Drawing on current research and best practices, this second
part of the three-part resource, Supporting Positive Behaviour
in Alberta Schools, provides information and strategies
for systematically teaching, supporting and reinforcing positive
behaviour in the classroom.
This proactive approach to classroom management is designed
to provide teachers with effective strategies to improve behavioural
outcomes in their classrooms. The goal of this approach is
to facilitate academic achievement and healthy social development
of students in a safe, supportive learning environment.
Behaviour issues in the classroom can interfere with learning,
instruction and the overall climate of the classroom. Effective
classroom management creates and maintains a predictable learning
environment in which students and teachers enjoy positive relationships,
students are ready to learn and teachers are able to teach.
The following pyramid model illustrates the behavioural issues
in a typical student population. Studies show that 80 to 85
percent of students generally meet the school’s behavioural
expectations. Another 5 to 15 percent chronically do not meet
expectations and are at risk of developing severe behaviour
disabilities. One to 7 percent have behaviour disabilities
severe enough that they cannot meet behavioural expectations
without intensive, individualized interventions.
The three tiers of this model represent a continuum of increasingly
intense interventions that correspond to the responsiveness
of students.
- All students will benefit from a universal system of
interventions, and for 80 to 85 percent these supports are
sufficient to maintain positive behaviour.
- More targeted interventions, such as social
skills instruction and behavioural management, will benefit
the 5 to 15 percent of students who are at risk of developing
serious behaviour problems.
- Intensive, individualized supports will
benefit the 1 to 7 percent of students who do not respond
to universal and/or targeted interventions.
This three-part resource, Supporting Positive Behaviour
in Alberta Schools is organized around this model. The
three sections deal with:
- a universal school-wide approach
- a targeted classroom management approach
- an intensive, individualized approach.
This second part of the resource focuses on the classroom
approach. Teachers may also wish to refer to the other two
parts of the resource to create a more comprehensive approach
to supporting positive behaviour.
