Common Core State Standards: Foundations of Strong Classroom Behavior Management

Misbehavior of students is a frequent interrupter of teacher instruction in middle and high school classrooms. Even worse, chronic problem behaviors can act as a serious roadblock to getting students to attain the ambitious Common Core State Standards in ELA and mathematics.This training presents a series of proven strategies to handle the full range of challenging student behaviors—in groups and as individuals.


All workshop content is drawn from evidence-based principles of effective behavior management. The workshop stresses the advantages of proactive teacher efforts to prevent problem behaviors from occurring; provides advice on structuring sensible, graduated in-class consequences to address escalating misbehavior; and offers ideas for promoting students' capacity to monitor and effectively manage their own behaviors:

  • Preventing  Problem Behaviors. The first part of the training focuses on preventing misbehavior. Participants will receive tips on how to set clear behavioral expectations and to teach expected student behaviors. In addition, participants will have access to a series of editable checklists in Google Doc format that lay out specific behavioral expectations for common classroom activities and transitions, such as entering the classroom, working with others, working independently, etc. The workshop will also provide a structured approach to identify and eliminate common triggers to problem behavior while still preserving strong academic expectations. Because problem students often lack a sense of personal connection with their teachers, this training will include specific interventions to promote positive student-teacher relationships.
  • Handling Low-Level Misbehavior in the Classroom. Teachers who can manage low-level student misbehaviors in the classroom rather than via office referral typically gain increased authority with students and achieve better student learning outcomes. Participants will be given models and practice in how to set up a structured, in-class system of graduated consequences to manage escalating student misbehavior. The training will also present a simple, effective meeting structure that teachers can use to conduct 'reconnection conferences' to smooth the transition when the student returns to instruction after a serious behavioral infraction requiring classroom removal.
  • Teaching Students to Manage Their Own Behavior. Teachers' ultimate goal for students with chronic misbehaviors is to give them the tools and motivation to take responsibility for their own classroom conduct. The training provides forms and recommendations for training students to monitor and evaluate their daily behaviors. Participants will also review the elements of effective motivational reward systems, be given a series of starter ideas for selecting reinforcers appropriate for middle and high school students, and consider several school and home options for administering student rewards.

The training will include recommendations for how participants can take ideas and resources presented at the workshop back to their schools and share them in 'turn-key' fashion with other staff members. The workshop will also link the training content to the Response to Intervention model now in place in many schools across the nation.


As a result of attending this workshop, participants will:
  • Understand and apply effective basic principles of behavior management.
  • Prevent many problem behaviors by establishing and pre-teaching behavioral expectations, identifying and eliminating classroom behavioral triggers, and using selected techniques to promote positive student-teacher connections.
  • Set up a graduated, in-class system of consequences to handle escalating student misbehavior and be able to conduct 'reconnection conferences' to transition students back to instruction after incidents requiring classroom removal.
  • Provide students with tools and motivation to monitor and evaluate their daily classroom behaviors in order to promote student self-directed behavioral control.