Professional Documents
Culture Documents
CLASSROOM
MANAGEMENT
STRATEGIES
December 2023
What is Neurodivergent?
According to Cleveland Clinic:
Behaviors at school
The capacity to think more slowly than peers of their age
Delays in daily skills
Difficult to socialise
Characteristics
Difficulties in understanding commands, and quick to forget
Attention is very easily distracted by circumstances.
They are often dumbfounded, do not respond appropriately, and remain silent.
Autism Spectrum Disorder
Complex neurological development disorder that is shown by abnormalities
in social communication and unusual behaviour.
● An anxiety disorder
● Poor family relationships
● Self-esteem problems
● A speech or language problem, such as stuttering
● Family history of anxiety disorder
● A traumatic experience
Learning disabilities
A reduced intellectual ability and difficulty with everyday activities.
SEAT
SENSORY ESCAPE ATTENTION TANGIBLE
Other Functions :
POWER
STUDENT’S BELIEF :
I belong only when I’m in control or when I’m proving that no one can make me do
anything
INTERVENTIONS :
● Avoid using the punishment.
● Redirect the behavior
● Give the student choices
● Utilize the obvious leadership potentials
● Have the student develop a lesson on “dispute techniques”
Other Functions :
REVENGE
STUDENT’S BELIEF :
I belong only when I hurt others and get even. I can’t be liked
INTERVENTIONS :
● Work on changing our perceptions. No one really wants to be miserable.
● Show the student that you will deal with his behavior but you WILL NOT
“Reject” him
● Demonstrate caring attitude
● Teach student to verbalize his “hurt”
● Designate a safe place for the student to go when he starts misbehavior. Give
him opportunity to leave the situation
Other Functions :
DISPLAY OF INADEQUACY
STUDENT’S BELIEF :
I belong only when I convince others that I am unable and helpless
INTERVENTIONS :
● Don’t pity
● Don’t be too critical
● Focus on all successes
● Teach constructive ways to deal with mistakes
● Post visuals of their success through graphic and charts
Changing Behavior
A B C
2. Communicate rules/expectations.
3. Provide choices:
"Do you want to work on math or writing first?"
"Do you want to do homework in your room or outside?"
"Which pencil would you like to use?"
2. Use visuals
(schedule/timer) to
indicate when the item
can be obtained.
Emotional Regulation
● The child should be able to label
emotions first.
● Teach coping skills when the child is
calm.
● Provide examples/modeling.
- Label emotions – "Mom/Dad feels
angry."
- Identify what is needed – "Mom needs
to take 10 deep breaths."
C
CONSEQUENCE
STRATEGIES
General Guideline
01 02 03
Positive Find Out Stay Calm
Approach Motivation
04 05 06
Reinforce Debrief
Follow Through
Good
Behavior
Do not use threats.
Do not use punishments.
1 Do not bribe.
Sensory
Redirect and replace with a more suitable activity.
Escape
Not allowing the child to avoid demands.
Respond according to the function
Attention
Not giving attention when the child seeks attention inappropriately.
Giving attention when the child seeks it appropriately.
Tangible
Not providing items/activities when the child requests them
inappropriately.
Providing items/activities when the child requests them
appropriately.
Limit eye contact.
Limit excessive verbal comments.
3 Don't give attention to the behavior but
remain present to ensure safety.
Through
"start" one and give in (not follow through).
6
- Provide feedback: validate feelings, explain why
the behavior is not allowed.
03 04
Study the educational theory to understand Learn how to be reflective when solving
them better and solve the classroom problem problems and to recognize the importance of
reflection in solving classroom problems and for
your continued development as a teacher