Problem behaviors in the classroom can negatively impact all students in that particular setting, and result in work-related stress and reduced well-being for teachers. Many teachers rely on public reprimands or exclusionary discipline methods such as office referrals, detention, or suspension to manage student misbehavior. These strategies, however, can damage student-teacher relationships and perpetuate problem behavior. Research reviewed suggests that proactive behavior management strategies are key to preventing misbehavior from occurring in the first place and increasing academic engagement. The purpose of this thesis is to review literature related to proactive strategies for managing problem behavior in secondary classrooms. Three types of strategies are discussed and examined in this thesis: relationship building strategies, group contingencies, and targeted interventions.
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Elder, L. A. (2020). Proactive Strategies for Managing Problem Behavior in Secondary Classrooms [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/188