Managing behavior in the classroom can be one of the biggest challenges we face as educators.
The reality is, no one walks into their classroom hoping for a day filled with disruptions and discipline issues. Yet, despite our best intentions, students still act out. Why does this happen, and more importantly, how can we address it in a way that truly works?
Over the years, I’ve learned that most student behavior issues aren’t rooted in defiance or disrespect. They’re often a signal. It could mean the student is bored, frustrated, feeling unseen, or struggling in ways they don’t know how to express. When we approach behavior problems with this mindset, it’s not about simply enforcing rules. It’s about understanding what’s driving the behavior and using that insight to create a better environment for everyone.
Here are four ways to reduce discipline problems and foster a classroom culture where both you and your students can thrive.
1. Build Real Relationships
I know, this one gets said a lot, but that’s because it works. Students are more likely to listen, engage, and behave when they know you genuinely care about them as people. Building strong relationships doesn’t mean you have to be best friends with your students, but it does mean making an effort to connect.
Take time to ask about their weekend, their favorite hobbies, or the latest show they’re binge-watching. When students feel seen and valued, they’re more likely to respect you and less likely to act out. And here’s the best part: these small moments of connection don’t just help with behavior, they make teaching more fulfilling.
2. Give Students the Time They Need to Succeed
We’ve all been there: you’re racing through your lesson plan, trying to cover everything before the bell rings. But when we rush, some students get left behind. For a student who’s struggling to keep up, acting out can be easier than admitting they’re confused or overwhelmed.
One of the best ways to minimize frustration-based behavior is to slow down and give students the time they need to fully grasp what you’re teaching. This doesn’t mean abandoning your pacing guide. It just means being intentional about creating space for deeper understanding. When students feel successful in your classroom, they’re far less likely to disrupt it. This can be supported by providing “quick checks” during the lesson, or making aspects more active so you can ensure student understanding before moving on to the next topic or activity for the lesson.
[scroll down to keep reading]
3. Offer Choices in How They Show Their Learning
Not every student excels at writing essays or taking tests. And not every student wants to stand up and give a presentation. When we only give one option for demonstrating understanding, we unintentionally create barriers that lead to disengagement and acting out.
Try offering students a variety of ways to show what they know. Maybe they want to create a comic strip, build a model, or record a video. When students feel empowered to learn and demonstrate their knowledge in ways that play to their strengths, they’re more engaged. And engagement is the antidote to most classroom disruptions. This one requires us to focus on the outcome of learning, not just the process. If students can reach the objective or learning target we set, we can provide flexibility in how they show that. This can greatly reduce stress and behavior issues.
4. Set High Expectations. And Help Them Get There
Students rise to the level of expectations we set for them. If we believe they can succeed and hold them to high standards, they’ll often surprise us with what they’re capable of achieving. But here’s the thing: expectations alone aren’t enough. Students need support to meet those expectations.
Think of it like climbing a mountain. You can’t just tell someone to reach the summit. You have to help them with the tools, guidance, and encouragement to get there.
When students know you believe in them and you’re there to help, they’re less likely to give up or lash out when things get tough. This is one of the reasons our work with tiered instruction and mastery learning help so many teachers. By breaking higher level tasks down to their scaffolded components and levels, more students can be successful.
When students feel success, they are less likely to disrupt the classroom and more likely to engage day to day in learning.
A Better Way Forward
Let’s be honest, no classroom will ever be completely free of disruptions. But by focusing on the root causes of behavior issues, and addressing those causes with compassion and intention, we can create an environment where problems happen less often.
When students feel connected, supported, and capable, they don’t need to act out to be noticed or to cope with frustration. They’re engaged, motivated, and ready to learn. And that’s the classroom we all want to walk into every day. So the next time a student acts out, take a step back and ask yourself: What is this behavior trying to tell me? Because when we approach discipline with curiosity and care, we don’t just change behavior—we change lives.
About Chad Ostrowski
Chad Ostrowski is the co-founder of the Teach Better Team, and creator of The Grid Method. He is also a co-author of the Teach Better book. But Chad is a middle school science teacher at heart. He now travels the country sharing his story, working with teachers, schools, and districts to help them to reach more students.
