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‘‘P lease be quiet now! Please be quiet! I just want to teach!’’ shouts Ms. Thomas. The middle school science teacher is standing at the front of her classroom with a sheet of new vocabulary words and trying to read them to her students. As she attempts to manage their behavior and teach her content, Ms. Thomas’s students are yelling across the classroom to one another, throwing paper airplanes, listening to music on cell phones, and play fighting in the corner of the room. Ms. Thomas continues to repeat her request for quiet at increasing volumes, and the student noise rises in tandem. Finally, Ms. Thomas throws up her hands and says, ‘‘That’s it! If you don’t want to learn then I’m not going to teach!’’ Later that day, Ms. Thomas approaches her assistant principal and says, ‘‘I can’t take another day like this. I think I need help.’’ Like Ms. Thomas, many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and resources (Sugai & Horner, 2009). In the presence of these demands, every second of instruction counts. Therefore, when challenging student behavior encroaches on instruction, teachers and students are placed in a frustrating situation. Research has shown that teachers can minimize inappropriate or disruptive student behavior and increase academic engagement through the use of evidence-based classroom management practices (see Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008, for a summary). However, many teachers are not aware of or fluent with these practices. Preservice teacher training programs often fail to adequately prepare teachers to manage their classrooms (e.g., Bergeny & Martens, 2006), and traditional models of professional development (e.g., training without follow-up) are largely ineffective (Allen & Forman, 1984; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). Therefore, schools need an effective way to support teachers’ classroom management. Previous research suggests that in-depth training (i.e., modeling, role play, and self-assessment; Slider, Noell, & Williams, 2006) and consultation in combination with self-monitoring and performance feedback (Reinke, LewisPalmer, & Merrell, 2008) may increase teachers’ use of evidence-based classroom-management practices. In this article, we present a model developed to increase teachers’ use of these practices. This model includes (a) a classroom management checklist that teachers can use to self-assess across time and (b) a consultation approach that incorporates action planning and performance feedback, which experienced personnel can use to assist classroom teachers in implementing evidence-based classroom management strategies. We also share results from case studies of two teachers who used the checklist and received consultation to improve their classroom management.
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