These principles are excerpted from my latest blog post, "Classroom Management of Disruptive Behavior: 18 Psycho-Educational Principles." To read the complete article, you can visit my blog, "The Psycho-Educational Teacher" (click on my picture).
1. One size does not fit all. To modify disruptive behavior, we must be sensitive to and acknowledge the unique socio-emotional needs of the habitually disruptive student.
2. Relationships with students are conditioned by language. For therapeutic and growth promoting relationships, we need to use positive language.
3. Positive messages and high expectations generate positive emotional and behavioral responses. Critical and negative language generates negative behavioral responses.
4. By changing our messages and vocabulary from critical to supportive, positive, and problem-solving, we shape the direction of children's behaviors and get better class control.
5. We can reduce disruptive behavior by communicating positive expectations. What we expect influences what we get.
6. Approaching classroom situations differently can change students' behaviors and the classroom atmosphere.
7. Responding differently to disruptive behavior in the classroom empowers the teacher. Our greatest power is the power to choose how we are going to react to our students' disruptive behaviors. We can treat difficult and disruptive behavior as a challenge or as a threat.
8. Psycho-educational teachers see students' disruptive behaviors as an opportunity to help children develop more productive and effective ways of thinking, feeling, and behaving.
For those of you who visit my blog, don't forget to download my free ebook, "Persuasive Discipline: Using Power Messages and Suggestions to Influence Children Toward Positive Behavior."