9 Expert Insights about Student Behavior

Put Prevention First

Effective classroom management means reducing the likelihood that such behavior occurs in the first place. Think about it this way: A mini­mum of 80% of the time that you invest in managing student behavior should be invested in preventive approaches. Being proactive in setting up your classroom management structure and approach should then result in having to redirect undesired student behaviors no more than 20% of the time. This 80–20 split (80% prevention, 20% intervention) is generally accepted within the professional literature and is a common practice within effective classrooms.

Show That Relationships Come First

Trauma-sensitive educators demonstrate in their day-to-day interactions that relationships come first. Create a classroom and school community where students are warmly greeted by name and appreciated for who they are by both adults and classmates. Model positive relationship attitudes and actions that are marked by unconditional care and acceptance. Show genuine interest in students’ lives, including their personal interests and passions. Trauma-sensitive educators truly love their kids, and it shows—no matter what.

Build Trust to Establish Rapport

Estab­lishing rapport doesn’t mean you become each student’s best friend. Gaining a closeness with your students positions you in their eyes as having their best in­terests at heart, even when what you’re asking them to do is not high on their priority list. Such relationships are based on trust. Trust helps with student motivation, which requires thoughtful tilling and planting of the soil (as in a garden). Classroom soil that is conducive to student learning doesn’t produce growth on its own. That growth is supported by your approach to teaching.

Question “Compliance”

The word “compliance” is disproportionately found in the school records of stu­dents with disabilities. Emphasiz­ing compliance can teach students to obey without question. Students who learn to be compliant will do what they are told in the classroom and potentially beyond, including instances in which directives inspire inappropriate or even dangerous behavior.

Instead of compliance, students with and without disabili­ties should be taught to be fair, to be helpful, to be respectful, and to follow school rules to the best of their ability. A curriculum of self-determination should also be a focus for learners on the autism spec­trum. Students who are taught about self-determination will be able to protect and advocate for themselves. And as they learn decision-making, problem-solving, and goal-setting skills, they’ll be better equipped to assess their challenges and understand their own behavior.

Support Regulation with Water and Snacks

Students who were exposed to substances prenatally or experienced early childhood trauma often have significant changes to insulin receptor sites, making them at risk for dramatic behavioral changes when their blood sugar begins to drop below optimal levels. A key way to assist students with regulation is to ensure that all students have access to water and frequent healthy snacks throughout the day.

In addition to the obvious biological benefits to healthy snacking and drinking water, frequent access to nourishment and hydration will be psychologically reassuring to students who have experienced neglect. Water and snacks can prevent a triggering of their stress response systems when they start to feel hungry or thirsty.

Aim for the 4:1 Ratio

For each instance of corrective feedback for undesired behavior, you want to provide (at least) four instances of positive reinforce­ment for desired behavior. Use your instincts about each student, your expertise about the principle of reinforcement, and your understanding of proportionality to achieve the 4:1 ratio. Here’s the bottom line: All your kids need reinforcement, but not all of them need reinforcement at the same time or on the same schedule. The goal is to achieve the 4:1 ratio with each of your students as well as with your class as a whole.

Look Closely at Your Curriculum

When a student is struggling, especially when they’re struggling in one environment or sub­ject area more than others, consider whether the content or instruction needs to change. Common causes of challenging behavior (especially in autistic students) include:

• Curriculum that is dull and lacks variety (e.g., using the same flashcards or worksheets repeatedly)
• Curriculum that is not age-appropriate (e.g., having a 10-year-old “work on” color identification)
• Instruction that is a poor match for the individual’s learning profile (e.g., expecting a very active student to sit for long periods)
• Instruction that is incompatible with the learner’s challenges (e.g., assigning work with complex directions)
• Few opportunities for communication, conversation, and choice making (e.g., failing to provide a student who needs AAC with communication supports)
• Not enough social interaction (e.g., providing most of a student’s instruction in a one-to-one format)
• Not enough fun or joy (e.g., failing to include novel or exciting elements in lessons)

Discover more practical tips, tools, and guidance in the books behind today’s post!

• Insights 1, 2, 3, 5, and 8 adapted from The Teacher’s Guide for Effective Classroom Management, Third Edition, by Tim Knoster, Ed.D., & Stephanie Gardner, Ph.D.
• Insights 4 and 7 adapted from Building Trauma-Sensitive Schools by Jen Alexander
• Insights 6 and 9 adapted from You’re Going to Love This Kid!, Third Edition, by Paula Kluth