poole, I., Evertson, C., & the IRIS Center. (2019). Effective room arrangement: Elementary.
Retrieved from
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/
ics_effrmarr_elementary.pdf
The IRIS Center. (2012, 2021). Classroom behavior management (part 1): Key concepts and
foundational practices. Retrieved from
https://iris.peabody.vanderbilt.edu/module/beh1/
