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Teaching Behavior

Managing Classrooms Through Effective Instruction
By: Terrance M. Scott

Foreword by Siegfried Engelmann and Geoff Colvin

With a focus on instruction and evidence-based practices, Scott gives teachers strategies to conquer behavior challenges and make the classroom more effective and fun.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506337494
  • Published By: Corwin
  • Year: 2016
  • Page Count: 296
  • Publication date: June 13, 2016

Price: $44.95

Price: $44.95
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The key to effective classroom management starts with instruction

Every teacher knows that the perfect lesson plan is useless without effective classroom management. But what’s the best way to foster student engagement, differentiate instruction, handle disruptive students, and promote positive behavior? The answer is in how you teach.

Teaching Behavior goes well beyond setting classroom rules, communicating consequences, and providing the usual tips on engaging students and building relationships. It draws on the most current evidence-based practices and rich, real-world examples to get to the heart of effective teaching. A national expert in behavior and special education, Terry Scott shares clear, detailed and proven instructional strategies to maximize student success. Teaching Behavior is ideal as a teacher guide or textbook, offering

  • New insights on why instruction is the foundation for all student behavior
  • Practical tools for managing all types of students and classrooms, including the most challenging
  • Self-assessment checklists and discussion questions for teacher book-study groups

Wherever you are in your teaching career, Teaching Behavior will give you the innovative, day-to-day tools to conquer the toughest behavior challenges and make your classroom more effective and fun — for you and your students.

"Terry Scott provides numerous suggestions for educators who want to teach students ways to address their behavior in order to have a positive impact not only on the students’ conduct but ultimately on their academic success."

Marcia B. Imbeau, Ph.D., Professor
University of Arkansas

“Classroom management is, was, and always will be, of concern to educations. Teaching Behavior is a great springboard for focused dialogue between experienced and beginning teachers on this topic.”
Sandra Moore, ELA Teacher
Coupeville High School



Terrance M. Scott photo

Terrance M. Scott

Terrance M. Scott is a senior principal education researcher at the Stanford Research Institute (SRI). Before joining SRI in 2020, Dr. Scott spent 24 years as a professor and researcher in special education. He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Since receiving his PhD in Special Education at the University of Oregon in 1994, Dr. Scott has written over 100 publications, has conducted well more than 1,000 presentations and training activities throughout the United States and across the world, and has successfully competed for more than $24 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children, and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. He was elected president of this organization in 2013 and served as a two term editor of the journal, Beyond Behavior. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, video-based training for school personnel, and scientific research in education.

Table of Contents

Table of Contents


Section I: Behavior and Instruction

1. The Teacher Defined

What it means to be a teacher

2. Effective Teachers Provide Effective Instruction

Teachers use effective practices

3. Evidence, and Probability in Defining Effective Teaching Practice

Some things work better than other things

4. Behavior

Communicating about what students do and don’t do

5. Assessing Behavior

Knowing why behavior happens so we can identify what to teach

Section II: The Daily Grind

6. Setting up a Classroom

Arranging environments to predict maximum success

7. Planning Instruction I: The Learner

Planning for what to teach and gather materials

8. Planning Instruction II: The Lesson

Planning and sequencing examples for instruction

9. Presenting Instruction

Providing effective and engaging instruction

10. Providing Consequences for Behavior

Feedback as an essential part of instruction

Section III: Individualized Strategies

11. Measuring Behavior

Assessing the degree to which instruction has been effective

12. Systems, Tricks, and Strategies in the Classroom

a. Ignoring Game

b. Group contingencies

c. Behavior Momentum

d. Choice

e. Differential Reinforcement for Inappropriate Behaviors

f. Differential Reinforcement for Extreme Behaviors

g. Differential Reinforcement for Too Frequent Behaviors

h. Good Behavior Game

i. Positive Peer Reporting

j. Self-Management

k. Token Economies

l. Phase Level Systems

13. Responding to Escalations and Crises

a. Basic Considerations

b. Non-Compliant and Defiant Behaviors

c. Disrespectful Behavior

d. Disruption

e. Provocative Behavior

f. Fighting and Aggressive Behavior

Checklist for Effective Teaching





Price: $44.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.