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Effective classroom behavior support isn't just about what we do when behavior goes wrong. It's what we do before, during, and after behavioral challenges to help students be successful.
Effective classroom behavior support isn't just about what we do when behavior goes wrong. It's what we do before, during, and after behavioral challenges to help students be successful.
Approaches establish the context or conditions in which staff use specific practices and follow specific procedures.
Approaches establish the context or conditions in which staff use specific practices and follow specific procedures.
PROACTIVE APPROACHES create a positive physical and emotional setting where students are encouraged to actively engage both socially and academically.
PROACTIVE APPROACHES create a positive physical and emotional setting where students are encouraged to actively engage both socially and academically.
INSTRUCTIVE APPROACHES equip students with the specific skills needed to be socially and academically successful.
INSTRUCTIVE APPROACHES equip students with the specific skills needed to be socially and academically successful.
RESTORATIVE APPROACHES create a community where members feel safe to build, maintain and repair relationships.
RESTORATIVE APPROACHES create a community where members feel safe to build, maintain and repair relationships.
The key is that students need all three. Proactive practices alone won't eliminate every behavior challenge. Instruction alone doesn't address damaged relationships. And restorative practices are much more effective when they're built on strong relationships, clear expectations, and consistent teaching.
The key is that students need all three. Proactive practices alone won't eliminate every behavior challenge. Instruction alone doesn't address damaged relationships. And restorative practices are much more effective when they're built on strong relationships, clear expectations, and consistent teaching.
Research supporting the use of Proactive, Instructive and Restorative Practices
Develop Classroom Practices That Support Proactive, Instructive & Restorative Approaches:
Develop Classroom Practices That Support Proactive, Instructive & Restorative Approaches:
According to the research 85-90% of students respond positively when evidence-based practices are implemented with fidelity.
According to the research 85-90% of students respond positively when evidence-based practices are implemented with fidelity.
It is important to extend staff learning of all three approaches by providing clear descriptors with examples. This will be the first step in creating a common language of practice that is shared by all staff.
It is important to extend staff learning of all three approaches by providing clear descriptors with examples. This will be the first step in creating a common language of practice that is shared by all staff.
Throughout the process it will be important for the Team to help staff frame the Effective Classroom Practices through a lens that is both Trauma and Culturally Responsive.
Throughout the process it will be important for the Team to help staff frame the Effective Classroom Practices through a lens that is both Trauma and Culturally Responsive.
Resources to support implelement Effective Classroom Practice - Proactive, Instructive, Restorative:
Resources to support implelement Effective Classroom Practice - Proactive, Instructive, Restorative:
Provide staff PD - What are the Effective Classroom Practices:
Overviews: ECP - Overview; ECP - Proactive & Instructive; ECP - Proactive; ECP - Instructive; ECP - Restorative
Provide staff PD - How to implement Effective Classroom Practices:
Proactive - Developing/Teaching Classroom Expectations; Co-Regulation Strategies Handout; Active Supervision - 1; Active Supervision - 2; Active Supervision - 3;
Instructive - Precorrection Article; Precorrection; Acknowledgment & Correction;
Restorative - Affective Statements; Restorative Questions; Restorative Conversations; Community Building Circles (Greeting Round; Activity Round; Sharing Round; Elementary Lesson Plan; Secondary Lesson Plan; Reading; Manual)
Sample Effective Classroom Practices Resources: Action Plan, Fidelity Tool; Effective Classroom Practices Data Collection Tool; ECP Feedback Tool; Self Monitoring and Request for Assistance Form
Develop Policies That Support Proactive, Instructive & Restorative Approaches:
Develop Policies That Support Proactive, Instructive & Restorative Approaches:
Proactive, Instructive & Restorative Policies:
Proactive, Instructive & Restorative Policies:
Schools benefit from proactive, instructive, and restorative policies because behavior is not just something to control—it is something students can learn, practice, and improve. These approaches allow schools to maintain clear expectations and accountability while also addressing the skills, relationships, and circumstances that influence behavior.
The three approaches work together:
Proactive (Prevent): Build relationships, establish predictable environments, explicitly communicate expectations, actively supervise, and proximity.
Instructive (Teach): Treat behavioral expectations like academic expectations. Model them, practice them, provide feedback, reteach when mistakes occur, and give students opportunities to demonstrate the skill successfully.
Restorative (Repair): When behavior causes harm, maintain accountability while helping students reflect, understand impact, repair relationships, and reconnect with the school community.
Zero Tolerance Policies:
Zero Tolerance Policies:
A zero-tolerance approach tends to ask, “What rule was broken, and what is the consequence?” A proactive, instructive, and restorative approach asks additional questions: “How could we have prevented this? What does the student need to learn? What harm occurred? How do we repair it? What will help the student succeed next time?”
This isn't an argument for eliminating consequences. Accountability and support can coexist. Serious behavior may require significant consequences or safety responses. The difference is that the consequence becomes part of the response—not the entire intervention.
In the Tardy Policy example identify when the Proactive, Instructive & Restorative Approaches were used:
Line 1 teaches students the expectations through the use of acknowledgments and corrections
Lines 2 - 4 helps to prevent future tardies by building relationship throuhg active supervision and proximity.
Line 5 helps to repair the relationship between the teacher and the student as a result of the tardy
Additional Readings & Support
Additional Readings & Support
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or chatgbt.com
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