The overall purpose of behavior management is to aid students in displaying behaviors conducive to learning. The goal of positive behavior management should be to teach and encourage academic and social behaviors that are appropriate for the classroom situation.
Behavior is a concern because it is closely related to effective learning from both the student's and teacher's perspective. When a classroom is free of disturbances, students can use classroom time for learning activities. Learning occurs in classrooms where the time allotted for instruction is used for teaching. When time is used interacting with students' whose behaviors are not focused on the lesson, less time is available to learn. One student's behavior can use other student's learning time by distracting them or by taking the teacher's and paraeducator's time away from the lesson. When the entire classes' behavior meets expectations, then learning can be maximized.
Teachers' goal in behavior management is to have appropriate behavior displayed by students because it:
The philosophy of behavior management is that appropriate behaviors can be taught just as reading or math can be taught. Whether teaching an academic subject or a behavior, the objective for the instruction should be clear. The expectations for behavior should be explained thoroughly. Opportunities to practice positive behaviors need to be created. Corrective feedback on behavior allows students to practice behaviors with guidance from an adult.
Students benefit from classrooms where behavior management is used to promote positive behaviors and encourage learning. Benefits include:
Classrooms where behavior management is a part of the daily routine benefits students. Students are provided with chances to learn classroom and general social skills. Those skills can be practiced and the teacher and paraeducator can provide feedback on behaviors that are appropriate.
Behavior management can create a positive environment where a student gets along with teachers, paraeducators and other students. Many learning experiences require cooperation. Group activities, cooperative projects, peer tutoring, one-on-one tutoring with a paraeducator or teacher lead instruction are some areas where cooperation is necessary for learning. If a student discovers they will be involved in positive experiences, their cooperation is more likely.
When a student meets the goal of following procedures developed in the classroom for effective learning they benefit. Academically, all students have more time for learning. Socially, a student learns that behavioral expectations change in different situations. Bith the number and kinds of appropriate behaviors expand in a positive learning environment.
Paraeducators can play a major role in facilitating a supervising teacher's behavior management plan. Coordination of the paraeducator's role and the teacher's role is necessary for behavior management plans to be effective.