Predictable Environments
The establishment of predictable environments is one technique that I have found to be successful in the reduction of inappropriate behaviours and has been especially important for students who are at high-risk or have a disability. Oliver and Reschly (2007) argue that when environments are unpredictable, students will behave in ways that create predictability, even if it appears they are causing more negative consequences for themselves.
A definitive and consistent schedule in the classroom is usually highly effective and you should always communicate clear expectations that are applied each day in your classroom.
Observation studies (VanAcker, Grant and Henry, 1995) in classrooms indicate that for at-risk-students, receiving praise from the teacher for appropriate behaviour or for correct academic responses is atypical and thus not predictable. Reprimands on the other hand, reliably follow inappropriate behaviour and consequently, students may resort to inappropriate behaviour to increase predictability in the classroom and to escape from academic tasks that are difficult.
Oliver and Reschly (2007) suggest a number of techniques that schools can adopt to assist the goal of behaviour management through the establishment of predictable routines and these include:
· Identify several positively stated behavioural expectations that apply to all students and staff in all settings (eg. Be respectful).
· Identify behavioural examples for each expectation that replace inappropriate behaviour (eg. Use polite language).
· Teach and practice the expectations at the beginning of the school year and periodically throughout the year.
· Use effective procedures that encourage and reinforce pro-social behaviour (eg. Specific contingent praise or a token
economy).
- Use evidence-based practices to discourage and reduce inappropriate behaviour (eg. Overcorrection, time-out from positive
reinforcement)
· Monitor the effectiveness of the school-wide plan.
I have found that students benefit from structure throughout the entirety of the lesson and need to be required to work until the bell goes. From my observations in the classroom, I have noticed that the students tend to get into trouble when they do not have tasks to complete. Also remember, you can not successfully deploy technical high school classroom management that works without a positive mindset.
Plan to teach each lesson with a positive frame of mind and look at the students to be the best at good classroom behaviour and individual participation. Once students reach the height that is worthy of praise, make sure they know it. If you approach each lesson with the fear of the worst and then act negative towards students, you should expect them to do the same to you (High School Classroom Management Strategies).