Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior
Author(s)
Tachelle Banks
ABSTRACT
Teacher conceptualization of behavior problems is important in determining what strategies are used to prevent problematic classroom behavior. If teachers view a student’s behavior as symptomatic of a poorly organized classroom, they may seek ways of reorganizing the environment to maximize occasions for occurrence of appropriate behavior and the prevention of behavior problems. That is, teachers consider antecedent approaches and attempt to set the occasion for appropriate behavior to occur. This article will describe approaches for setting up antecedent classroom strategies designed to prevent problematic behavior and subsequently enhance classroom management plans.
Cite this paper
Banks, T. (2014) Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education, 5, 519-524. doi: 10.4236/ce.2014.57061.
Banks, T. (2014) Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education, 5, 519-524. doi: 10.4236/ce.2014.57061.
References
[1] Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008). Classwide Interventions. Teaching Exceptional Children, 40, 24-30. [2] Ford, D. Y., & Kea, C. T. (2009). Creating Culturally Responsive Instruction: For Students’ and Teachers’ Sakes. Focus on Exceptional Children, 41, 1-16. [3] Hardman, E., & Smith, S. W. (1999). Promoting Positive Interactions in the Classroom. Intervention in School & Clinic, 34, 178-201.
http://dx.doi.org/10.1177/105345129903400311 [4] Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2010). Teacher Expectations of Students’ Classroom Behavior. Remedial & Special Education, 31, 163-174.
http://dx.doi.org/10.1177/0741932508327464 [5] Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance. School Psychology Review, 30, 294-305. [6] Nordquist, V. M., & Twardosz, S. (1990). Preventing Behavior Problems in Early Childhood Special Education Classrooms through Environmental Organization. Education & Treatment of Children, 13, 274-282. [7] Oliver, R. M., & Reschly, D. J. (2010). Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders. Behavioral Disorders, 35, 188-199. [8] Premack, D. (1959). Toward Empirical Laws: I. Positive Reinforcement. Psychological Review, 66, 219-233.
http://dx.doi.org/10.1037/h0040891 [9] Rosas, C., & West, M. (2009). Teachers Beliefs about Classroom Management: Pre-Service and Inservice Teachers’ Beliefs about Classroom Management. International Journal of Applied Educational Studies, 5, 54-61. [10] Smith, M. A., & Misra, A. (1992). A Comprehensive Management System for Students in Regular Classrooms. The Elementary School Journal, 92, 353-371.
http://dx.doi.org/10.1086/461697 [11] Westling, D. (2010). Teachers and Challenging Behavior: Knowledge, Views, and Practices. Remedial & Special Education, 31, 48-63.
http://dx.doi.org/10.1177/0741932508327466
[1] Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008). Classwide Interventions. Teaching Exceptional Children, 40, 24-30. [2] Ford, D. Y., & Kea, C. T. (2009). Creating Culturally Responsive Instruction: For Students’ and Teachers’ Sakes. Focus on Exceptional Children, 41, 1-16. [3] Hardman, E., & Smith, S. W. (1999). Promoting Positive Interactions in the Classroom. Intervention in School & Clinic, 34, 178-201.
http://dx.doi.org/10.1177/105345129903400311 [4] Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2010). Teacher Expectations of Students’ Classroom Behavior. Remedial & Special Education, 31, 163-174.
http://dx.doi.org/10.1177/0741932508327464 [5] Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance. School Psychology Review, 30, 294-305. [6] Nordquist, V. M., & Twardosz, S. (1990). Preventing Behavior Problems in Early Childhood Special Education Classrooms through Environmental Organization. Education & Treatment of Children, 13, 274-282. [7] Oliver, R. M., & Reschly, D. J. (2010). Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders. Behavioral Disorders, 35, 188-199. [8] Premack, D. (1959). Toward Empirical Laws: I. Positive Reinforcement. Psychological Review, 66, 219-233.
http://dx.doi.org/10.1037/h0040891 [9] Rosas, C., & West, M. (2009). Teachers Beliefs about Classroom Management: Pre-Service and Inservice Teachers’ Beliefs about Classroom Management. International Journal of Applied Educational Studies, 5, 54-61. [10] Smith, M. A., & Misra, A. (1992). A Comprehensive Management System for Students in Regular Classrooms. The Elementary School Journal, 92, 353-371.
http://dx.doi.org/10.1086/461697 [11] Westling, D. (2010). Teachers and Challenging Behavior: Knowledge, Views, and Practices. Remedial & Special Education, 31, 48-63.
http://dx.doi.org/10.1177/0741932508327466