Traditional behaviorist practices in classroom management often serve as a philosophical basis that undermines the larger goal of education: to cultivate in learners a sense of agency and self-determination. By placing all authority and responsibility for teaching, rewarding, and correcting behaviors in the hands of the teacher, this approach largely removes any ownership students might have over their own learning.
Behaviorism focuses on directing and controlling student actions without fostering the necessary reflection that enables learners to develop behaviors aligned with their personal goals. As a result, students may struggle to engage meaningfully with their education, missing out on the invaluable skills of curiosity and perseverance essential for lifelong learning within a supportive community. It’s time to reconsider these methods and explore alternatives that empower students instead.
When a significant number of students exhibit daily patterns of disruptive behavior, this behaviorist approach can falter. A vital shift towards a self-directed philosophy can create a more engaging and productive learning environment. By fostering a sense of collective responsibility and encouraging peer influence, educators can promote appropriate classroom behaviors and empower all students to take charge of their learning.
In this article, we will explore 4 key elements to making this shift happen:
Empowering Students Through Collective Responsibility
Leveraging Peer Influence
Teaching Conflict Resolution and Social Skills
Emphasizing Reflection and Self-Assessment
These four elements are not comprehensive and may not address specific barriers or challenges you are facing in your school or classroom, but they reflect four general elements you may wish to personalize to help you shift towards a more collaborative learning environment for your teachers and students.
1. Empowering Students Through Collective Responsibility
To transition toward a self-directed learning environment, educators can implement strategies that foster collective responsibility among students. When students understand that they share ownership over their classroom culture, it increases the likelihood that they respond positively to collaborative learning behaviors. A cornerstone of this approach is building trust and explicitly defining respect by offering students opportunities to have a say in how they expect everyone in the classroom to behave.
Establish classroom agreements that involve students in setting behavioral expectations.
Create a safe space for open dialogue, where students can voice their needs and concerns regarding classroom behavior.
Facilitate discussions using prompts like, "What does respect look and sound like in our classroom?" or "What behaviors make you feel safe and supported to learn?"
Actively listen and value student input to demonstrate trust and create a foundation for shared responsibility in a shared learning environment.
From here, students can collaboratively define specific, observable behaviors that exemplify respect and create a learning environment free from unnecessary distractions.
For example, students might agree on norms such as:
"We actively listen to each other without interrupting,"
"We use kind and encouraging words,"
"We respect each other's personal space."
By explicitly defining how they wish to be treated, students gain a deeper understanding of what it means to be respectful toward one another and are more likely to hold themselves and their peers accountable for their behaviors.
The critical element of this first step is that students must be held accountable for knowing how they wish to be treated by their peers -- this part cannot be overlooked! With this foundation, teachers can begin holding students accountable for holding their peers accountable with explicit and direct instruction on effective peer-based feedback and redirection strategies.
2. Leveraging Peer Influence
The influence of peers can be a powerful tool in encouraging appropriate behaviors. When students learn specific strategies for redirecting disruptive behaviors, they gain the confidence to support their classmates in maintaining a positive learning environment. To facilitate this, elementary-age students can practice specific strategies during social-emotional learning sessions that empower them to speak up constructively when their peers are misbehaving.
For example, students can be initially introduced to simple techniques like:
Gentle Reminders: Students can learn to offer gentle reminders of the classroom agreements. For instance, if a student is interrupting, a peer could say, "Remember, we agreed to listen to each other without interrupting."
Seeking Support: Students can be taught to seek support from a trusted adult or a peer mediator if they feel uncomfortable addressing the misbehavior directly. They can say something like, "I'm not sure how to handle this, can we ask for help?"
Positive Reinforcement: Students can also practice offering positive reinforcement when they observe their peers engaging in appropriate behaviors. For example, they could say, "I appreciate how you're raising your hand to speak."
By practicing these strategies in a safe and supportive environment, students gain the confidence and skills to address disruptive behaviors constructively. To foster this environment, teachers can:
Model Supportive Language: Teachers can consistently model respectful and supportive language when addressing student behavior, demonstrating how to communicate concerns without blame or judgment and asking the class to repeat that language in those moments where student misbehavior is being addressed.
Scenario: A student, let's call him Alex, is talking out of turn during a lesson, interrupting a peer response and disrupting the learning.
Traditional Response (Less Supportive): "Alex, stop talking! You're interrupting. Be quiet and listen."
Supportive Response (Teacher Modeling): "Alex, please hold onto your thoughts for a moment, we'll come back to you shortly."
Explanation of Supportive Elements:
This acknowledges the student's perspective, states the impact, offers a solution, and reinforces classroom norms; plus, the statement is brief enough that the teacher can decide to have the whole class repeat the statement in unison to model and encourage students to use this respectful and supportive language. Other student-friendly statements could sound like:
"I know you have a good idea, but it's hard for me to hear the teacher when you talk out of turn. Could you please raise your hand?"
"I'm interested in what you have to say, but it's distracting me. Can you wait until the teacher calls on you?"
Validate Student Efforts: When students attempt to redirect peer misbehavior, teachers can validate their efforts by acknowledging their courage and offering support. For example, in response to a student redirecting a peer, a teacher might tell the student, "I appreciate you stepping in to help your classmate. It's great to see you encouraging each other."
Scenario: A student, let's call her Mia, notices her classmate Sam is talking during a quiet work time, distracting those around him.
Traditional Response (Less Supportive): "Sam, you need to stop talking! Go back to work!"
Supportive Response (Teacher Modeling): "Mia, I saw how you gently reminded Sam to get back to work. It’s really helpful when classmates support each other like that."
Explanation of Supportive Elements: This response acknowledges Mia's positive action, emphasizes the value of peer support, and reinforces a collaborative classroom environment. It demonstrates the principles of Positive Behavioral Interventions and Supports (PBIS) by promoting respectful interaction and encouraging students to take an active role in maintaining a positive learning environment. Additionally, it opens the door for the teacher to invite the class to recognize such behaviors, reinforcing a culture of mutual support.
Provide Ongoing Feedback: Teachers can provide ongoing feedback to students on their communication skills, helping them refine their approach and become more effective at addressing misbehavior.
Scenario: During a group project, a student named Ava becomes frustrated when her group partner, Leo, frequently interrupts her and doesn’t let her finish her thoughts.
Traditional Response (Less Supportive): "Leo, stop interrupting Ava! That’s not how we work in groups."
Supportive Response (Teacher Modeling): "Ava, I noticed Leo continues to interrupt you during your partner time; how about you say something like, 'Leo, I appreciate your enthusiasm, but I’d like to finish my thought first' -- that way, you can both have your voices heard."
Explanation of Supportive Elements: This supportive response recognizes Ava's feelings and gives Leo a nudge towards more respectful communication. By modeling a specific statement for both students, the teacher provides a practical tool that Ava can use in the moment and reinforces respectful interaction. This aligns with PBIS principles by promoting positive behavior and peer collaboration. The teacher’s feedback encourages both students to practice effective communication, fostering an environment where they feel empowered to address misbehavior constructively. Furthermore, it creates a culture of respect and teamwork, reinforcing the importance of listening and allowing each person a chance to speak without interruption.
Create Opportunities for Success: Teachers can create opportunities for students to practice these skills in low-stakes situations, such as role-playing scenarios or group discussions, to build their confidence and competence.
Scenario: A teacher decides to implement a role-playing activity in class where students can practice giving and receiving feedback about appropriate classroom behavior. The class is divided into pairs, and they are assigned scenarios to role-play, including one where a student is talking out of turn during a discussion.
Traditional Response (Less Supportive): "If you want to stop someone from misbehaving, just tell them to be quiet. It’s not that complicated."
Supportive Response (Teacher Modeling): "Okay, let’s try this: when you see someone talking out of turn, instead of just telling them to be quiet, you could say, 'Hey, I’d love to hear what you think, but can we wait until the teacher calls on us first?' This way, you’re being respectful while also helping keep our discussion productive. Now, let’s practice that together."
Explanation of Supportive Elements: This response emphasizes the importance of respectful communication and peer support. By modeling a specific, constructive way to address misbehavior, the teacher provides students with a practical tool they can use in real-life situations. This approach builds confidence as students see that they can effectively manage interactions without escalating conflicts. It also reinforces PBIS principles by encouraging proactive, positive behaviors among peers. By creating a safe space for practice through role-playing, the teacher enables students to experiment with these strategies without fear of judgment, thereby enhancing their competence in addressing misbehavior. This preparation fosters a classroom environment where students feel empowered to speak up respectfully, reinforcing a culture of collaboration and mutual respect.
Reinforce Collective Responsibility: Teachers can consistently reinforce the idea that maintaining a positive learning environment is a shared responsibility, and that everyone has a role to play in supporting each other.
Scenario: During a class discussion, a student named Jake begins to make jokes that disrupts the flow of conversation, making it difficult for others to participate.
Traditional Response (Less Supportive): "Jake, you need to stop making jokes! It’s getting annoying and you’re distracting everyone."
Supportive Response (Teacher Modeling): "I see you’re trying to be funny, Jake, but let's remember we all have a role in keeping our discussion focused. Everyone deserves a chance to speak. How about we say, 'Let’s stay on topic so everyone can share their ideas' -- let’s all practice saying that together: 'Let’s stay on topic so everyone can share their ideas!"
Explanation of Supportive Elements: This response provides a concrete phrase that students can use to redirect peers while reinforcing the concept of collective responsibility. By modeling this statement and inviting the entire class to repeat it, the teacher empowers students to take ownership of their classroom environment in a collaborative way. This aligns with PBIS principles by promoting positive peer interactions and encouraging students to support one another in maintaining focus. The practice of using a unified phrase helps to normalize respectful feedback, fostering a culture of teamwork and accountability where all students understand their role in creating a positive learning atmosphere.
This peer-to-peer interaction, supported by teacher modeling and encouragement, often resonates more effectively than directives from an authority figure, especially in classrooms with students who may not respond to traditional disciplinary measures. When students feel empowered to speak up and support each other, it fosters a sense of collective responsibility and creates a more positive and productive learning environment for everyone.
3. Teaching Conflict Resolution and Social Skills
Equipping students with conflict resolution and social skills is essential in promoting self-directed behavior. Through explicit instruction in communication, active listening, and de-escalation techniques, students will be better prepared to navigate interpersonal challenges. For example, role-playing scenarios where students practice addressing disruptions can develop their skills while reinforcing the importance of respectful communication. These competencies empower students to take initiative in supporting their own learning environment.
Communication Skills: Not all students are comfortable expressing their thoughts and feelings clearly and respectfully. Explicit instruction should include how to use "I" statements (e.g., "I feel frustrated when...") to take ownership of their feelings and promote constructive dialogue. Practicing clear verbal communication helps students articulate concerns without escalating conflict.
Scenario: During a group discussion, Alex interrupts Sophie repeatedly as she tries to explain her point.
Traditional Response (Less Supportive): The teacher says, "Alex, stop interrupting! Let Sophie talk!"
Supportive Response (Teacher Modeling): The teacher approaches Alex and models, “Alex, a good way to communicate might be to say, ‘Sophie, I have something to add after you finish speaking.’ Let’s practice saying that together.”
Explanation of Supportive Elements: This response teaches Alex how to express himself while respecting others. By modeling the phrase and encouraging the whole class to practice it, the teacher reinforces the value of clear communication, making it easier for students to remember and apply in future situations.
Active Listening: Teaching students to listen attentively is crucial for conflict resolution. They should learn techniques such as paraphrasing what the other person has said, maintaining eye contact, and responding thoughtfully. Role-playing scenarios can help students practice these skills, emphasizing the importance of understanding differing perspectives before responding.
Scenario: Jesse feels unheard during a group project, as his teammates talk over him.
Traditional Response (Less Supportive): The teacher intervenes, saying, "Jesse, you need to speak louder and get their attention!"
Supportive Response (Teacher Modeling): The teacher says, “Jesse, if you feel like others are talking over you, you could say, 'Can I share my thoughts, please? I want to make sure you hear my ideas.' Let’s practice that as a class.”
Explanation of Supportive Elements: This approach teaches Jesse how to assert himself while promoting active listening among his peers. By modeling the phrase, the teacher provides a practical tool students can use, reinforcing the idea that listening is as important as speaking in a conversation.
De-escalation Techniques: Students should be taught strategies to calm themselves and others during heated moments. This may include techniques such as taking deep breaths, counting to ten, or using calming phrases like, “Let’s take a moment to think this through.” Training students in these techniques ensures they know how to approach conflicts calmly and rationally.
Scenario: During a heated argument, Mia and Jake start raising their voices over a project disagreement.
Traditional Response (Less Supportive): The teacher steps in and says, "Calm down! This isn’t how we act in class!"
Supportive Response (Teacher Modeling): The teacher calmly states, “You both seem upset. Let’s take a deep breath first. Then, how about we each take a turn to share how we're feeling? Let’s practice breathing together now.”
Explanation of Supportive Elements: This response teaches students a calming technique and encourages them to pause before reacting in conflict. By modeling deep breathing and taking turns to express feelings, the teacher fosters a more constructive environment for resolving disagreements.
Problem-Solving Skills: Teaching students how to identify problems, brainstorm solutions, and evaluate the outcomes fosters critical thinking. Students can engage in group activities that encourage them to collaboratively solve hypothetical disputes, allowing them to practice finding mutually beneficial outcomes.
Scenario: During a group activity, the students can’t agree on which approach to take for their project.
Traditional Response (Less Supportive): The teacher says, "You all need to figure this out on your own - and quickly, you don't have much time left."
Supportive Response (Teacher Modeling): The teacher suggests, “Let’s try a brainstorming approach. Each of you can share one idea, and then we’ll write them down to see what works best. Each of you think of an idea and, when you're ready, say, ‘I have an idea to share’ before speaking. Let me hear you say that once.”
Explanation of Supportive Elements: This response encourages collaborative problem-solving and ensures all students have a voice. By modeling a specific approach to brainstorming, the teacher teaches students how to come together to find a mutually agreeable solution.
Empathy Development: Understanding and considering others' feelings is vital in conflict resolution. Students can participate in activities that strengthen empathy, such as discussing various scenarios and considering how different people might feel and react. This understanding helps students approach conflicts with compassion and sensitivity.
Scenario: A student named Sam is upset because he feels excluded during group activities.
Traditional Response (Less Supportive): The teacher states, "Just ignore it and focus on your work. That's all you can do."
Supportive Response (Teacher Modeling): The teacher says, “Sam, it’s important to share how you feel. You could say, ‘I feel left out when I’m not included in the discussion.’ Let’s practice expressing our feelings in a way that helps others understand. Let me hear you say that, "I feel...”
Explanation of Supportive Elements: This response helps Sam identify and express his feelings, while simultaneously encouraging empathy from classmates. By modeling this expression, the teacher fosters an environment where students learn to consider the feelings of others.
Peer Mediation: Providing students with the tools and training to help mediate conflicts among their peers can further reinforce their conflict resolution skills. Peer mediation programs encourage students to take initiative and responsibility in resolving conflicts, fostering independence and leadership in navigating social challenges.
Scenario: Two students, Emma and Liam, are in conflict about shared materials for a project.
Traditional Response (Less Supportive): The teacher interjects, “Just take turns and stop arguing about it.”
Supportive Response (Teacher Modeling): The teacher says, “Emma and Liam, let’s take a moment to talk this through. You both have valid points. How about trying to mediation by saying, ‘Can we find a solution together that works for both of us?’ Let’s practice saying that: "Can we find a solution together...”
Explanation of Supportive Elements: This approach teaches students how to mediate their own disputes, empowering them to find resolutions collaboratively. By modeling this supportive phrasing, the teacher promotes a sense of agency and responsibility, encouraging peer mediation as a conflict resolution strategy.
4. Emphasizing Reflection and Self-Assessment
To develop a self-directed classroom, it is crucial for students to engage in reflective practices that foster self-awareness. Incorporating activities such as reflective journals or peer assessments can encourage students to consider their behavior and learning progress. For instance, after group projects, students can discuss what worked well and what could be improved, allowing them to learn from both successes and challenges while promoting a sense of shared responsibility.
Metacognitive Awareness: Students need to develop an understanding of their own thinking processes. This includes recognizing what strategies work best for them when learning and identifying areas where they struggle. Incorporating metacognitive practices, such as guided reflection questions (e.g., "What strategies helped me succeed on this project?" or "What challenges did I face and how did I address them?") encourages students to analyze their thought processes and the effectiveness of their approaches.
Example: After completing a writing assignment, the teacher instructs students to individually reflect on their writing process. They ask themselves guiding questions like, "What strategies helped me organize my ideas?" and "What challenges did I face while writing?" After reflecting, students pair up to discuss their strategies and challenges, helping each other to reflect on different approaches for thinking.
Goal Setting: Teaching students how to set specific, measurable, achievable, relevant, and time-bound (SMART) goals is essential for their self-assessment journey. When students set personal learning goals and reflect on their progress, they become more accountable for their learning. For instance, after a group project, students could write down individual goals for their contributions and discuss them as a class during a reflection session.
Example: At the beginning of a project, students set personal and group goals. For instance, each student writes down one individual goal (e.g., improving participation) and one group goal (e.g., completing the project by the deadline). Midway through the project, students meet in small groups to review their goals, discuss progress, and make necessary adjustments. This practice empowers students to take ownership of their contributions and accountability toward others.
Constructive Feedback Skills: Encouraging students to provide and receive constructive feedback is critical for developing a growth mindset. By engaging in peer assessments, students learn how to give specific, actionable feedback while also reflecting on their own contributions. For example, after a project, students might exchange feedback using a structured format, such as "What I appreciated about your contribution is…," followed by suggestions for improvement.
Example: After a group presentation, students engage in a peer review session using a structured feedback form. They write down one positive aspect of each group member’s contribution and one suggestion for improvement. For example, a student might say, “I really liked how you explained our main point clearly, but I think including more visuals could help make it even stronger.” This encourages students to practice giving and receiving feedback respectfully.
Emotional Regulation:As students reflect on their behaviors and learning challenges, they must also practice emotional regulation. This competency involves recognizing their emotional responses to successes and failures, which can significantly impact their learning trajectory. Reflective practices, such as journaling about their feelings regarding a project’s outcome, can help students identify emotional triggers and develop strategies to manage these feelings constructively.
Example: After a challenging group project, students reflect on their emotional responses in their journals. The teacher provides prompts such as, "How did I feel when things didn’t go as planned?" and “What strategies can I use next time to manage my frustration?” Students then share their reflections in pairs, discussing ways to support each other in managing emotions during future collaborative efforts. This helps build a classroom culture where emotional expression is valued.
Accountability and Responsibility:Students need to learn the importance of owning their actions and decisions. Encouraging them to reflect on their role in group dynamics and project outcomes fosters a sense of collective responsibility. Activities that promote accountability, such as sharing personal reflections in small groups or writing action plans based on individual and group feedback, empower students to take charge of their learning experiences.
Example: Following a group activity, the teacher facilitates a “responsibility check” where each student reflects on their individual role. Students share their reflections with the group, answering questions like, "What was my specific contribution?" and "How did I help the group succeed?" After discussing, they collaboratively create a plan for how they can better support each other in future projects, reinforcing a sense of shared responsibility.
Collaborative Reflection:Creating opportunities for collaborative reflection encourages students to learn from each other’s experiences. After completing a project, students can engage in a structured conversation about what worked well and what could be improved. By facilitating discussions that focus on collective successes and challenges, the teacher helps students recognize the value of teamwork and shared learning.
Example: After completing a unit, the class gathers for a reflection circle. Each student shares one success and one challenge they experienced during the unit, using prompts like, “One thing I did well was…” and “Next time, I want to improve on…” This collaborative reflection allows students to learn from one another’s experiences while reinforcing the idea that everyone contributes to their shared learning environment.
Shifting from a behaviorist framework to a self-directed learning approach...
Teachers can address disruptive behaviors while fostering a collaborative classroom learning environment. Emphasizing collective responsibility and leveraging peer influence enhances student engagement and empowers learners to take ownership of their actions. As students develop socioemotional competencies and support each other in maintaining a positive learning atmosphere, they not only improve their individual experiences but also contribute to a richer educational journey for the entire class. This transformative shift leads to a more fulfilling educational experience that encourages lifelong learning and personal development.
Reach out to learn how to help students take ownership of their academic learning with a standards-based approach to competency-based learning via self-directed schooling.
Greg Mullen
March 17, 2025