Creating Positive Classroom Environments

Practical Strategies for Preventing and Providing Effective Responses
to Challenging Student Behavior

This site provides suggestions and strategies for maintaining positive classroom environments that facilitate high rates of student success. Within each module, scripted video scenarios demonstrate the difference between correct and incorrect application in actual classroom settings.

Across all content, the following 5 principles are stressed:

      1. Predict and prevent problems before they occur
      2. Use effective instructional practices for academic and social behaviors
      3. Create environments that predict high rates of student success
      4. Demonstrate respect for students in all circumstances
      5. Be consistent
Modules (Quicktime Required to view these modules)

Preparing the Classroom Environment

What needs to be thought out and in place before the students arrive?

Effective Instructional Strategies

How can instructional strategies decrease problem behaviors?

Facilitating Positive Interactions

How can interactions between teacher and student set the occasion for success?

Responding to Challenging Behaviors

How can a positive and successful classroom environment be maintained?

 

Other Resources
National Center on Positive Behavior Interventions and Supports
Northwest Regional Education Laboratory
University of Florida Dept. of Special Education
 

Acknowledgements

Modules on this site were developed by the following doctoral students in the Dept. of Special Education at the University of Florida: Cathrine Beaunae, Eric Landers, George Martinek, Linda Payne, Nicole Scarlett, and Andrea Stetson

For more information contact Dr. Terrance Scott at tscott@coe.ufl.edu

Special thanks to Dr. Barbara Buys at Wiles Elementary School and to Sharon Miller at Prairie View Elementary in Gainesville, FL for their support in this project. Also, thanks to Mrs. Mingo's 4th grade classroom at Prairie View Elementary for their help.

Development of this site was supported in part by a Leadership grant from the U.S. Dept. of Education, Office of Special Education Programs (#H325D030051). Opinions expressed herein are those of the authors and do not necessarily reflect the postition of the U.S. Department of Education, and such endorsements should not be inferred.