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Behavior Management in Nonclassroom Settings

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This guide reviews essential practices for managing student behavior in nonclassroom environments, such as playgrounds, hallways, and cafeterias. Notable observations reveal that a significant percentage of behavioral incidents occur outside typical classroom settings. Key management features include active supervision, routines, and clear expectations. The emphasis is on teaching expected behaviors rather than punishing misbehavior. By involving all staff and utilizing data-driven strategies, schools can improve student behavior and create safer, more positive environments.

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Behavior Management in Nonclassroom Settings

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  1. Behavior Management in Nonclassroom Settings Sugai & Colvin, 1996

  2. Activity • Staff Survey-Non Classroom SET

  3. Purpose • To review critical features & essential practices of behavior management in nonclassroom settings.

  4. Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

  5. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

  6. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

  7. An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

  8. NONCLASSROOM SETTINGS • Particular times or places where supervision is emphasized • Cafeteria • Hallways • Playgrounds • Buses & bus loading zones • Bathrooms • Parking lots • Assemblies • Sporting events, dances

  9. 10 minute activity • Pick a problematic nonclassroom setting • Identify features of problem • Identify possible solutions • Report one example

  10. Classroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students Classroom v. Nonclassroom

  11. MANAGEMENT FEATURES • Physical/environmental arrangements • Routines & expectations • Staff behavior • Student behavior

  12. BASIC MANAGEMENT PRACTICES • Active supervision • Movement • Scanning • Interact • Precorrections • Positive reinforcement of expected behavior

  13. SYSTEMS FEATURES • School-wide implementation • All staff • Direct teaching 1st day/week • Regular review, practice, & positive reinforcement • Team-based identification, implementation, & evaluation • Data-based decision making

  14. The Power Of Teaching • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? …punish?” Why can’t we finish the last sentence as automatically as we do the others?

  15. Why does everyone need to be involved? • Staff outnumbered in too many settings • Goal to achieve generalized responding of appropriate behavior • Adult presence is deterrent

  16. CL Example

  17. 7 minute activity • Pick another problematic nonclassroom setting • Identify features of problem • Identify possible solutions • Revisit solution w/r to active supervision

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