The mere mention of the words “middle school” can be enough to send chills up the spines of educators, parents, and students. The middle school years are widely recognized as a time when chaos can ensue because of the intersection of hormonal changes, increased academic demands, and a growing orientation toward peer relationships instead of family relationships. It is also the time when certain neurodevelopmental, mental health, or medical symptoms might manifest for the first time or worsen due to both brain and biological maturation.
This “perfect storm” of factors can interfere with students’ academic achievement, family harmony, and social functioning. It can also give rise to both emotional and behavioral symptoms and can contribute to a sense of disorder and decreased safety in the school environment. Seasonal factors can further complicate matters such as when students are transitioning back to school after winter break or in the last few weeks of the school year as everyone anticipates a summer free from hectic schedules and academic demands.
But there is hope! The stressors that affect middle schoolers are predictable and can be mitigated significantly with the right mix of classroom management strategies and individual support for students based on their level of need.
Why Evidence-Based Middle School Behavior Management Strategies Increase Student Success
It is fortunate for the mental health of both teachers and students that the literature describes many evidence-based strategies to manage classroom behavior and to facilitate a school environment that is conducive to learning and to the development of positive social connections. These strategies are often the building blocks of school-wide initiatives that address both school culture and need-based levels of student support, such as MTSS (Multi-Tiered System of Supports) and SWPBIS (School-Wide Positive Behavioral Interventions and Supports) programs. In addition, these strategies are typically key components of a robust SEL (Social-Emotional Learning) curriculum that directly teaches students self-regulation, social, and communication skills.
Before reviewing some specific strategies, however, it is important to consider some foundational concepts that are well-known to experienced educators. These include:
- Consistency – Teachers and other school personnel must articulate, enforce, and regularly review both classroom-based and school-wide rules and behavioral expectations. And it is important to remember that the best way to maximize student buy-in is to engage them in the process of creating/revising rules, routines, and consequences.
- Clear Communication – Students should be informed and regularly reminded about rules and expectations and be offered specific feedback about how their own behavior matches or diverges from what is expected.
- Positive Reinforcement – For optimal effectiveness educators should always emphasize positive reinforcement of desired behaviors over the punishment of undesirable ones. Positive reinforcement offers the advantage of teaching and shaping behavioral control, emotional regulation, and pro-social behaviors while punishment merely tells a child what not to do and can instill fear and contribute to disengagement from school.
- Strong Teacher-Student Bonds – Finally, research consistently shows that one of the keys to effective classroom management is the development of high-quality student-teacher relationships. Teachers who leave their egos at the door – that is, who do not take student misbehavior personally – and those who consistently approach students from a position of empathy will more easily build effective relationships.
Top 5 Five Evidence-Based Middle School Behavior Management Strategies
1. The Turtle Technique
This technique is essentially a mindfulness approach to self-regulation and for coping with uncomfortable emotions and stressful situations. Students are instructed to “go inside their own shells” to find a place of calmness and to re-set. They are asked to notice and label their emotions and to identify what bodily sensations accompany these emotions. They are then asked to take a few deep breaths before considering possible actions or solutions to the stressful situation they are experiencing. Once they have considered some possible solutions, or have determined that acceptance of what cannot be controlled is what is called for, they are encouraged to “come out of their shells” and move on with the day.
2. Daily Behavior Report Card (DBRC)
A DBRC is used as both a communication and a motivational tool. It provides daily feedback to the student, the teacher, and the parents about a student’s success at achieving certain behavioral goals in the classroom, thus allowing coordination and consistency. It also serves as a motivator by giving students regular feedback about how well they are doing in matching their behavior to expectations and by offering agreed upon rewards and incentives. As with any behavior change program, target behaviors must be clearly defined and quantified (e.g., if a student typically gets up out of his seat 5 times per class, the goal might be that the student will raise a hand and ask permission to move around the classroom at least twice per class). Timeframes and rewards must also be spelled out (e.g., if the student achieves the goal 3 out of 5 school days, a specific school or home-based privilege or reward can be earned).
3. Model Desirable Behavior
Do not underestimate the power of showing students exactly what the desired behavior looks like. This is important for all students but can be especially helpful for students who have difficulty processing verbal instructions or who find it difficult to maintain attention long enough to move fluidly through a series of steps. Desirable behavior can be modeled by a teacher and an aide role playing a scenario (e.g., how to ask for help; how to express anger if you feel you are being treated unfairly; how to move about the classroom quietly and safely, etc.), or by a teacher and a student who has been observed to follow a classroom rule especially well. Two teachers can model how to discuss a disagreement between students, emphasizing direct eye contact, using a quiet tone, no name-calling, using respectful language, allowing each other to speak uninterrupted, etc.
4. Use Classroom Layout to Support Desired Behaviors
Even smaller classrooms can be laid out to minimize middle schoolers’ disruptive behaviors and to foster self-regulation. Teachers can create a “quiet corner” where a student might put her head down on a desk, or draw quietly, or use the Turtle Technique to regain a sense of calm. Cooperative seating arrangements (individual desks arranged in groups or students seated at tables) can allow for a greater use of group assignments that help students stay on task and support each other in completing the work. Better regulated and more mature students can influence those who are struggling with attention or dysregulation by reminding them of classroom rules and modeling appropriate behavior. This type of classroom layout might also make it more feasible to assign “accountability partners”, that is, to have students paired off in teams to keep each other motivated and on track to complete certain projects or assignments.
5. Be Generous and Specific with Positive Reinforcement
The most successful classroom management strategies for middle schoolers will be heavily weighted toward the use of positive reinforcement. “Catch a student being good” whenever you can and recognize their positive behaviors. Verbal praise that addresses goals reached and/or specific positive behaviors but also recognizes growth and effort (a growth mindset approach) is optimal. “I like how you persisted in trying to solve that math problem even though it was difficult.” “Thank you for sitting quietly even though you were frustrated.” “Even though you didn’t finish the quiz in the allotted time I see that you had more correct answers this week than last week.” Make a list of classroom privileges (extra free time, a class party, ability to care for a class pet, etc.) and have small tangible prizes on hand as well. Single out students for praise but also thank the whole class when more than one student displays appropriate behavior. Whenever possible send a positive note or email home to parents to advise them of a student’s good behavior.
Implement Effective Middle School Behavior Management Strategies
This article offers just a few ideas for fostering positive behavior and minimizing disruptive behavior in middle schoolers. The sources listed at the end of the article offer additional ideas to try in your classroom or on a school-wide basis.
At Effective School Solutions we cannot emphasize enough that the selection and implementation of several behavior management strategies can significantly impact both school climate and the behavior of individual students. An orderly environment with minimal behavioral disruptions promotes academic success, social development, and school connectedness for students, parents, and educational staff. Well managed classrooms reduce teacher burnout, enhance the teaching environment and improve efficiency. The benefits for students include improved behavior, increased learning time, enhanced social-emotional skills, and preparation for coping with real life challenges in the future.
FAQs About Middle School Behavior Management Strategies
What are the 5 R’s of a positive learning environment?
The 5 R’s of a positive learning environment are Rights, Responsibilities, Rules, Routines, and Relationships. All behavior management strategies are based on these 5 principles.
What are the 7 R’s of behavior?
The 7 Rs of Behavior is a concept that emphasizes the need to understand the reasons for a student’s misbehavior (e.g., a learning disability, ADHD, a hearing or vision problem, a difficult home environment, mental health symptoms, a history of bullying or trauma, etc.) and then using interventions that specifically target those issues. The 7 Rs are:
- Relationship, Respect, & Realization of Success
- Reason
- Relevance
- Replace Behavior or Restructure Beliefs
- Remind
- Recognize
- Responsibility
How do you deal with unruly middle school students?
There are many evidence-based strategies for managing behavior in the classroom that emphasize consistency in rules and routines, clear communication, and positive reinforcement. That said, the first step in dealing with an unruly student is to approach him/her with empathy as you develop an understanding of the reasons for disruptive behavior.
What are the 5 P’s of classroom behavior?
The 5 P’s of classroom management are Prompt, Prepared, Productive, Polite, and Positive. An effective approach to maintaining an orderly classroom environment is to model promptness and preparation, to foster productivity by establishing clear expectations, and to model and reward politeness and positivity in student-teacher and student-student relationships.
Resources:
Behavior Management Tips for the Last Few Months of the School Year – Cognitive Cardio Math
5 Evidence-Based Behavior Management Strategies for Your MTSS
20 Classroom Management Strategies and Techniques [+ Downloadable List]
27 Transformative Classroom Management Strategies For Middle School Teachers | ClassPoint
Middle School Classroom Management Plan — Green Ninja
Classroom Management Strategies for Difficult Students – AMLE
