HLP 7

Educators nationwide report feeling underprepared to manage classrooms that include students with disabilities or students demonstrating problematic behaviors that escalate to bigger disruptions to the classroom learning environment (Baker, 2005; Coalition for Psychology in Schools and Education, 2006).  In addition, classroom management is frequently discussed as an isolated practice.  We argue that it includes a series of foundational educator behaviors that are directly related to effective academic instruction and self-efficacy (Cooper & Scott, 2017; Myers et al., 2017).  As such, effective instruction increases the probability of student success across both academic and behavioral domains for students with and without disabilities.  For example, Oliver et al. (2011) conducted a meta-analysis on classroom management practices.  The combined effect for teaching prosocial behavior and preventing inappropriate behavior resulted in a strong main effect of .80 on reducing challenging behaviors such as off-task and aggression.  In another study, increased rates of educator directed opportunities to respond was linked to increases in active participation and academic achievement (Christle & Schuster, 2003).  In sum, investment in strong classroom management practices – often delivered using principles of explicit instruction – result in a consistent, organized, and responsive classroom environment.

A strong body of evidence has existed for decades supporting the foundational classroom practices of setting positive expectations, delineating procedures and routines, and providing positive specific feedback to promote academic engagement and reduce disruptive or interfering behavior (e.g., Good & Brophy, 1974; see Hattie, 2008, and Scott et al., 2017 for comprehensive reviews).  The Institutes for Education Sciences’ What Works Clearinghouse (2008) has indicated these and other foundational strategies have moderate to strong empirical support at the elementary school level.  Likewise, research has demonstrated that, with simple professional learning opportunities and performance feedback, educators can build fluency in developing and implementing these foundational environmental supports (Simonsen et al., 2020; 2014).

Establishment of an organized, respectful, and consistent learning environment is essential to students feeling supported in their cultural identity.  An educator who is skilled at using explicit instruction and other approaches to teach students school and class expectations, uses feedback to foster and maintain relationships, and thinks of students as people worthy of investment will be able to establish this environment.  It is through this investment where the educator recognizes the importance of cultural and linguistic backgrounds to students and their identities and how those identities lead to their interaction with the school and class community.