ERIC ED502982: Supporting Positive Behaviour In Alberta Schools: A Classroom Approach - Info and Reading Options

The Internet Archive:

Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to provide teachers with effective strategies to improve behavioral outcomes in their classrooms. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of effective classroom management that support positive behaviour are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Classroom organization, including the physical environment and structures and routines that foster learning and encourage positive behaviour throughout the school day; (3) Differentiated instruction that considers the individual learning needs of students and creates learning situations that match students' current abilities, learning preferences and specific needs, but also stretches their abilities and encourages them to try new ways of learning; (4) Classroom behavioural expectations that are clearly articulated, aligned with school-wide expectations and consistent throughout the school day; (5) Social skills instruction that demonstrates and directly teaches specific classroom behavioural expectations; (6) Positive reinforcement for individual students and groups of students who demonstrate positive behaviours; (7) Fair and predictable consequences for individual students who demonstrate negative behaviours that adversely affect them, others and/or the classroom environment; (8) Administrative and collegial support that creates a team approach to positive behaviour supports throughout the school and in each classroom; (9) Gathering data to understand student behaviour, and using observation and analysis to identify students' strengths and needs, identify the areas for improved classroom management and measure progress over time; and (10) Targeted supports for students at risk of developing increasingly challenging behaviours. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular classroom. (Contains 6 footnotes, form templates and an index.) [Contributing writers include Karen Bain, Darci Fulton, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502983 and ED502984]

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