Developmental differences
Classroom management in high schoolsAlthough positive behavior support systems are producing strong results for increased pro-social behaviors and decreased negative results in elementary schools, these systems are less often implemented in high schools.
Sometimes, high schools have tried to resolve behavioral issues by:
Sometimes, high schools have tried to resolve behavioral issues by:
- Repeating and restating consequences.
- Increasing the averseness of consequences.
- Establishing a bottom line or zero tolerance level policies.
- Excluding students from the "privilege" of attending school through out-of-school suspensions and expulsions.
- Offering alternative ways of completing the high school experience someplace else (e.g., alternative school, community college) (Sugai & Horner, 2002).
- May lead to overly controlling environments.
- Could trigger and reinforce antisocial behavior.
- Can shift accountability and educational responsibility away from the school.
- Can devalue student-teacher relationships.
- Might weaken the link between academic and social behavior (Sugai & Horner, 2002; American Psychological Association [APA] Zero Tolerance Task Force, 2008).
- Create and promote a positive school climate.
- Enhance student commitment to school.
- Teach and reward individual student social skills.
- Disrupt and monitor antisocial behaviors and interactions.
- Allow students to be involved in the development and implementation of goals. Students will be increasingly engaged in classroom management strategies if you give them collaborative responsibility in the creation and implementation of expectations.
- Teach behavior expectations as you do in elementary school; do not assume that high school students understand social expectations.
- Remember: not all high school students are motivated by academic success or social success. Have students individually assist in identifying what they would find reinforcing.
http://www.apa.org/education/k12/classroom-mgmt.aspx#