Effective classroom management principles work across almost all subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006).
When using a tiered model in which school-wide support is provided at the universal level, classroom behavior management programs have shown to be effective for 80-85 percent of all students.
Classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development.
Classroom management systems are most effective when they adhere to three basic principles (Brophy, 2006, pp. An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams.
Teachers should not assume that students know the appropriate and expected classroom behaviors.
Instead, teachers should make it a priority to help their students understand what appropriate classroom behaviors are and make this information explicit.
Then we talked about how this might make everyone else feel and how it might affect our class community.
We agreed that this was a problem because it did not make everyone feel welcome.
Eventually we settled on two possible preventative solutions: 1) they could come to the circle separately and choose a place to sit away from close friends so they wouldn't be tempted to resist moving.
2) we could make assigned seats around the circle so that no one would feel uncomfortable about moving if necessary.