IRIS Center - Classroom Behavior Management (Part 1): Key Concepts and Foundational
Practices Assignment
Amisha King
College of Education, Liberty University
1. Briefly describe three of t/he benefits of implementing comprehensive classroom behavior
management.
Comprehensive classroom behavior management provides a foundation for teachers to create
learning environments that are structured, safe, and supportive. The first major benefit is
increased instructional time. When disruptive behaviors are minimized, teachers spend less
time on discipline and more time on instruction. The IRIS Center (n.d.) notes that consistent
routines, procedures, and expectations reduce misbehavior and free up time for teaching and
learning. For example, in a special education setting, students who know the morning routine
for unpacking and transitioning into work can begin academic tasks with little need for
reminders, increasing engagement and productivity.
The second benefit is the promotion of positive teacher–student relationships. Establishing
clear expectations and providing fair consequences fosters trust and respect. When students
feel valued and know what to expect from their teacher, they are more likely to engage in
learning. Simonsen et al. (2008) found that students in classrooms with proactive behavior
management strategies display higher levels of on-task behavior and fewer referrals. Likewise,
Roorda et al. (2021) emphasized that strong teacher–student relationships positively impact
both academic achievement and classroom behavior. From my own experience, greeting
students at the door and offering encouragement has helped students transition smoothly and
improved their willingness to participate in lessons.
The third benefit is that students develop self-regulation and personal responsibility. Effective
behavior management teaches students how to make appropriate choices and monitor their
own actions. Embedding social–emotional learning (SEL) strategies provides students with skills
such as self-awareness, problem-solving, and conflict resolution. Osher et al. (2020) highlight
how SEL supports independence by equipping students to handle challenges without relying
solely on teacher intervention. For instance, teaching students calming strategies—such as
counting or breathing exercises—empowers them to manage frustration during difficult tasks.
Over time, these skills promote autonomy and prepare students for long-term academic and
social success.
In summary, the benefits of comprehensive classroom behavior management include
maximizing instructional time, building positive student–teacher relationships, and fostering
student selfregulation. These benefits contribute to environments where students can thrive
academically and socially.
2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally
sustaining practices teachers can use to address them.
“Cultural gaps” refer to differences in expectations, values, and communication styles between
teachers and students that may lead to misunderstandings in the classroom (IRIS Center, n.d.).
These gaps often emerge when educators come from cultural backgrounds different from those
of their students, which can unintentionally result in misinterpreting behavior. For example, a
teacher might view eye contact as a sign of attentiveness and respect, while in other cultures
avoiding eye contact shows deference. Without awareness, these cultural differences can lead
teachers to mislabel students as disrespectful, defiant, or unengaged.
One culturally sustaining practice is to integrate students’ cultural identities into the curriculum
and classroom routines. Paris (2012) argues that culturally sustaining pedagogy affirms
students’ heritages rather than requiring them to abandon their cultural ways of being.
Teachers can incorporate literature, examples, and classroom activities that reflect students’
languages, traditions, and lived experiences. For instance, a teacher working with bilingual
students might encourage them to use their home language during certain assignments. This
validates their identity and reduces the disconnect between home and school.
Another effective practice is building authentic relationships with students and their families.
Teachers can learn about students’ backgrounds by engaging families, attending community
events, or allowing students to share personal experiences in class. Gay (2018) emphasizes that
culturally responsive teaching improves engagement and behavior outcomes because students
feel respected when their cultural norms are acknowledged. For example, in collectivist cultures
where collaboration is valued, teachers might use group projects or peer learning structures to
align with students’ strengths. Similarly, recognizing cultural communication styles helps reduce
unnecessary conflict.
Ultimately, addressing cultural gaps requires intentional effort from educators. By valuing
cultural knowledge and integrating students’ identities into instruction, teachers reduce the risk
of alienating students. Culturally sustaining practices not only bridge gaps between teacher
expectations and student behavior but also create equitable and inclusive environments where
all learners feel respected and supported.
3. Identify three of the six key principles of classroom behavior management outlined in the
module and offer specific example of how a teacher might use each of them in the classroom.
The IRIS module outlines six key principles of effective behavior management. Among these,
establishing clear expectations, monitoring behavior, and providing consistent consequences
are three of the most impactful strategies (IRIS Center, n.d.).
The first principle, establishing clear expectations, involves explicitly teaching and modeling the
behaviors that are appropriate for different classroom settings. For example, a teacher may
demonstrate hallway procedures through role-play and reinforce them with posters displayed
around the school. Evertson and Emmer (2017) emphasize that students must be taught
expected behaviors in the same way that academic skills are taught—through modeling,
practice, and reinforcement. This reduces confusion and prevents many behavior issues before
they arise.
The second principle, monitoring behavior, requires active teacher engagement. Teachers who
circulate the classroom, observe interactions, and provide immediate feedback can address
issues quickly before they escalate. Simonsen et al. (2008) found that consistent monitoring
supports a positive classroom climate by reinforcing desirable behavior and discouraging off-
task conduct. For instance, a teacher might walk around the classroom during independent
work, providing praise for on-task students while redirecting others.
The third principle, providing consistent consequences, ensures that rewards and corrective
actions are fair and predictable. Sugai and Horner (2006) argue that consistency establishes
trust because students understand that rules apply to everyone equally. For example, if the rule
is that calling out results in a warning, then this rule should be applied universally, regardless of
the student. Consistency creates a sense of fairness, encourages responsibility, and helps
students connect their actions to outcomes.
Together, these three principles establish a foundation where students understand what is
expected, receive ongoing feedback, and experience predictable outcomes. This structure
empowers them to stay engaged while supporting a respectful and orderly learning
environment.
4a. List two of the practices listed in the module.
4b. Explain two action steps that Ms. Rollison can take to implement these practices.
The IRIS module highlights practices such as creating a welcoming environment and promoting
positive teacher–student interactions to build a positive classroom climate (IRIS Center, n.d.).
One action step Ms. Rollison can take is greeting students daily with warmth and respect. This
could be as simple as a smile, handshake, or personal greeting at the door each morning.
Roorda et al. (2021) found that these small gestures build relational trust, which strengthens
student motivation and engagement. Such greetings communicate to students that they are
valued members of the classroom community. Over time, this fosters a sense of belonging,
which reduces anxiety and misbehavior.
A second action step is providing frequent positive feedback. Instead of focusing only on
misbehavior, Ms. Rollison should intentionally recognize and celebrate students’ efforts and
progress. For example, she could say, “I like how you worked through that math problem step
by step,” which reinforces desirable behaviors. Emmer and Sabornie (2015) explain that positive
reinforcement encourages students to repeat behaviors that align with classroom norms. This
approach helps shift the classroom focus from punishment to encouragement, which motivates
students to take responsibility for their actions.
Together, these practices support a positive classroom climate where students feel connected
and encouraged. By intentionally greeting students with respect and consistently reinforcing
their efforts, Ms. Rollison creates an environment where students are more likely to thrive
academically and socially.
5a. Offer two considerations that Mr. Kwon should keep in mind when arranging the physical
elements of his classroom.
5b. Explain why each of these is important.
When arranging the physical elements of his classroom, Mr. Kwon should prioritize visibility and
traffic flow. These two considerations directly impact classroom management and student
engagement.
Visibility means ensuring that the teacher has a clear line of sight to all students. This
arrangement allows Mr. Kwon to monitor students’ behaviors and academic engagement
quickly. According to Emmer and Sabornie (2015), effective classroom layouts reduce
opportunities for hidden misbehavior and help the teacher maintain a presence across the
room. For instance, arranging desks in clusters or semi-circles makes it easier to see all students
and interact with them while teaching.
Traffic flow refers to creating clear and unobstructed pathways for movement. Students need
efficient routes to access supplies, transition between activities, or line up without congestion.
Poorly arranged classrooms increase the likelihood of bottlenecks, which can lead to disruptive
behavior. Evertson and Emmer (2017) recommend organizing classrooms so that frequently
used materials are easily accessible. For example, placing pencils, paper, and learning tools in a
central area prevents unnecessary wandering and maximizes instructional time.
Both visibility and traffic flow support a structured classroom where students can focus on
learning. By arranging his classroom with these elements in mind, Mr. Kwon creates an
environment that minimizes disruptions and fosters smoother transitions throughout the day.
6. Describe at least two tips to help Mr. Kwon successfully implement this classroom routine.
To successfully implement a morning meeting routine, Mr. Kwon should focus on consistency
and student participation. These two elements ensure that the routine supports both academic
and social goals.
Consistency means starting the meeting at the same time each day and following a predictable
structure. According to Evertson and Emmer (2017), routines create stability and help students
understand what is expected. For example, Mr. Kwon might always begin the meeting with a
greeting, followed by a short discussion prompt, and then student sharing time. When routines
are predictable, students feel secure, which reduces anxiety and misbehavior.
Student participation is equally critical. Morning meetings should be interactive and engaging,
giving every student the opportunity to contribute. Mr. Kwon might use strategies such as
passing a talking object around the circle to ensure equal turn-taking. Research by Osher et al.
(2020) shows that routines promoting social–emotional learning build community and reduce
disruptive behaviors. When students feel heard and included, they are more invested in the
learning environment.
By combining consistency with participation, Mr. Kwon fosters a positive start to the day. This
approach builds classroom community, encourages respectful communication, and prepares
students to engage productively in academic activities.
7a. Name at least two surface management strategies that Ms. Gardner could use to address
Sierra’s disruptive behavior.
7b. Explain why you chose each of these strategies.
To address Sierra’s talkativeness during labs, Ms. Gardner could implement planned ignoring
and redirection as surface management strategies.
Planned ignoring involves deliberately withholding attention from minor misbehavior. If Sierra
talks excessively for attention, ignoring the behavior reduces its reinforcement. According to the
IRIS Center (n.d.), this strategy is most effective when behaviors are low-level and not disruptive
to the entire class. By not reacting, the teacher avoids escalating the situation while
encouraging Sierra to self-correct.
Redirection provides subtle prompts to refocus Sierra on the task at hand. For instance, Ms.
Gardner might quietly approach Sierra’s group and ask a guiding question like, “What step are
you on in the lab directions?” or offer a reminder of the expected behavior. Simonsen et al.
(2008) found that proactive strategies such as redirection help students stay on task without
confrontation. This approach preserves Sierra’s dignity and keeps the class moving forward.
Together, planned ignoring and redirection allow Ms. Gardner to address disruptions without
escalating conflict. These strategies maintain a supportive classroom environment while helping
Sierra succeed academically and socially.
References
Emmer, E. T., & Sabornie, E. J. (2015). Handbook of classroom management (2nd ed.).
Routledge. https://doi.org/10.4324/9780203074111
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th
ed.). Pearson.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers
College Press.
IRIS Center. (n.d.). Classroom behavior management (Part 1): Key concepts and foundational
practices. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/beh1
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2020). Advancing
the science and practice of social and emotional learning: Looking back and moving forward.
Review of Research in Education, 44(1), 4–27. https://doi.org/10.3102/0091732X20903305
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and
practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
Roorda, D. L., Zee, M., & Koomen, H. M. Y. (2021). Teacher–student relationships and students’
engagement and achievement: A meta-analytic update. Frontiers in Psychology, 11, 623510.
https://doi.org/10.3389/fpsyg.2020.623510
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices
in classroom management: Considerations for research to practice. Education and Treatment of
Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Sugai, G., & Horner, R. (2006). A promising approach for expanding and sustaining school-wide
positive behavior support. School Psychology Review, 35(2), 245–259.
