"Educational research consistently identifies CLASSROOM MANAGEMENT as the number one weakness and greatest challenge for new teachers. Because university programs focus heavily on educational theory, many new educators struggle to translate that knowledge into practical behavior management, leading to disrupted learning and higher burnout rates." (Click above to see the article.)
If you are new teacher or a teacher whose stuggling or a teacher whose evaluations show weakness in classroom management, you are NOT ALONE! They don't teach us how and it takes a lot of practice to get good at it! With 22 years of experience, I can tell you that teaching is HARD but can be SOOOOO rewarding. It is worth it! Here are some tips that have helped me.
First let's break down the difference between these.
"Behavior management is a set of strategies and techniques use to guide, influence, and modify an individual's or group's actions. It emphasizes positive reinforcement and proactive planning to encourage desirable havis, de-escalate conflicts, and build self-regulation." (Crisis Prevention Institute)
It is easy to see how the two can be confused. To me, Classroom Management prevents (most) Behavior Management.
There are MANY fads and cutesy things out there that may work. But every teacher and every class is different and has different needs. Building your classroom management repertoire is what is important. You need to be a problem solver. You see something happening in the classroom and you manipulate the situation to prevent or lessen it happening.
The beginning of the year is REALLY important. But if you need to reset during the year, it is totally doable.
Here is what I do at the beginning of the year:
Back to School: Rules and Routines to Teach and Practice
Having good routines and procedures in place will help when you have to tackle a problem behavior.
Making a connection with the child is very important before much behavior management will be effective. If they don't like you, they probably won't do what you say. Try to find as many positive behaviors you can to praise.
Peer modeling can do wonders. "Sam is sitting with pretzel legs." Notice I didn't say "I like that Sam is sitting with pretzel legs." This small change makes it about the behavior instead of your approval of the behavior. That is implied anyway.
My line in the sand is if a behavior is significant enough to get in the way of the learning of others, it needs addressed. Ahead of time, think about what the problem behaviors are and what you will do in that situation. Here are some examples of the fun that awaits you in lower elementary!
Students will have a variety of attention spans from a few seconds (seriously) to maybe 30 minutes. You will encounter students with undiagnosed ADHD, Autism Spectrum Disorder (ASD), and other behavior and mental health problems. They won't be medicated and you still have to teach them! If it is a problem, document carefully and diligently and communicate with parents, administration, behavior specialists, counselors, etc. More on documentation later.
Here are some tips on managing:
Fidgets
There are many fidgets. Look for ones that don't make noise. Try it and see if it helps or if it becomes a toy or a weapon.
Movement of seat
Have assigned seats on your carpet area. Here is a mock up of one of my classroom carpets. I put it in a page protector and dry erase wrote their names on it. When I need to, I move them. These rugs with defined spaces are great.
Sometimes students do better in a chair. I have even had kids sit on my lap or in a chair at the front of the room next to me.
Call Backs
To get their attention, there are many call backs -
T: Macaroni and Cheese
S: Everybody Freeze
T: Clickity Clack
S: Get on Track
I have them posted in my room and teach them with my rules and procedures. The ones I use are from Miss DeCarbo.
There are also wiggle seats and straps to put on desks for their feet. Be careful about these things though as some parents will want to be informed of their use or they may need an IEP or 504.
Lining up is a necessary activity, but it is BORING. Here are some tips.
I used magnet sheets to make these ceiling numbers. Instead of sticking things to the floor (custodians hate that), these they can't reach to destroy. They stand under their number. I put them far enough apart that they can't touch very easily when under them. I rearrange them if necessary as I don't know the students when I assign numbers. I do boy/girl order which helps some. Click the picture to see a video.
Using songs is fun. Here are couple. Click to download.
I learned the left one from this kinder teacher:
I also have used Lucky Ducks with some classes who just can't walk in the halls without losing their minds! I put it in my pocket and when we get back if that student did a good job, they get a treat. If they didn't get it, I will tell them what behaviors I saw that prevented it.
And sometimes, I have to resort to holding certain students' hands. I like to walk backwards so I can watch the line and last year I had one student on each side (this was kinder) who walked forward as I walked backward. It was quite a sight!
At the beginning of the year, and whenever necessary, use of materials needs to be explicitly taught. In kindergarten, I don't give them access to scissors right away. A lot of teachers love these books to teach how to use the materials.
It is amazing what kids don't know how to do. Puzzles for example, you may have to get down on the floor and do them with them.
For playdoh, I used this sheet to give ideas on what to do with the playdoh.
If they misuse things on purpose, the logical consequence is that they can't use it. This works if they can do the work without it. I have had pencil breakers write with crayons (not ideal). I cut out the materials for scissor abusers (or have another student do it). Sometimes you just have to watch them very closely while using the problem material or find an alternative activity. I have had students during centers who just could not work independently so they sat at my table doing something during every reading group so I could manage them. If it is this bad, document, document, document that behavior because it is not normal.
Developing an internal monologue or self-talk is not fully developed in many of the young students we work with. This means that if they don't say it, they don't think it. They think in pictures up until that time. So, I keep this in mind when I have students who cannot stop saying the answer without raising their hands.
One way to help is to say, "Raise your hand if you know....." Hearing "raise your hand" triggers this response and sometimes they will raise their hands even if they don't have a response. That is ok, they are learning!
Another way is to have them put their hand over their mouth as you ask the question. You can count to 3 (or whatever number you think they need) out loud or silently to give wait time. Not everyone thinks at the same speed.
Excessive talking is a sign of several things, one being ADHD. Another is not having that interal monologue. It is frustrating and annoying and bothers other students. Having desks in groups is nice for some activities and for being able to have other spaces open in your room. But for some students, they need their own space. That might be for all the time or just sometimes. Using privacy shields or "offices" as I call them is another way to give them some space. They can always earn their way back to the group.
People keep house in many ways. Some have places for everything. Some wade through laundry or garbage. You will get students from both types and many in between. You will get students whose parents put everything away for them and whose parents don't care if anything is put away.
Explicitly teaching the routines of putting their coats, backpacks, folders, water bottles, etc. away is essential.
Teaching them what goes in their desk, chair pouch, caddy, etc. is also important. We clean out our desks every couple of weeks. Kids are messy. We can't expect perfection, but we can expect improvement.
It is not a one and done teaching experience. It has to be reinforced daily and consistently.
Tattling is annoying to teachers and impacts a child's ability to keep friendships. One thing I talk about is, "Is it a big deal or a little deal?" It is hard for young learners to differentiate what is important and what we can let slide. Using your voice to tell the other person what they are doing to bother you is the first step.
When the tattle comes, my first response is usually, "How does that affect you?" or "Did you like that?" If it doesn't affect them, "That is [Child Name]'s problem, not yours." If it does, "Tell [offender] that you don't like it when [he/she] [offense]. If they do it again, come tell me." Usually, that is the end of it...until the next issue. 😉 If I need to step in, I will bring both students together and help the victim tell the offender that they didn't like what they did and why. I don't do if for them, but they may need to repeat after me. Then I will ask the offender what they could have done instead of their behavior. Sometimes we will practice that behavior. Sometimes the child will offer and apology and if not, encourage that.
"[Victim] might feel better if you apologize for [offense]." If a consequence is necessary, I will give it.
Again, you will have students with undiagnosed ADHD, ASD, and other behavior and mental health problems and well as students who just aren't made to do things they don't want to do at home. We still have to teach them. The consequence is always to do the task they are refusing to do. I will say something like, "Do it now or do it at [preferred activity] time."
For some students, the task overwhelming. I ask myself if I need them to complete the whole task to get what I want out of it. Folding the paper in half holds a lot of power. They are getting a little bit of what they want and you are only giving in some.
One student I'm thinking of did NOT like math murals. They were overwhelming and he would shut down every time. Some students LOVED them so I wasn't going to just not do them. I compromised by giving him an alternate addition activity or having most of the squares colored and he only needed to finish it.
Physical aggression can be small like pushing in line to large like stabbing with scissors. I have encountered both and everything in between. If the victim isn't hurt, I will usually just have a conversation with them. (see above about tattling)
If the other child is hurt, I generally will get administration involved. The principal, the nurse, or I will call the parent and explain the situation. I don't like kids going home with unexplained marks on them.
After the aggressor has calmed down, we will discuss the issue, attempt an apology, and give a consequence. These think sheets are nice for documentation. Your school may also have other places to document electronically so find that out. If I don't receive it back from the parent, I will follow up. Click the photo above for this resource from Falling for 1st.
Hurting staff is an immediate admin tag in. I will not be hurt at work, period.
Many kids don't know how to take care of things. We are very much in a "throw it away and get a new one" society. Teaching how to properly use property is very important. BUT sometimes, kids will destroy things on purpose out of anger or spite. Teachers don't make a lot of money, and when we do buy things, it is very frustrating when students destroy it. If backed by admin, ask the parents to replace it. I don't do this very often because most of the time, they can't afford it.
Teaching or reteaching the proper way to use the property is important, and if possible, having the student fix or clean up what they damaged is a good lesson.
Verbal outbursts happen when students are mad, frustrated, and/or overwhelmed. You need to decide which is the problem. Having a safe zone or calming corner is a good strategy to get back to self-control.
Using this is area is another thing that needs to be explicitly taught. We practice breathing techniques daily. You can't see it, but I have a poster of these in their view. The baskets have fidgets, books, and stuffed animals. I may set a timer if I have students who use it to avoid work. Visual timers are great.
You can also google it and digital ones will come up to put on your board.
After the child is calm, discuss what happened and why they yelled. I once had a student who yelled across the room that his dad was going to come to school and beat me up. 😢 Another student jumped up and said, "No he won't! We'll protect you Mrs. Bates!" I definitely cried that day. I called admin on that one and he was removed from the classroom. After calming down, he admitted that his dad wouldn't really do that.
School can be hard for some of our learners if they don't have the stamina and emotional resources to persevere. Figuring out what is causing the avoidance is important. Is it the same things every time? The same time of day? The same subject? Partner activities? Independent work? It is ok to give them a break once in a while and just throw the paper in the trash but by and large, the consequence is to do the task.
Task refusal is similar, but task avoidance is more subtle and can go unnoticed. I am thinking of a student (who ended up getting diagnosed with ADHD) who would put his center paper in his mailbox without completing it and moving on to the next (preferred) activity during centers. I was very busy holding small groups, but I caught on and checked that paper every day! He spent several recesses doing the work before he stopped trying to trick me. I've seen it all kiddo!
Having a solid routine can prevent some issues with transitions.
Kids can be downright MEAN. Some of the reasons are:
😡Seeking control
This child is often powerless or is told no constantly at home.
😡Deflecting blame
"He made me [offense]." My response is, "Is [child] the boss of you?"
😡Testing boundaries
How much can I push this person until they break? This can be an adult-child interaction or a peer-to-peer interaction.
😡Imitation
They've heard or been told these same hurtful things by people at home.
"When children boss other kids around, say hurtful things, exclude peers, and act in other unkind ways, they are [sometimes] not acting mean on purpose. By and large, these kids are struggling with difficult feelings of insecurity/self-doubt and anxiety. These complex emotions are uncomfortable and hard to make sense of and cope with, even for adults, no less young children who don’t have the self-awareness or skills to deal with these emotions effectively; so, they act them out via projection—attributing uncomfortable emotions to others. For example, Sumi, who makes fun of peers when they get an answer wrong during circle time or miss getting the ball into the basket. Sumi has a very low threshold for not being in control and “perfect.” When she sees other kids stumbling, it triggers her own feelings of vulnerability and shame. She projects these difficult emotions that are hard for her to tolerate onto others. It's a coping mechanism, albeit an unhealthy one." (Lerner Child Development)
They also give some great tips on what you can do:
👍Manage your own emotions. We can't control what parents do, but we can control ourselves.
👍Tell what happened in a matter of fact, nonjudgmental way.
"You wanted to play tag with only Jessie and you told Anna that she couldn't play and she was not Jessie's friend."
👍Guide the child to see what happened as a result of their actions.
"That hurt Anna's feelings. Also, Jessie gets to decide for herself if she wants to play with Anna."
👍Share your prospective on why they did what they did.
"It is hard to share your friend because you might be afraid Jessie won't pick you first as a partner if Anna plays with her too. But people can have more than one good friend. It doesn't mean they don't like the other person or don't want to play with them too."
👍Give the child language to use if that situation arises again.
"Next time, you could tell Anna that she can be next in the game."
Kids lie for the same reason adults do; they don't want to get caught for doing something wrong. If you can prove that they are lying (the marker they took is actually in their school box), call them out on it. Tell them that you can review the camera. Yes, I have lied to them that the smoke alarm has a camera in it! The hallways and just about everywhere else in the school does have cameras though! Explain that people will not trust them if they lie and trust is a hard thing to get back once it is gone. I always report lying that I can prove to parents. Likely they are seeing it at home too.
Definitely impose consequences for lying.
You usually lie about something you stole. Sometimes young children don't understand that something belongs to another person but not that often. Having the best or biggest pencil/highlighter/eraser/ball is an innate human quality. Like lying, if you can prove it, call them out on it.
I have had to bag check certain kids every day to make sure they aren't taking my things or those from other students. The Labubus (if you know you know!) were a very hot item to steal last year!
This is another offense that I get parents involved with. I encourage them to ask if they come home with something they didn't go to school with. Sometimes it is legit, but if not, send it back. I also do not allow toys to come to school. If they do, they get a warning not to bring toys. If it happens more than once, the item goes in my desk and the parent can come get it if they want the child to have it back. Most of the time, the child doesn't even tell them that I took it!
Definitely impose consequences for stealing.
Kids curse. They hear their parents, older siblings, kids on the bus, on videos, and they repeat what they hear. In first grade, most of the time it is "stupid" or "butt" or the like, but I will get the real ones on occasion. I actually try not to make a huge deal about it because then the student sometimes want to use the language more.
Calling a teacher a curse word is a different story. Admin is definitely tagged in on those incidents.
As babies and toddlers, kids whine and to get their needs met. Some parents give in too easily when whining is not longer age appropriate because it is easier in the moment to give in. My response is: "I will listen when you use a first grade voice." I'm pretty good at ignoring, too.
Throwing things is usually caused by anger or frustration, similar to what I wrote about verbal outbursts. If we are talking paper airplanes or the occasional crayon or eraser, that is one thing. If it is to hurt someone or to damage the material, that is different.
Kids do silly and impulsive things. They are kids. If they didn't we wouldn't be in business! Sometimes they have too much energy or are overstimulated. Make sure you are giving them movement breaks. Recess is a need, not a want. I do a break in the morning, at lunch, and in the afternoon. I try to go outside as much as possible, even if it is ten minutes!
Sometimes kids are trying to connect socially. Getting a laugh can initiate and maintain friendships. Two students I remember could not play together in the classroom without getting the giggles. I allowed them to play together outside, but in the room, I just had to separate them as it wasn't constructive.
Some kids are desperately seeking our attention. They also might be trying to test the limits of what they can do. If we give them positive attention often, it can lessen these behaviors.
The term class clown comes to mind when thinking about a student who had a lot of struggles at home. They may be masking an emotion like frustration or anxiety. Most professional comedians come from dysfunctional home lives. Keep an eye on students like this and refer them to the counselor.
"The rise in childhood anxiety is driven by a combination of digital overstimulation, intense academic and extracurriculur pressures, global uncertainties, and shifting parenting styles that often replace resilience-building with avoidance." (National Library of Medicine)
Anxiety is a common issue with many children in my classroom. It can take many forms. Here are some I have noticed:
🧠 Pain - stomachaches, headaches, or other physical complaints.
The nurse can often tell which students are anxious because they are frequent flyers. Some will know that their classroom teacher is on to them but will ask to go to the nurse from specials or lunch.
🧠 Being tired
If a student falls asleep in class, I will check to make sure they don't have a fever (mom instinct), but otherwise will just let them sleep.
🧠 Fidgeting or lack of concentration
Anxiety, ADHD, ASD, and other mental health issues can overlap.
🧠 Bathroom trips
Students who visit the bathroom more often than you think is necessary are often craving a break from their anxiety.
🧠 Irritability, crying, or tantrums
Just like adults, kids who are stressed act out.
🧠 Task avoidance or refusal
There is usually an underlying reason to not doing the work other than just not wanting to.
🧠 Clinginess
Kids that hang around adults often have anxieties.
🧠 Worrying
Sometimes it is very obvious. They will say they are worried about something and they are.
Listen to their worries. Be supportive. Seek out help from admin and counselors. Contact parents to let them know what you are seeing.
Use of a calming area should be encouraged.
When the cat's away, the mice will play! If every classroom had a bathroom, a lot of problems wouldn't exist! If they can't see you, the rules don't exist (for some students).
Pay attention to who wants to go to the restroom at the same time as someone else. Send a responsible student with them instead.
I don't send them with a pass (ew!). They show me the bathroom or drink sign. If I nod yes, they put a cone on their desk.
Set a timer if needed. I discourage using the restroom during lessons. They can't learn if they are in the room! If they do miss something important, they have to learn it/do it during another time like recess or PE, etc. Clear that with admin or your PE teacher first though.
Cheating is really hard for me to give consequences for in first grade. Most of the time, we are doing the work together so naturally, they are going to look at each other's work. If it is getting in the way of the "cheaters" learning, I will give them a privacy shield or move them to a different space like my table or with a clipboard on the carpet while other students are at their desks.
I did have a student hide a spelling list in his desk and was looking off of it on a spelling test once but that was the only time in 22 years!
At this age, they don't understand grades. We use standards based grading so there are no grades anyway. They really just want to please you for having their work done and well.
So be careful using the word, cheating. My own son, who has mild ASD and an IEP, was accused by his first grade teacher of cheating. Come to find out, she had taken away the paper the whole class was copying off of the document camera before he was done and he was using his neighbor's paper to finish. THAT IS NOT CHEATING! Especially for a child with special needs. Needless to say, we had some words!
You will be told that documentation is necessary to get students additional help when it comes to behavior. What does it mean to document behavior?
Not every behavior needs to be documented. Every child is going to have moments of bad behavior. If your school requires it, they may ask you to log isolated events in a digital system like Skyward/Powerschool/Teacherease or in another way. This is important for tracking of schoolwide issues and for reports to say the school board.
You will want to document behaviors that you feel are abnormal in nature or frequency to have evidence that students need special behavioral services like from a behavior specialist, a 504, or an IEP. You are looking for repeated behaviors by the same student.
When documenting behavior, focus on objective and observable data rather than subjective feelings. Here is a step-by-step structure to your documentation:
👩🏫 Describe the behavior using clear, actionable terms so the reader can visualize exactly what is happening.
👩🏫 Choose 2 or 3 of the most common or problematic behaviors.
👩🏫 Log the frequency, duration, and intensity of these behaviors.
👩🏫 Identify the triggers.
👩🏫 Note the accommodations and interventions that are tried to correct the behavior.
👩🏫 Collect work samples.
Here is an editable example of a behavior log I have used in the past. Please make your own copy.
I think this may be my longest but possibly most important blog post yet. I hope it helps with both your classroom and behavior management!
