Classroom Management Strategies in the High School

Types of High-Risk Behaviors

• Passive – Behavior that avoids the domination of others or the pain of negative experience.
• Aggressive – Behavior that overpowers, dominates, harms or controls others without regard for their well-being. The child has often taken aggressive people as role models and has had minimal or ineffective limits set on behavior.
• Attention Problems – Behavior demonstrates either motor or attentional difficulties surfacing as hyperactive or inattentive behavior.
• Perfectionist – Behavior that is geared toward avoiding embarrassment and assumed shame from making mistakes. The child has unrealistically high expectation of self.
• Socially Inept – Behavior that is based on the misinterpretation of nonverbal signals of others. The child misunderstands facial expressions and body language.           

Setting Classroom Rules Early

Take time at the beginning of the year to set classroom rules. Engaging the students in the process of determining class riles and expectations creates a positive environment from the start.

Cool Down Time

• Allow for cool down time when a student feels angry or upset.
• Designate an area of the classroom at the beginning of the year and explain that it is for any student who needs a moment to cool down, calm down or just needs a quiet space.

Reflective Essay

• In some cases, it might be helpful to assign a reflective essay after an incident. Ask the student to (1) identify their role in the conflict, (2) discuss other’s role in the conflict, (3) identify at least one idea to resolve the current problem, and (4) how in the future can the student prevent the behaviors from reoccurring.

Behavior Management Strategy: Group Time/Community Building

• Group time can be used to effectively deal with student’s negative and disruptive behavior by building and strengthening student's social skills and self regulation while developing caring and supportive relationships among students.
• By building a sense of community within the classroom the teacher promotes feelings of concern and respect among classmates, ideally leading to a less disruptive atmosphere.

“Face-Saving Out”

• Another strategy for a teacher is the “face-saving out”.  This could be used as a last resort before a student is asked to come to the counselor’s office or other disciplinary measures.
• The idea is to ask the student directly right after the incident if there is anything they can change to stay in the classroom.
• Allowing the student a second chance shows a positive, trusting relationship and that the student is being treated with respect.  Hopefully, students will come up with realistic solutions when confronted with a second chance.

 

Classroom Management and How We Can Help!

• When applied correctly, effective classroom management strategies can assist students across a range of behaviors and all developmental levels.
• Good strategies can help effective manage student’s behavior and ability to learn because they promote and strengthen social and emotional development, which can lead to academic success.
• As with therapeutic interventions, building and maintaining a positive relationship with your students in the classroom and school setting is important to make a difference in their lives.
• Positive approaches, rather than punitive responses, to their misbehavior emphasizes social learning, problem solving skills, and positive self worth.
• Rewarding positive behaviors when a student is showing appropriate social and academic behaviors strengthens students’ feelings of a positive, trusting relationship with teachers.

Picture Sources:

http://www.wftv.com/news/news/national/senior-prank-ages-turns-tables-traditional/nkNhQ/#__federated=1

http://whoswhoandnew.blogspot.com/2014/07/setting-tone-in-first-10-minutes-of.html

http://lesliecoleman.blogspot.com/2009/02/sitting-in-principals-office.html

http://www.lauracandler.com/strategies/classmanage.php

Behavior Management Strategies: Middle School

Causes of Behavioral Issues

Managing the behavior of seventh and eighth grade students can be challenging, to say the least. Their behavior can be baffling for educators and counselors alike to understand. In managing these issues, one must remember all of the difficulties these students are facing.

Development

As students go through puberty and transition into adulthood, their body experiences many changes. These changes may make them seem older and they may try to act older to accommodate these changes. However, as counselors, we need to remember they still have developing, impressionable minds that are still maturing.

Transition from Elementary to Middle School

The transition from elementary school to middle school proposes many changes. Students must adjust to new teachers, seven classes per day in different classrooms, meeting new students and a new setting. In addition, the expectations are greater and students must work harder than they had in the past. Adjusting to these changes may cause students to feel stressed and to act out in ways that they normally would not. 

Peer Pressure

Most seventh grade students desire to fit in with their peers. At this age, cliques begin to form and many students begin to consider other’s opinions. Students may misbehave to impress and gain acceptance from others.

Behavior Management Strategies: Classroom

Here is a list of strategies that educators can do to lend an environment of structure and order to the classroom:

• Model the behavior that is desired.
• 

  Use a calm voice. For instance, if a student raises her voice, respond with a calm, even tone.
• Clear expectations and rules.
• Step-by-step learning and scaffolding.
• Positive reinforcement.
• Monitoring the class closely.
• Prepare for the worst. Always have an extra lesson plan, just in case.
• Establish time limits and ensure students finish their work before leaving.
• Read the room frequently to ensure students are engaged.
• Use a Points System. Reward students for good behavior and provide incentives for consistent good behavior. Prizes can be intangible, such as listening to music with headphones while working.

Behaviors that May Require a Counseling Intervention

Counselors are always available as a resource to teachers and an advocate to students. The following behaviors may require a counseling intervention to ensure student safety and that the behavior is not an indication of a larger issue:

• Physical threats and violence (toward other students, educators or administrators)
• Bullying (this can take the form of mental or physical intimidation)
• Refusal to do classwork
• Skipping class
• Disrupting class (when a student’s behavior is so disruptive it is interfering with other students’ ability to learn)
• Drug or alcohol abuse
• Sexual activities
• Self-harm
• Suicidal Idealization
• Poor Academic Performance
• Poor Social Skills

Behavior Management Strategies: Counselor Interventions

Some students may need a little extra help or motivation. Here are some interventions that are appropriate for counselors to implement at the middle school level:

• Change of classes: This is an option for students who are being negatively impacted by their environment and peers or are not a good academic fit for the class. 
• Why Try: This program is often used in behavior intervention classrooms. It involves goal setting and journaling and can be effective in not only teaching students proper behaviors, but also empowering them to live beyond the status quo.
• 504 & IEP Plans: Students can be assessed to see if extra accommodations would help them to be more successful.
• Behavioral Intervention Plan: Students work with their counselor and teachers to determine a plan to help them to manage their behavior. For example, a student with anxiety may be allowed to have a stress ball to use during class.
• Specialized classes and alternative programs: The traditional classroom is not always the best fit. This is a good option for students facing trauma.
• I CAN: Tutoring can help students who are struggling academically.
• Outside counseling services: students facing traumatic circumstances may need to see a specialist.