Norms and Expectations
Appropriate Classroom Behavior for Young Children
Planning an effective classroom environment includes structuring the physical arrangement of the classroom to increase appropriate behaviors, such as engagement, and decrease the probability of challenging behaviors. There are different strategies for structuring the physical classroom include: arranging the classroom to ensure visual monitoring of children, arranging activity centers to support children’s appropriate behaviors (e.g., limiting the number of children in a center) and facilitating smooth transitions among activities (e.g., organizing
The location of materials on shelves), and arranging materials in the classroom to promote engagement, mastery, and independence (Lawry, J., Danko, C., & Strain, P. (1999). When a child’s independence is increased, it builds their confidence and is this is less likely to create challenging behavior. Children like certainty! When teachers begin to create the daily schedule of the classroom, they should consider different factors. For example, going over numbers, alphabets, or even reviewing the story for the day should most likely be done in the morning rather than the afternoon because children are more alert then. Children need to learn how to work and cooperate with one another. Aggressive behavior can be seen in the way in which some children express their anger or frustration over a situation (Gable, R. A. 2004). However, it is not acceptable classroom behavior. Children need to understand that using words instead of actions is the more effective way of communicating their feelings. When children become aggressive it’s usually because they struggle socially. Contributing Factors The fact that Ron was moved from one classroom environment to another played a major part on his challenging behavior. Unexpected change in routine for children can cause a child to act out and become defiant. When students know what routine to expect, they are more
Planning an effective classroom environment includes structuring the physical arrangement of the classroom to increase appropriate behaviors, such as engagement, and decrease the probability of challenging behaviors. There are different strategies for structuring the physical classroom include: arranging the classroom to ensure visual monitoring of children, arranging activity centers to support children’s appropriate behaviors (e.g., limiting the number of children in a center) and facilitating smooth transitions among activities (e.g., organizing
The location of materials on shelves), and arranging materials in the classroom to promote engagement, mastery, and independence (Lawry, J., Danko, C., & Strain, P. (1999). When a child’s independence is increased, it builds their confidence and is this is less likely to create challenging behavior. Children like certainty! When teachers begin to create the daily schedule of the classroom, they should consider different factors. For example, going over numbers, alphabets, or even reviewing the story for the day should most likely be done in the morning rather than the afternoon because children are more alert then. Children need to learn how to work and cooperate with one another. Aggressive behavior can be seen in the way in which some children express their anger or frustration over a situation (Gable, R. A. 2004). However, it is not acceptable classroom behavior. Children need to understand that using words instead of actions is the more effective way of communicating their feelings. When children become aggressive it’s usually because they struggle socially. Contributing Factors The fact that Ron was moved from one classroom environment to another played a major part on his challenging behavior. Unexpected change in routine for children can cause a child to act out and become defiant. When students know what routine to expect, they are more
References: Lawry, J., Danko, C., & Strain, P. (1999). Examining The role of the classroom environment in the prevention of problem behaviors Gable, R. A. (2004). School-wide positive discipline. Richmond, VA: Virginia Department of Education Brown, W.H., Odom, S.L., & Conroy, M.A. (2001). An intervention hierarchy for promoting preschool children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21, 90 – 134