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Methods for Managing Behavior: Types and Uses
When it comes to methods, there are four points to be made in particular. First, any single method (e.g., time-out, having an adolescent provide a detailed story about what led up to a misbehavior) can fit comfortably within almost any approach, and so, wise educators make it a point to collect a storehouse of methods—no need to rule out using a method because it fails to fit within an approach. Put another way, it is wrong to say “My approach is to use time-outs” or “I switched from a developmental to a behaviorist approach when I began to use time-outs.”
Second, the meaning any method has depends on the educator’s approach. For example, time-out as a method may have one meaning within a behaviorist approach (as a way to stop misbehavior from being reinforced) but quite another meaning within a psychodynamic approach (as a way a child can regain composure and, when ready, reenter the group), and the differences in meaning matter.
Third, while a method can fit comfortably within almost any approach, approaches are defined, in part, by which methods are featured. One way to spot how an approach features certain methods is to organize methods into main types and ask which type is featured.
Types of Methods
Control Methods
One type of method functions primarily to gain direct and immediate control over children and adolescents. The methods in this type, then, can be referred to as control methods. For children, they include invoking a classroom rule (e.g., “No running in the halls!”), using time-outs, providing rewards for good behavior, and implementing physical restraints. For adolescents, they include in-school suspensions and being made to do extra work. Control methods may bring to mind only behaviorist approaches, but they figure in every approach because there are times when children and adolescents need to be directly controlled by teachers.
Guidance Methods
Another type functions primarily to guide children and adolescents so as to support more mature behavior and long-term development. The methods in this type, then, can be referred to as guidance methods. They include helping children and adolescents to think of alternative ways to negotiate conflict (e.g., “Can you think of something you might have done instead of grabbing John’s marker?” “Can you think of some other way of being funny than by being funny at someone else’s expense?”), holding class discussions about ways to improve the class, and directly suggesting trying out some more mature way of resolving a problem.
Prevention Methods
A third type functions primarily to prevent problem behavior from occurring in the first place. The methods in this type, then, can be referred to as prevention methods. For children, they include providing advance warnings that transitions are coming up (e.g., “Five minutes until clean-up.”), seeing to it that every child has the materials needed to carry out some project, and being careful not to ask young children to sit still for longer than they are able to. For adolescents, they include making the curriculum interesting and making students feel known and respected. One of the major findings from research on behavior and classroom management is that, regardless of approach, good teachers differ from others not so much by how they react to problem behavior as by how they prevent problem behavior from occurring in the first place.
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- Age, Grade, and Setting
- Age and Classroom Management
- Developmentally Appropriate Practice
- Early Childhood Education and Classroom Management
- Elementary Education and Classroom Management
- Field Trips
- Field Trips, Legal Requirements for
- High School and Classroom Management
- Kindergarten and Classroom Management
- Middle School and Classroom Management
- Physical Education and Classroom Management
- Positive Youth Development and Schooling
- Recess
- Rural Schools
- Assessment
- Applied Behavior Analysis
- Assessing and Promoting Treatment Integrity
- Assessing Classroom Management
- Assessment of Students
- Assessment of Teacher–Student Relationships
- Assessment of Tests and Exams
- Behavioral Online Screenings for School Settings
- Beliefs About Discipline Inventory
- Curriculum Compacting
- Documentation and Classroom Management
- Functional Analysis
- Functional Behavioral Assessment
- High-Stakes Testing
- Intelligence
- Quantitative and Qualitative Studies
- Research-Based Strategies
- School Climate: Assessing and Improving
- Screening and Classroom Management
- Screening and Monitoring for Academic Success
- Target Behaviors
- Teaching as Researching
- Treatment Integrity
- Universal Screening
- Whole-Class Measurement of Disruptive Behavior
- Community (Classroom and Schoolwide)
- Caring Approaches
- Climate: School and Classroom
- Cooperation and Competition
- Democratic Meetings
- Democratic Practices in Classrooms and Schools
- Human Rights Education
- Inclusive Classrooms
- Japanese Model of Classroom Management
- Just Community
- Open Circle
- Quaker Education and Classroom Management
- School Climate: Assessing and Improving
- Schoolwide Positive Behavior Supports
- Service Learning
- Warmth and Classroom Management
- Development (of Students, Teachers, and Classrooms)
- Beginning Teachers and Classroom Management
- Classroom Management Consultation Strategies
- Classroom Organization and Management Program
- Collaborative for Academic, Social, and Emotional Learning
- Consulting with Teachers
- Council for Children With Behavioral Disorders
- Dropout Prevention
- Human Rights Education
- Inservice Teacher Education
- National Board for Professional Teaching Standards
- Reflective Practice
- School Climate: Assessing and Improving
- Social and Emotional Learning
- Social Problem Solving
- Social Skills: Meanings, Supports, and Training for Developing
- Teacher Education and Classroom Management
- Teacher Knowledge, Beliefs, Attitudes
- Teacher Self-Awareness
- Teacher Self-Efficacy
- Teacher Teaming and Professional Development
- Teachers-in-Training
- Diversity: Ability, Disability, and Special Needs
- American Sign Language
- Assistive Technology
- Attention Deficit Hyperactivity Disorder
- Autism and Inclusion in Classrooms
- Autism Spectrum Disorders
- Behavior Disorders
- Behavior Support Plans
- Bilingualism and Students With Disabilities
- Conduct Disorder
- Council for Children With Behavioral Disorders
- Deaf Students
- Diagnostic and Statistical Manual (DSM)
- Disabilities and Classroom Management
- Dyslexia: Individualizing Instruction
- Gifted Students and Effective Classroom Practices
- Inclusive Classrooms
- Intellectual Disabilities (Mental Retardation)
- Language Disorders
- Learning Disabilities
- Medication for Emotional and Behavioral Problems
- Oppositional Defiant Disorder
- Service Learning and Special Education
- Severe Disabilities and Classroom Management
- Special Education and Hispanic Students
- Special Education and Peer Support Strategies
- Spiritual Supports for Students With Disabilities
- Students With Hearing Impairments
- Teachers and Families of Children With Special Needs
- Technology for Struggling Readers
- Diversity: Culture, Race, Socioeconomic Status, and Gender
- African American Styles of Teaching and Disciplining
- American Individualisms
- Anti-Bias Education
- Asian American Students
- Asian Americans as Model Minority
- Bilingual Education
- Chinese Model of Classroom Management
- Cultural Diversity
- Culturally Different Students in Gifted Education
- Culturally Pluralistic Classrooms
- Culturally Responsive Classrooms
- Culturally Responsive Classrooms for African American Students
- English Language Learners and Classroom Behavior
- English Learners
- Gender and Classroom Management
- Haitian Students
- Home–School Connections With Latino Families
- Immigrant Children and Families
- Inequities and Class Discussions
- Japanese Model of Classroom Management
- Language Differences
- Linguistic Diversity and Classroom Management
- Muslim Students and Classroom Management
- Native American Students
- New Teachers in Diverse Classrooms
- Religious Diversity and Classroom Management
- Sexual Orientation and Classroom Management
- Social Skill Instruction for Latino Students
- Socioeconomic Status
- Special Education and Hispanic Students
- Underachievement and African American Students
- Underachievement and Culturally Different Students
- Urban Schools
- History (Leaders and Movements)
- Instruction (Curriculum and Pedagogy)
- Academic Disciplinary Practices
- Active Student Responding
- Art: Studio Approaches to Learning Environments
- Arts for Learning Environments
- Character Education
- Computer-Assisted Instruction
- Curriculum and Classroom Management
- Curriculum Compacting
- Differentiated Instruction
- Digital Technology and Classroom Management
- Fostering Classroom Engagement
- Homework
- Humor
- Instruction and Cognitive Load
- Instructional Rounds
- Interactive Teaching
- Lesson Planning and Classroom Management
- Managing Classroom Discussions
- Managing Groupwork
- Motivating Students
- Multisensory Instruction
- Promoting Purpose and Learning Environments
- Reading, Language Arts, and Classroom Management
- Social and Emotional Learning for Young Children
- Spatial Activities and Manipulatives for Early Education Classrooms
- Story Writing
- Student Interest, Stimulating and Maintaining
- Teaching Philosophies and Approaches
- Tiered Assignments
- Video-Aided Instruction
- Whole-Class Methods
- Writing and Classroom Management
- Methods for Preventing and Managing Problem Behavior
- Active Listening and I-Messages
- Application of Positive Behavioral Interventions and Supports to Schoolwide and Classroom Settings
- Behavioral Supports for Secondary Education Classrooms
- Check In/Check Out
- Choral Response
- Class Meetings
- Clocklight
- Cogenerative Dialogue and Urban Classrooms
- Conflict Management
- Corporal Punishment
- Desists
- Detention
- Developmental Discipline
- Differential Treatment and Reinforcement
- Discipline Codes of Conduct
- Discipline, School and Classroom
- Disruptive Behaviors, Positive Approaches to
- Engaging Students Through Opportunities to Respond
- Extinction
- Good Behavior Game
- Help-Seeking Methods
- Learning Contracts
- Lessons and Lesson Planning
- Limits and Limit Setting
- Methods for Managing Behavior: Types and Uses
- Methods, Ineffective
- Monitoring
- Negative Reinforcement
- Office Referrals
- Peer Mediation
- Planned Ignoring
- Positive Behavioral Interventions and Supports
- Praise and Encouragement
- Preventing Antisocial Behavior at the Point of School Entry
- Preventing Behavior Problems
- Proactive Classroom Management
- Proximity: Meaning and Uses
- Punishment
- Reframing
- Reinforcement
- Reminders
- Reprimands
- Rewards and Punishments
- Schoolwide Positive Behavior Supports
- Self-Regulation and Sensory-Affective Co-Regulation
- Self-Regulation to Solve Problems
- Suspension and Expulsion
- Teachers’ Language to Motivate Effort
- Time-Out
- Token Economies
- Organization of Learning Groups, Teaching Teams, and Administrators
- Organization of Time, Space, and Materials
- Beginning the School Year
- Classroom Organization and Management Program
- Materials in Early Childhood Classrooms
- Organization of Classrooms: Space
- Organization of Classrooms: Time
- Reminders
- Routines
- Schedules and Scheduling for Secondary Schools
- Space: Elementary and Secondary Classrooms
- Spaces for Young Children
- Transitions, Managing
- Policy and Procedures (In-Class, In-School, State, and Federal Government)
- Bullying and the Law
- Educational Reform and Teacher Effectiveness
- Emergency Procedures and Students With Disabilities
- Field Trips, Legal Requirements for
- Government Policy and Classroom Management
- Guns: History, Policy, Consequences
- Individualized Education Programs
- Individuals with Disabilities Education Act
- Law and Classroom Management
- No Child Left Behind Act
- Policy, Teachers, and Young Children
- Restraint and Seclusion Policy
- Rules and Expectations
- Safety, Policies for Ensuring
- School Discipline
- School Restructuring
- Schoolwide Discipline Policies
- Special Education Laws
- Problem Behaviors
- Relationships
- Attachment to Teachers
- Authority and Classrooms
- Authority, Children’s Concepts of
- Climate, School and Classroom
- Co-Teaching for Inclusive Classrooms
- Cogenerative Dialogue and Urban Classrooms
- Collaborative Approach to Classroom Management
- Community Approaches to Classroom Management
- Democratic Practices in Classrooms and Schools
- Ethics, Power, and Classroom Management
- Exemplary Teachers
- Expectations: Teachers’ Expectations of Students
- Home–School Connections
- Open Circle
- Peers and Peer Relations
- Physical Contact and Classroom Management
- Power and Classroom Management
- Sharing Authority
- Styles of Teaching
- Teacher–Parent Partnerships
- Teacher–Student Relationships
- Teacher–Student Relationships and Behaviorally At-Risk Students
- Trust, Building
- Warm Demanders
- Warmth and Classroom Management
- Welcoming Greetings at the Beginning of the School Year
- Systems (Interpersonal and Behavioral)
- Theories, Approaches, and Theoretical Constructs
- Approaches to Classroom Management: Types
- Attachment Theory
- Attribution Theory
- Behavioral Approaches, Foundations of
- Classroom Management and Maslow’s Humanist Psychology
- Community Approaches to Classroom Management
- Conditions for Learning
- Constructivist Approaches
- Creativity and Classroom Management
- Definitions of Classroom Management
- Democratic Practices in Classrooms and Schools
- Developmental Approaches
- Developmentally Appropriate Practice
- Differential Treatment and Reinforcement
- Dynamic and Relational Systems Theory
- Ecological Approaches
- Emotion Regulation
- Evidence-Based Classroom Management
- Executive Function and Behavior Problems
- Feminist Perspectives on Classroom Management
- Identity
- Institutional Racism
- Interpersonal Attribution Theory and Classroom Management
- Learning Styles
- Locus of Control
- Milieu Management for Children With Emotional and Behavioral Special Needs
- Mindfulness Practices for Teachers
- Mindfulness-Based Approaches to Classroom Management
- Montessori and Classroom Management
- Moral Development Theories
- Motivation, Intrinsic and Extrinsic
- Negative Reinforcement
- Play, Learning, and Classroom Management
- Points of Entry and Classroom Supports
- Positive Behavioral Interventions and Supports
- Progressive Education
- Prosocial Behavior
- Punishment
- Quaker Education and Classroom Management
- Reinforcement
- Relationship-Based Approaches to Classroom Management
- Resilience
- Respect
- Responsive Classroom Approach
- School Psychologists
- School-Based Occupational Therapy
- Self-Determination Theory
- Self-Management
- Self-Regulated Learning
- Sensory Integration
- Social and Emotional Learning
- Sociocultural Theories and Classroom Management
- Target Behaviors
- Zone of Proximal Development
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