In an effort to create a positive learning environment, teachers can address problematic classroom behaviors by developing appropriate relationships with students that help them feel more comfortable in academic settings. Lane, Pierson, Stang, & Carter (2010) examined teachers’ expectations of student behavior. The results reiterated the importance of teacher student interactions. The researchers noted the importance of purposeful planning, and building effective communication and suitable relationships in an effort to promote positive behavior change at all grade levels. Suggestions for building appropriate teacher student relationships include talking to student in concrete terms, balancing praise and corrective feedback, identifying alternatives to appropriate behaviors, and understanding how cultural and linguistic differences impact peer and adult interactions in classroom settings (Ford & Kea, 2009; Smith & Misra, 1992).
At times, teachers may find themselves directing critical remarks toward a particular student. Teachers should speak to students in concrete terms, using vocabulary and syntax that is appropriate for the students’ comprehension levels. It is important that teachers not only set up opportunities for students to be successful and praise their efforts but also take advantage of teachable moments to provide feedback and assist students with modifying classroom behavior that disrupts the learning environment. As a result, praise and criticism should be specific so that students can identify which aspects of their behavior are being addressed.
Helping students identify alternatives to inappropriate behaviors results in the promotion of positive behavior change. Teachers should keep in mind that the alternative behavior should be an incompatible behavior that serves the same function as the problematic classroom behavior. This decreases the likelihood that the student will be able to engage in the desired behavior and the problematic behavior at the same time. For example, a student cannot impulsively walk around that classroom and remain in an assigned area at the same time. To encourage more appropriate behavior that may serve the same function, the student can obtain permission to walk around in a designated area. By providing increased opportunities for engaging in the suitable alternative behavior that serves the same function, teachers will create learning environments that prompt positive behavior change. Creating opportunities for students to be successful will increase the likelihood that students will choose to engage in desirable behaviors and student efforts should be positively reinforced. Therefore, the alternative behavior should be just as rewarding as engaging in less than desirable behaviors.
Poor classroom management interferes with teaching and learning (Conroy et al., 2008). Meeting the diverse learning needs of all students is a reality that teachers have to face. Rosas and West (2009) investigated teachers’ beliefs on classroom management. The results supported what is commonly known, that teachers consistently identify classroom management as a major concern. Creating effective and positive learning environments entails understanding non-cognitive differences and getting to know students.
Ford and Kea (2009) suggested that teachers use culturally responsive instruction defined as responding proactively and empathetically to student differences to meet the diverse educational and socio-emotional needs of students. Cultural and linguistic differences add complexity to what can be a very daunting task for some teachers. Environments that support diversity and difference are necessary entities for facilitating positive behavior change and cultivating inviting classrooms. To be culturally responsive, teachers should strive toward understanding cultural and linguistic differences and the associated needs of students from various cultural backgrounds (Ford & Kea, 2009).
