When I left elementary teaching to pursue ABE full-time, I figured that I had left behavior management problems behind me. Gone were the days of incessant chatting during lessons, breaking up arguments, mediating cliques, dealing with hostile behavior, etc. Or so I thought.

A classroom of adults can present a new range of behavioral problems, some of which echo my elementary teaching days. Looking around in my small morning group in September, for instance, I saw several issues immediately. One student whom I'll call "Lena" liked to tell me how to structure and teach lessons to cater more to her individual learning style. Another student I'll call "Antonio" was in a continuous mental fog, with selective listening habits which kept him about three steps behind everyone else as we transitioned to each new segment of class. "Mia" and "Giorgio" were often chatting while I taught the class, and "Marianne" wasted no time in sharing her general cynicism and bitterness about life, sometimes culminating in a hostile exchange with another student. At the very least, her tough-edged attitude could make her classmates uncomfortable.

Basic Social Rules
There are some basic social rules which, I believe, should govern all interactions between people -- little people in elementary classrooms, big people in ABE classrooms, people on the street, and people in families. Since I can't make the world conform to this behavioral "vision," I always try to establish some basic rules to regulate behavior in my own little corner of it -- the classroom.

For instance: Don't interrupt someone who's speaking. Try to understand the other person's point of view. Be willing to share the teacher with other students who need help. Refrain from negative comments about other people and their socioeconomic, ethnic, and cultural backgrounds. These guidelines for classroom behavior cannot be assumed on the part of the teacher. While some students may demonstrate such behaviors naturally, others will need teaching and reminders along these lines.

Some of these guidelines will inevitably arise on an ongoing basis, but you can address them at the beginning of the year and build a foundation for a respectful atmosphere. Try initiating a discussion in which you ask students which behavioral and social rules they consider important within the classroom. Then brainstorm together, adding a couple of your own, and compose a list. The list need not be exhaustive. You can post the rules in a noticeable, decorative format on a prominent wall of your classroom and refer to them as necessary.

The students will likely be more invested in following rules that they helped to create as opposed to rules that you impose on them. These rules will not prevent every sticky situation. In some instances you will need to have a repertoire of management strategies to call upon. Of course, each class is unique, so behavioral problems must be handled in a flexible manner. As teachers, we create our own individually tailored behavioral remedies all the time, often without even realizing it. Below is a quick- reference list of suggestions for handling some common ABE classroom behavior issues.

In general, teachers can use preventative maintenance to head off behavioral problems at the pass. For instance, building positive relationships with students is a very effective way to foster a safe, comfortable learning environment. Students who have a positive rapport with their teacher are more at ease in the classroom, and thus more likely to learn. It's also important to build group activities into the curriculum. Get students to work together in pairs, in groups, or as a class, and see how the comfort level rises and tension dissipates. Don't forget to use humor, a wonderful unity builder and tension reliever!

I have seen these principles and methods at work in my own class. In the past four months I have seen a transformation from individual learners, somewhat awkward around each other, to a group of students who listen to one another and share ideas, even laugh together. Remember to be patient with this process. In doing so, you will build a classroom community where behavioral problems are minimized, spirits are high, and learning may proceed unhindered.

Wendy Mongeau is a certified elementary school teacher who recently made the full-time switch to adult basic educator. She teaches beginning level ABE, advanced ESOL, and computer classes at the Adult Learning Center in New Bedford. She can be reached at: wmongeau@msn.com