# data[].attributes.body
When students display misbehavior, it is important that teachers address the misbehavior right away. Although some educators have found it to be beneficial to ignore misbehavior and hope that students eventually make the right decision and abandon their misbehavior, it has been proven that a higher percentage of those students continue their misbehavior. Research shows that teachers, unfortunately tend to focus on the students' misbehavior without creating resolution (Mather & Goldstein, 2001). Many teachers often say that ignoring the behavior is best, that they are unsure of how to respond, or that they are apprehensive about student reactions when asked why they don't uphold expectations and address misbehavior (Wells, 2016). "Unfortunately, tolerating inappropriate behavior can validate the misbehavior and overlooks an opportunity to teach coping skills" (Wells, 2016, para. 2). Instead of ignoring their misbehavior, the teacher can address the behavior by providing more efficient, positive attention, provide more attention that is obvious, and respond more firmly and assertively in the moment that positive changes need to be made (Minahan, 2017).
Example:
Ryan is speaking to a friend three seats away from him during individual guided reading sessions. After providing non-verbal cues and glancing into the students' direction, Ryan continues to speak to his friend even though his friend stops talking. I ask Ryan to help me pass out supplies so that I do not embarrass him in front of his peers.  I first let him know that I appreciate his help but I did not appreciate him talking to his friend while his peers were working on their assignments. This approach would be appropriate for Ryan because it is a noninvasive way to address his behavior without embarrassing him.

Mather, N., & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. pp. 96-117.
Minihan, J. (4 February, 2017).

Why ignoring may backfire: Positive alternatives for disruptive behavior. [Blog post]. Retrieved from https://www.huffpost.com/entry/why-ignoring-may-backfire_b_9154388

Wells, T. (2016). Moment by moment: An instructional approach to positive behavior. Amle. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/668/Moment-by-Moment-An-Instructional-Approach-to-Positive-Behavior.aspx

# data[].attributes.attachment_link.title
Why You Can't Extinguish Misbehavior by Ignoring It

# data[].attributes.headline
Build Excitement and Interest for the Content

# data[].attributes.subject
Build Excitement and Interest for the Content

# data[].attributes.body
According to research conducted in a 2007 report sponsored by the National Comprehensive Center for Teacher Quality, planning highly effective and engaging instruction "...reduces but does not fully eliminate classroom behavior problems" (Bennett, 2019, para. 1). Authors Regina Oliver and Daniel Reschly explained that instruction that encourages academic engagement includes material that students can relate to, lessons given in sequential order to pace students' learning, frequent opportunities for students to respond to the learning, and immediate feedback (Bennett, 2019). Building this excitement in students:

Gives them a voice and choice

Makes instruction fun or enjoyable, which, in turn, creates real or authentic learning experiences.

Makes instruction relevant.

(Bennett, 2019)

Example:
At the beginning of the year, I had each student create a list of ten "dream" experiences that they would like to have throughout the school year. I then took their lists and drafted a master list of 10 experiences that I applied to the already planned curriculum in hopes that applying their interests to the curriculum will help them remain engaged throughout the school year.
Example List:
1. I love art!
2. I love to learn outside of the classroom.
3. I love reading with friends.
4. I love creating videos.
5. I would like for my dad to come and speak to the class about his job as a fire fighter.
Etc.

Bennett, C. (2019).

7 ways to take control of your classroom to reduce student misbehavior. ThoughtCo. Retrieved from https://www.thoughtco.com/classroom-management-reduce-student-discipline-7803

# data[].attributes.body
Everyone appreciates praise. Just like anyone else, students thrive off of knowing that they are working towards a goal in a way that is appropriate and that they are doing something positive to contribute to the learning environment. How an educator praises a student is just as important as what they say to the student. Cognitive psychologist Daniel Willingham believed that for praise to be effective and for students to gain appreciation for it, the verbiage must be:

Sincere, earned, and truthful

Very specific

Should not be directive

Focused on the students' process, not ability

Immediate and unexpected

(Finley, 2017)
Research shows that effective praise in young children is important and can positively affect their academic and social development (Bennett, 2019). In getting to know your students from the beginning of the school year, as an educator, you become knowledgeable about how they prefer to be acknowledged. Praise is most effective when educators:

Notice students' efforts

Make eye contact with the student(s)..

Smile with sincerity and enthusiasm.

Deliver praise in proximity

Prepare to share praise that is specific to the task.

Describe the behavior you want to reinforce telling how you feel about it with specific comments

Keep records of successful efforts and praise so you can make connections in future assignments (Bennett, 2019).

Example:
Sarah has struggled with conveying her thoughts in response to her friends' artwork. Sarah feels that if she shares her opinion about their work, that her friends will no longer want to be friends with her. To encourage Sarah to share her criticism with her friends, I allowed her peers to share with her first to give her examples of how she can open up to them. As she becomes comfortable enough to begin reciprocating the criticism to her peers, I shared my own comment with her, "I see your efforts in opening up to your friends. Your comments were thorough and specific. I see your growth! Awesome job!" This would be appropriate for my class because 1st grade is a time when students learn to convey their thoughts and grow in their social development.

Finley, T. (2017). Making sure your praise is effective. Edutopia. Retrieved from https://www.edutopia.org/article/making-sure-your-praise-effective
Bennett, C.M. (2019). Effective praise in the classroom. ThoughtCo. https://www.thoughtco.com/effective-praise-8161

# data[].attributes.body
Setting rules and expectations for students is an important factor in behavioral management.  According to research, "The notion that designing and implementing rules and procedures in class and even at home has a profound impact on student behavior and on student learning" (Catapano, n.d., para. 3). The rules that educators expect students to abide by must be simple, they must be broken down in distinguishable categories, and not include one-size-fits-all category expectations (Catapano, n.d.). The rules that are required of the students must be simple, clear, and concise to ensure that students are able to clearly understand what is expected of them.
The best way to display the rules and expectations so that they are accessible to students at all times is to create a sign that can be hung in the classroom. The sign should be in a space in the classroom where all of the students can see it, it should include pictures in color along with the words, and it should include verbiage that the students can understand.

Example/Explanation: At the beginning of the school year, I will provide the students with 4 major rules for the classroom. The sign will hang in the classroom and the students will refer to it as needed.
Joe, a well-known class clown usually finds joy in making his peers laugh at inappropriate times during the reading lesson. Once all of the students are off task, I interject and encourage the students to sit quietly for the next 10 seconds so that we can calm down and center ourselves. For the next 5 minutes, as a class, we will create a Y-Chart. A Y-Chart explains on paper what it looks, sounds and feels like to follow the classroom rules, This is a transformative opportunity to help my students see the benefits in following the classroom rules.

Catapano, J. (n.d.).

Classroom management: develop clear rules, expectations. Teacher Hub. Retrieved from https://www.teachhub.com/classroom-management-developing-clear-rules-expectations

# data[].attributes.headline
MODEL! Model the Behavior You Want to See

# data[].attributes.subject
MODEL! Model the Behavior You Want to See

# data[].attributes.body
Teachers are seen as role models in the classroom. It is not only important o tell your students how to act appropriately in the classroom, it is imperative to show them what it looks like to act appropriately in the classroom. When teachers model the behavior that they want to see their students portray, they provide their students a developmental blueprint. Research shows that to achieve modeled behavior, teachers must first think about their approach, visualize the potential challenges, make clear expectations from the beginning, model the appropriate behavior, encourage their students' good behavior, and make room for students' suggestions (DiGuilio, 2000). Almost everything educators do in the classroom -- the way they speak, how they make use of technologies, what they demand of their students -- provides a model for them in some way (Gooblar, 2015). We can use students' natural interests toward observational learning and influence them through our choices.

Example:
It is the first day of my first grade class and as my students are filing into the classroom, I have my co-teacher pose as the primary teacher. I walk into the classroom along with two other students, I place my laptop bag on my desk and take the materials I need for the day out and place them neatly on my desk. I then face my co-teacher in silence with my hands folded on top of my desk and my mouth closed. As my co-teacher begins to introduce herself to the class, I ensure that I continue to focus on her as she speaks. When she is done introducing herself, I raise my hand to introduce myself to the class. Not only does this example help me model good behavior to my first graders, it is a great way to capture and maintain their attention.

DiGuilio, R. Positive Classroom Management, 2nd Edition. Thousand Oaks, CA, 2000: Corwin Press.