Tried-and-true behavior strategies, modeled and explained by real teachers, and paired with useful tools. Please π share ideas and feedback to help us grow this resource.
Our integrated model weaves together the overlapping frameworks of Life Skills, PBIS, Trauma-Informed Practices, and Restorative Practices. Follow the links to learn more.
Print: β Fundamentals and π₯ Problem Solving
Communicating clear behavior expectations and teaching the skills that students need in order to meet them.
Proactively creating conditions that promote positive behavior and minimize the likelihood of undesired behavior.
When positive behavior happens, responding in a way that makes it more likely the behavior will happen again.
When undesired behavior happens, responding in a way that makes it less likely the behavior will happen again.
This resource was initially developed in the winter of 2018 as part of a Mental Health Workgroup that included representatives from Chisago Lakes, East Central, Hinckley-Finlayson, North Branch, Pine City, Rush City, and SCRED. It was originally a printed resource called the Classroom Management Guide.
The resource bank moved to this website and took a big step forward through collaboration in 2022 with leadership teams in Hinckley Elementary School and Chisago Lakes Primary School.
The listed practices were identified primarily by cross-referencing implementation checklists from national organizations in the areas of social-emotional development, PBIS, Trauma-Informed Practices, and Restorative Practices:
Supporting and Responding to Students' Social, Emotional, and Behavioral Needs (Center on PBIS)
PBIS Classroom Practices (Florida PBIS Project)
Multi-Tiered System of Supports (MTSS) in the Classroom (Center on PBIS)
Restorative Practices Implementation, Trainers and Training: An Administratorβs Checklist (Minnesota Department of Education)
Trauma-Sensitive School Checklist (Lesley University and Massachusetts Advocates for Children)
