Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

Abstract

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In general, these strategies indicate a shift away from reactive and punitive approaches towards an emphasis on instructional and preventive approaches, including setting clear expectations, appropriate curriculum to increase student engagement, positive acknowledgment, and building relationships between students and teachers. Emerging research has also begun to identify features of culturally responsive classroom management that can engage and build relationships for a diverse student population.

Acknowledgements

This work was supported in part by the generous funding of Atlantic Philanthropies and the Open Societies Foundation, and by the APA Center for Psychology in Schools and Education, which provided funding for the development of the training modules upon which this article is based. We gratefully acknowledge the editorial assistance of Chystal Gray, research assistant at the Equity Project at Indiana University, and Leigh Kupersmith of the Center for Evaluation and Education Policy.

Notes

Russ Skiba, PhD, is Professor in the School Psychology Program at Indiana University–Bloomington. Heather Ormiston, PhD, NCSP, HSPP, is a Behavior Specialist in the Monroe County Community School Corporation and an Adjunct Faculty Member in the School Psychology Program at Indiana University Bloomington. Sylvia Martinez, PhD, is an Associate Professor in the Department of Educational Leadership and Policy Studies at Indiana University-Bloomington. Jack Cummings, PhD, is Professor in the School Psychology program at Indiana University-Bloomington.