# The Teacher’s Pocket Guide for Effective Classroom Management

## Second Edition
by Tim Knoster, Ed.D.

---

## Contents

- About the Reproducible Materials
- So Who Is This Guy?
- Acknowledgments
- 1 So Why Should I Read This Book?
- 2 So Why Do Kids Act the Way They Do?
- 3 So How Do I Prevent Problem Behavior in My Classroom?
- 4 So How Close Should I Get with My Students?
- 5 So How Do I Go About Establishing Expectations in My Classroom?
- 6 So How Hard Is It to Use Reinforcement in My Classroom?
- 7 So Does It Really Boil Down to Classroom Climate?
- 8 So How Do I Address Inappropriate Behavior?
- 9 So What Else Can I Do?
- 10 So What if Everything I Have Tried Is Still Not Working? What Else Can I Do?
- 11 So How Do I Connect the Dots?
- References and Resources for Further Reading

---

## So Who Is This Guy?

Tim Knoster, Ed.D., is a professor and chairperson of the Department of Exceptionality Programs in the College of Education at Bloomsburg University of Pennsylvania. Dr. Knoster, in collaboration with colleagues, established the McDowell Institute for Teacher Excellence in Positive Behavior Support at Bloomsburg University in 2012. He has served as executive director of the international Association for Positive Behavior Support (APBS) since its inception in 2003. Dr. Knoster has been involved with preservice and in-service teacher training since the mid-1980s and has extensive experience in providing professional development for classroom teachers across the U.S. and Canada.

## So How Do I Prevent Problem Behavior in My Classroom?

Your perspective, whether limited to your classroom or considered more broadly in life, directly affects how you interpret events. Developing perspective is a highly personalized experience. You will be unable to prevent inappropriate behavior from ever occurring in your classroom unless each of your students achieves perfection. Thus, you can establish basic operating procedures that enhance the learning environment and reduce the likelihood of misconduct.

Problem behavior must be immediately addressed. For example, if a student is taking materials from another student, the teacher should intervene promptly, guiding them back to their own materials. Understanding that inappropriate behaviors are not always equal is crucial for managing classroom dynamics. The term "classroom management" itself implies control, which can create unrealistic expectations about your ability to influence student behavior.

The focus should be on developing a classroom management plan that emphasizes prevention and intervention. Effective classroom management involves an 80-20 split, where 80% of time is spent on prevention and 20% on intervention. The three preventative principles that serve as the foundation for effective classroom management are:

1. **Rapport** with students
2. **Clear expectations** for behavior
3. **Reinforcement** of expected behavior

These principles should be systematically integrated to create a conducive learning environment. Establishing clear behavioral expectations as cultural norms in the classroom fosters social competence in students. Focus on defining what students should do rather than simply what they shouldn't. A well-defined set of three to five broad expectations (e.g., Be Respectful, Be Responsible, Be Safe) can substantially improve classroom dynamics.

Reinforcement plays a vital role in establishing a positive classroom culture. By recognizing and rewarding expected behaviors, educators can help students develop good habits aligned with classroom expectations. Collaboration and systematic techniques can be effective in building rapport with students, particularly those who may be more difficult to reach. Thus, managing your classroom is fundamentally about creating a supportive environment that encourages positive behavior.