"Managing a classroom is part art and part science, conceptually simple enough to reduce to a handful of critical variables, yet so intricate and complex it is a lifelong learning task. Even the best and most experienced teachers must continually refine their classroom management plans.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
Isn't that the truth. There are not too many people in education that would argue with the importance of establishing solid structures and routines. The use of expectations (outcomes) and rules (indicators) provides a guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards. One of the schools that I work with was seeing an increase in inappropriate student behavior. Rather than just sitting back the staff decided to explore intervention strategies to support student behavior. After many hours of professional development and discussion the primary teachers (grades 1 and 2) and the junior cluster teachers (grades 3 to 5) decided to adopt (and adapt) the Positive Behavioral Intervention and Support (PBIS) model from the following YouTube video:
The primary teachers felt that it was important to add visuals to support young learners and the junior cluster teachers felt that it was important that administration followed up using a similar model.
Primary "On Target" chart
Junior Cluster "On Target" Chart