Because students spend the majority of the school day in classrooms, this environment is particularly important to behavioral and social-emotional learning. An effective behavioral/social-emotional core at the classroom level supports effective classroom management, and thus, academic achievement.
Maximizing academic achievement is directly linked to academic engagement. In turn, academic engagement is linked to (a) effective curriculum, (b) effective delivery of curriculum (instruction), and (c) effective classroom management.
Strong behavioral and social-emotional support at the classroom level means that each teacher defines and teaches the school-wide, consistently agreed upon expectations within their own classroom. Additionally, each teacher engages students in strong community formation through the use of restorative practices.
Just like schools, individual classroom climates should also be effective, efficient, relevant, & durable (Zins & Ponti, 1990). Classrooms with such climates use the smallest number of evidence-based practices need to produce those outcomes, specifically:
- Minimize crowding and distraction
- Maximize structure and predictability
- State, teach, review and support positively stated behavioral expectations
- Maximize active engagement and varied opportunities to respond
- Active supervision
- Efficient and specific feedback regarding behavior