Classroom and Behavior Management

Classroomand Behavior Management

Principally,teachers are faced with a challenging task of ensuring that thestudents behave in the appropriate manner. As such, they encountermisbehavior among the students prompting them to take action whensuch is realized (Kelm&amp McIntosh, 2012).Essentially, an appropriate strategy can be used to ensure thatpositive behavior is instilled among the learners. Concisely, thispaper seeks to demonstrate a workable strategy (state card strategy)that can help in ensuring that learners adhere to the proper behaviorwhile in and out of the classroom, which is in line with sociallearning and behaviorist theories. The strategy is expected to workfor students between the age of 6 to 18.

Purposeof the strategy

Thestate card strategy encompasses three steps that are aimed atensuring that learners within the age of 6 to 18 years demonstrategood behavior in and out of the classroom. Concisely, studentsdemonstrating good behavior demonstrate a higher rate ofcomprehension in comparison to undisciplined learners(Kelm &amp McIntosh, 2012).As such, the strategy shall use behavior assessment tools, whichshall be the basis for the development of appropriate correctivemeasures to eliminate the occurrence of bad behavior among learners.The state card strategy will analyze and precisely determine the mostcommon vices that are exhibited by the children between the ages of 6to 18 years. The strategy will also help in demonstrating the role ofthe teacher in ensuring that learners demonstrate good behaviors asinculcated through the learning process.

Howthe strategy can impact positively on student behavior

Thestate card strategy will encompass an assessment tool that willcontain student’s behavior analysis. As such, the state cardstrategy is a problem-solving measure that identifies witheffectiveness the social and cognitive factors that are associatedwith the occurrence of certain behaviors among the learners. Therationale behind behavior assessment is to develop correctivemeasures that are in line with the prevalent behavioral problems. Itis imperative that when providing an appropriate mechanism, teachersshould identify the cause of misbehavior (Eggen &amp Don Kauchak,2001). Therefore, the state card strategy helps in identifying thecause of bad behavior among learners and offering tailored solutions.Moreover, since most teachers stipulate the rules that learnersshould follow, such becomes the target behavior that is compared withthe assessment outcome to offer appropriate action. The definition ofthe rules in the strategy acts positively in inculcating goodbehavior


Inthe state card strategy that shall be implemented to ensure that goodbehaviors in schools are inculcated is based on three basic steps.First, a behavior analysis tool will be designed to determine withintent the most common behavioral problems that are prevalent amonglearners. As such learners and teachers will be subjected to surveyquestions for their response. In this case, the assessment tool isbased on the personal behavior of learners, the role of the teacherand the discipline measures that are commonly applied by the teacherswhile offering discipline measures.

Thesecond step encompasses the analysis of the child behavior incomparison to the target behavior. In this case, it is possible todetermine if the learner is disciplined by comparing the idealbehavior with the evident actions. In this case, a checklist isavailed that outlines the performance of the student whiledemonstrating the bad behavior that is most evident. Finally, thestrategy will offer corrective measures that are in tandem with thebehavioral problems demonstrated. As such, the incorporation ofliterature is evident to avail ideal solutions.

Strategyrelationship with learning theories

Thestate card strategy stipulated above stipulates measures that promotegood behaviors among learners.Otherthan being reactive to behavioral problems, it is important that theteacher puts measures that would encourage young learners todemonstrate good behavior. In this case, assessment of the behaviorsis necessary, as demonstrated in the stipulated strategy, as aproactive measure. This is in tandem with the postulations of thesocial learning theory that advocates for the proactive measuresrather than being reactive in behavior correction (Akers,2011). Moreover,the strategy demonstrates the importance of setting the targetbehaviors to compare with the exhibited ones. The state strategy asdescribed above will encompass the expectation of the learners asstipulated in the social learning theory. The strategy is in tandemwith the behaviorist theory that states that the corrective actioncan be lead to either positive or negative response and hence theneed for appropriate intervention measures (Akers,2011).


Effectiveteachers demonstrate their skills through a wide array ofinstructional strategies that are at their disposal. Nonetheless,there is no any single strategy that can guarantee adoption anddemonstration of good behavior among the students. As such, it is theresponsibility of the teacher to be prudent in applying thestrategies appropriately in line with social and behavioral learningtheories. In this case, the articulated strategy is in line withpostulations in social learning and behaviorist theory. Despite thetwo theories demonstrating stylistic differences, it is evident thatlearning and the environment are key aspects in determining childbehavior. It is the responsibility of the teacher to prevent andresolve discipline problems and make the students get interested inlearning.


Akers,R. L. (2011). Sociallearning and social structure: A general theory of crime anddeviance.New Jersey. Transaction Publishers.

Eggen,Paul and Don Kauchak. (2001). EducationalPsychology: Windows on Classrooms.Upper Saddle River, New Jersey: Merrill Prentice Hall. A graduatelevel textbook containing current theories and overviews of theirapplication.

Kelm,J. L. &amp McIntosh, K. (2012). Effects of school‐widepositive behavior support on teacher self‐efficacy.Psychologyin the Schools,49(2),137-147.