Discipline - An Ounce of Prevention is Worth a Pound of Cure

Classroom teachers need an arsenal of discipline strategies to prevent behavior problems from arising, stop misbehaviors when they occur, and address the cause of the behavior problems so they don't occur again. Prevention is the most effective and cost-efficient technique for dealing with discipline problems.  In fact, there are many "research-proven practices" that classroom teachers can utilize to prevent discipline problems and/or address these problems if they occur. These strategies can be integrated into teaching & learning activities to support all students, including students involved in behavior intervention plans (BIP), or positive behavioral supports (PBS). 

According to a meta analysis of over 100 separate studies, involving more than 5,000 students, the following classroom management strategies, which are listed in order of effectiveness, have been the most effective in decreasing student disruptions:

1. Mental Set

2. Disciplinary Interventions

3. Teacher-Student Relationships

4. Rules and Procedures1

The following hyperlinked flow chart provides effective techniques that classroom teachers, administrators, school-based intervention teams, &/or IEP teams can utilize to prevent discipline problems from becoming a major obstacle to teaching and learning. In addition, if the stakeholders involved in implementing these strategies require supports &/or training, this can be integrated into the school-based intervention plan &/or IEP, for students with disabilities:

 


 

Footnotes

1. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003) Classroom Management that Works   Alexandria, Virginia, Association for

Supervision and Curriculum Development - page 7.
Additional references -

Gottfredson, D.C., Gottfredson, G.D., and Hybl, L.G. “Managing Adolescent Behavior A Multiyear, Multischool Study.” American Educational Research Journal 30, no. 1 (Spring 1993): 179-215.

 

Emmer, E.T., Evertson, C.M., and Anderson, L.M. “Effective Classroom Management at the Beginning of the School Year.” The Elementary School Journal 80, no. 5 (May 1980): 219-231 (esp. 227).

 

Smith, M.A. and Misra, A. “A Comprehensive Management System for Students in Regular Classrooms.” The Elementary School Journal 92, no. 3 (Jan 1992): 353-371.