Proactive Behavior Management

Managing the classroom behavior and attention of several middle school students is best when the teacher considers all the proactive things he/she can do, as opposed to being reactive to the disturbances and interruptions to the lesson plan. At the core of managing any classroom is the creation of a firm set of rules. A few basic rules (4 or 5) should govern the conduct of the students so everyone can share the best possible learning environment. Rules should be established at the beginning of the school year, and they should be decided democratically with both teacher and student input. Once created, the rules should be posted with clear visibility within the classroom. For our group’s classroom, we have agreed on the following set of rules:

• Come to class on time, have your books out, be seated and quiet, and be ready to start when the bell rings.

• Raise hand and ask if you need to get up or exit class for any reason.

• Be courteous while others are talking, and do not heckle, get distracted, or have side conversations.

• Speak clearly and calmly during discussion and allow others to participate this way.

• Express your opinions and knowledge with respect so others can learn from you, as you learn from them.

The other important factor in proactive behavior management is grouping the students together so they can participate in an inclusive and multicultural atmosphere. Every learner also has something to teach, and by grouping students of different backgrounds and strengths, the teacher can effectively promote the community of the classroom. Our students are grouped so that strong speakers, strong researchers, and strong artisans can all participate so that the best project results can be achieved. Ultimately, the teacher is the final member of every group who frequently checks in to make sure that all projects are running smoothly, each member is working hard, and any interpersonal conflicts are resolved before they disrupt the group’s process.

Every student works at a different speed and capacity. That is why it is essential to create adaptations and extensions for differentiated learners. Some students are not able to keep a certain pace with their peers, so they should be allowed to work on parallel projects that showcase their talents. The teacher will be sensitive to these students and guide them closely while allowing them to retain integrity for the learning that is within their proximal zone. Some other students will speed through some assignments with excellence and dexterity. It is essential to keep these students occupied when they finish early, or they will become bored and unchallenged. The teacher will create extensions for them that allow them to take the lesson plan to the next appropriate level. These students should not be given “busy work” that does not engage them with innovation and novelty.