​Preventative Strategies

Managing all the aspects of a classroom is challenging, and difficult behaviors make it more so, as they detract from teaching and learning, potentially for all students in the class. Teachers have often not been provided with all the necessary tools to manage a classroom successfully. This website aims to remedy that. Our philosophy is that good teaching is an essential component of a well-managed classroom. Good teaching provides students with varied opportunities for active learning,  challenges students at an appropriate individual level, and will include numerous settings and groupings for learning.

Implement Clear Expectations

  • Post school-wide/class-wide behavioral expectations;
  • Define the specific behaviors; and
  • Post classroom schedule.

Engage Students

  • Increase the rate of students' opportunities to respond;
  • Integrate technology;
  • Allow structured choice; and 
  • Limit downtime.

Reward Positive Behavior

  • Provide specific praise;
  • Establish a token economy system; and
  • Use Class-wide group contingency.

General Tips & Basic Strategies

  • ​Use proximity;
  • Develop contingency contracts; and
  • Create group contingencies.
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities