Do you ever wonder how challenging behaviors are captured in tools like the Early Childhood Environment Rating Scales (ERS) and Classroom Assessment Scoring System (CLASS)? Are you looking for strategies that can help you stop challenging behaviors before they start? Read on for field-tested ways to create a positive classroom environment and manage behaviors effectively.
1. Acknowledge Emotions
(Related to Teacher Sensitivity, Responsiveness in CLASS)
When a child approaches you with a need, consider your response. Dismissing their emotions—by ignoring them or saying, “I’m busy” or “You’re okay”—can make behaviors worse. The child may feel unheard or unsupported.
Instead, acknowledge their emotions. If a child expresses excitement or frustration, respond with comfort and reassurance.
Phrases to try:
- “I see you’re upset. Let me help.”
- “I like how you’re sharing your thoughts with me.”
By validating their feelings, you help children feel safe and understood, which can prevent behaviors from escalating.
2. Use Positive Phrases
(Related to Behavior Management, Redirection of Misbehavior in CLASS)
It’s easy to notice misbehavior and call it out, saying, “Stop running,” or “Don’t talk.” However, these responses don’t tell children what to do instead and might not change their behavior.
Instead, focus on positive phrasing. Positive phrases help children understand what is expected, making it more likely they’ll follow through.
Phrases to try:
- “Let’s use walking feet,”
- “Chairs are for sitting,”
- “Great job sitting quietly!”
Effective teachers use redirection to prevent problems before they start. By reinforcing positive actions, you can manage behavior in a calm, proactive way.
3. Reduce Waiting Time
(Related to Productivity, Maximizing Learning Time in CLASS)
Children often become restless or misbehave if they have to wait too long without something to do. Waiting times— such as standing in line, sitting idle, or waiting for the teacher to start a new activity—can lead to misbehavior.
Instead, keep children engaged and reduce downtime. You’ll notice that children who are busy are less likely to act out.
Strategies to Try
During transitions:
- Sing a short song.
- Play a quick game of Simon Says.
Before children arrive:
- Prep activities for the day.
- Ensure the classroom is ready for play (centers are open, toys are accessible).
4. Provide Plenty of Active Play
(Related to Supervision of Gross Motor in ECERS, PreK CLASS Responsiveness, Teacher Sensitivity, PreK CLASS, Negative Climate)
Sometimes, children need a break, especially when they feel overwhelmed. Taking them outside for some physical activity helps them reset and supports their development.
Threatening consequences like, “I’m taking you to the office” or “You just lost your outside time” can backfire. This approach increases stress and creates a negative climate, affecting everyone in the space.
Strategies to try:
- Ensure your daily schedule includes regular outdoor play.
- Lead children in a game of tag or a race outdoors (this boosts your mood too!).
- Add an extra outdoor play period.
- If weather prevents outdoor play, include music and movement activities indoors.
- Take an individual child for a walk before returning to the group.
Real-Life Behavior Management in Action
Putting It All Together
Using these strategies helps children manage their behavior and improves the overall classroom environment. When you acknowledge children’s emotions, focus on positive behaviors, reduce waiting time, and encourage outdoor play, you create a more supportive and engaging environment.
Tomorrow, try one of these strategies and see how it helps you connect with your children and improve interactions. Over time, small changes like these can make a big difference in your program’s dynamics and your assessment scores.
About the Author
Michelle Bortz is a Quality First assessor with Southwest Human Development, who completes objective, reliable and efficient classroom observations using the assessment tools selected for Quality First in early care and education settings. Michelle has worked in early childhood special education for more than 10 years and has been an assessor for the last three years. Her overall experience includes working with families of children 3-5 years of age, providing special education services for exceptional learners. One of her favorite things about assessment is seeing the different early childhood programs across the state of Arizona.