Session 3: Classroom Management

Classroom management is the full toolkit of skills and routines a teacher uses to keep a class organized, focused, and productive. Done well, it minimizes whatever gets in the way of learning and maximizes whatever helps it along, for individual students and for the group as a whole.

Definition adapted from edglossary.org

Consider the vision you have for your classroom. Describe what "classroom management" actually looks like in this classroom.

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Five Critical Domains

The Building Blocks of Management

Running a successful inclusive classroom takes intentionality across five domains. Tap through each one, and use the space to note your own strengths and where you'd like to grow.

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Academic Instruction

How clearly and effectively you deliver content, and how well students can actually access it.

Your Strengths & Growth Areas Here

Make Data Your Best Friend

Understanding Behavior

Managing behavior can be a real challenge. As teachers, we already use data to inform instruction, if 75% of students miss a test question, we analyze the error before reteaching. Behavior deserves the same treatment. Two frameworks help: the ABC model, and the four functions of behavior.

A Simple Framework

The ABC Model

Every behavior sits inside a sequence. Tap each part.

The Why Behind the What

The Four Functions of Behavior

Almost every behavior serves one of four functions for the student. Identifying which one is at play tells you what's actually maintaining the behavior.

Escape: gets away from something unwanted Attention: gets a reaction from someone Tangible: gets access to an item or activity Sensory: feels good or satisfying on its own

Put It Into Practice

Try It Yourself

Here are two real-sounding classroom moments. Tap to see how the ABC model and the four functions break each one down.

Scenario 1

Every day during independent reading time, a student gets up and wanders the room, eventually ending up at the teacher's desk asking questions.

Antecedent

Independent reading time begins, requiring quiet, solo work.

Behavior

Student leaves his seat and repeatedly approaches the teacher's desk.

Consequence

Teacher gives him one-on-one attention to answer his questions.

Function

Attention. The behavior reliably produces adult attention, which is likely what's maintaining it.

Scenario 2

A student consistently puts her head down and refuses to start whenever a math worksheet is handed out.

Antecedent

A math worksheet is distributed to the class.

Behavior

Student puts her head down and does not begin the task.

Consequence

Teacher stops asking her to complete it and moves on to other students.

Function

Escape. The behavior successfully gets her out of the task, which is likely what's maintaining it.