Characteristics of Effective Behavior Managers

Characteristics of Effective Behavior Managers How do successful teachers improve classroom behavior? Effective behavior management is a priority for successful teachers, and this article will give you to tools necessary to implement and develop the characteristics that make a difference in the classroom. Make yourself, and your students, happier and more productive with these tips from experts at the Council for Exceptional Children. Updated on: October 10, 2001 Characteristics of Effective Behavior ManagersEffective behavior managers:Respect their own strengths and weaknesses as seriously as those of their students. Understand that social-emotional growth is a never-ending process. Clearly communicate rules, goals, and expectations. Respond to behaviors consistently and predictably. Discriminate between issues of responsibility and problem ownership.Exhibit high degrees of empathy and self-efficacy. Behaviors teachers exhibit that contribute to successful classroom management include: having materials organizedusing a pleasant tone of voicebeing aware of multiple elements of group functioning simultaneouslybeing able to anticipate possible problems and react quickly to avoid them. High levels of self-efficacy have a positive effect on behavior management as well as academic achievement. Teachers who exhibit high levels of self-efficacy use more positive reinforcement, prefer to work with the whole group, and persist with students who are experiencing difficulty, rather than ignoring or giving up on them. The teacher's ability to be empathetic can also be associated with student success. Empathetic teachers report experiencing less stress and exhibit the following qualities: Warm Caring Affectionate Friendly (smile frequently) Soft-spoken Calm Relaxed Humorous Analytical of behavior and motives Able to predict how another will act Able to sympathize Not easily incited to express anger Not easily depressed under difficult circumstances Able to subordinate their own needs and feelings for another's benefit Spontaneous Balanced in feelings of self-worth and self-regard Encouraging Inspiring Motivating Adaptable to the needs of others Altruistic (desire to make a personal contribution) Able to give positive verbal and nonverbal feedback Conscientious in attending to students' needs Do not need to be the center of attention Make others centrally involved Independent and creati ve Totally accepting of individual differences, but do not focus on deviance Highly intuitive and feeling Do not feel a great need to control all people and events Council for Exceptional Children Provided in partnership with The Council for Exceptional Children.