Even though you have a behaviourally supportive classroom in place, you may still have a student who exhibits challenging behaviors and needs more individual behavioural support.  

The first step is to try to figure out the function of the behaviour.  While we tend to talk about the behaviour by its form (e.g., biting, hitting), we need to focus on its function (i.e., why it is occurring) to improve it.  

The function of the behaviour is more important than the form of the behaviour because it tells us how to address it.  Many times parents will ask me what to do about biting or spitting, but the question is not about what to do with those specific behaviours, but instead what to do with why these behaviours are happening. 

In taking a proactive approach, we want to determine what is happening in the environment that keeps the behaviour occurring and hopefully what starts it off.  If we know these pieces of information...

Proactive and reactive approaches to classroom management address discipline styles. Every teacher uses one of the two approaches to deal with discipline issues and must find a way to effectively discipline his classroom for it to run smoothly.

Two Approaches

1. A proactive approach is when the teacher tries to eliminate a problem behavior before it becomes a problem.
2. A reactive approach is when the teacher deals with behavior when it becomes a problem in the classroom. Both approaches are used by teachers in addressing misbehavior in their classrooms. Teachers must deal with problem behavior to not interrupt the education process.

Understanding Why Students Misbehave - Four Types

1. The attention seeker strives for attention so his behaviors will allow him to be the focus of the classroom. 
2. The power seeker refuses to follow direction and must have the last word. 
3. The revenge seeker will verbally abuse others. 
4. Some misbehave because they wish to avoid failure....