One of the keys to classroom management is proper organization of the lesson, including a plan that maximizes the use of instructional time. The more free time students have, the more opportunities that they have to cause mischief. However, another important principle in behavior management is that it is crucial to know what the “true function of the behavior is” (ABA Supplemental Readings, p. 7). Until a teacher knows why the behavior is taking place and formulates a proper rationale, the off-task behavior will continue to derail instruction. That means that new hypotheses need “to be formulated using data collected during the functional behavioral assessment” (ABA Supplemental Readings, p. 7) in order for meaningful change to take place.
My lesson plans are designed to minimize disruptions. I take the time to get to know my students through classroom interaction and journal writing, which gives me a window into their interests and their priorities. I also believe that a “classroom entry activity” (Applied Behavior Analysis Participant Manual, Handout 2B) is key to getting the period off to a smooth start. Because I believe in establishing trust from the very first day of class, it allows me to follow the recommendation that “consequences should always be designed to function as corrective procedures” (Applied Behavior Analysis Participant Manual, Handout 2B). When I understand why a particular behavior is taking place, or why a particular student is likely to make a certain choice, I can take steps in my lesson planning to make that choice less likely, either through pacing my transitions to be swift and efficient, through arranging my classroom seating chart so that certain students can avoid certain temptations and other means. These methods are how I have made a meaningful difference in the lives of students who might otherwise spend a lot more time receiving discipline.
Works Cited
ABA Supplemental Readings. Course reading.
Applied Behavior Analysis Participant Manual. Course reading.
