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Stephen Boyd’s A.T.M. Method: Improving Classroom Behavior

Stephen Boyd’s A.T.M. Method: Improving Classroom Behavior
Photo Courtesy: Stephen Boyd (@iamstephenboyd)

Behavior management remains one of the most significant challenges for K-12 educators. A disruptive classroom hampers student learning and creates unnecessary stress for teachers. Recognizing this, Stephen Boyd developed the A.T.M. Method—a structured approach that helps teachers foster positive behavior while building a supportive and respectful classroom culture.

The A.T.M. Method reframes educators’ approaches to classroom management by emphasizing three key principles: Assume Nothing, Teach Everything, and Monitor and Model. This method encourages teachers to proactively, intentionally, and consistently shape student behavior.

Step One: Assume Nothing About Your Students

A common mistake in classroom management is assuming students already know what is expected of them. Students come from diverse backgrounds, each with unique experiences and social norms. What might be considered respectful or acceptable in one environment may be viewed differently in another. This diversity means educators cannot rely on students to understand classroom rules or expectations instinctively.

Instead, Boyd’s method encourages teachers to take a step back and assess the specific behaviors they want to see in their classroom. A simple yet effective exercise involves creating a two-column chart. On one side, list the desired behaviors, such as raising hands to speak, listening attentively, or working collaboratively. On the other, list common disruptive behaviors, such as interrupting peers, leaving seats without permission, or shouting.

This visual tool helps teachers clarify their expectations and highlights areas where students might need additional guidance. The goal is to remove assumptions and instead create a framework where every student understands what is expected of them.

Step Two: Teach Everything to Your Students

Once expectations are clearly defined, the next step is explicitly teaching them. Behavioral expectations are often treated as implicit knowledge, but Boyd argues that teaching them directly is essential to creating a consistent and harmonious learning environment.

The “I Do, We Do, You Do” approach provides a structured method for teaching these expectations:

I Do: The teacher models the desired behavior step-by-step, making the process clear and intentional. For example, suppose the goal is to have students raise their hands before speaking. In that case, the teacher demonstrates how to do so, emphasizing the importance of timing, patience, and waiting for acknowledgment before speaking.

We Do: Students practice the behavior as a group under the teacher’s guidance. This collaborative approach allows for corrections and adjustments in real time, ensuring students grasp the nuances of the behavior.

You Do: Students practice independently while the teacher observes and provides feedback. This step allows the teacher to assess whether students fully understand and can consistently meet the expectations. Teaching behavior may initially seem time-consuming, but it is an investment that pays dividends in the long run. Clear expectations reduce the likelihood of disruptions and create a classroom environment where students feel confident and supported.

Step Three: Monitor and Model for Students

Teaching expectations is not a one-time task. Sustained success requires consistent monitoring and reinforcement. Without regular check-ins, even well-taught behaviors can begin to slip over time. Boyd likens this to maintaining a clean room—without consistent effort, clutter begins to accumulate.

Teachers are encouraged to create a monitoring schedule to ensure long-term adherence to classroom norms. For example, if the goal is to have students raise their hands before speaking, the teacher might dedicate a few minutes at the start of each day to reviewing and reinforcing this behavior.

Modeling also plays a critical role in maintaining positive behavior. Teachers serve as role models for their students, demonstrating the behavior they wish to see. If students begin to stray from expectations, revisiting the modeling process can help reestablish clarity and consistency.

This ongoing process builds what Boyd refers to as “behavioral currency.” Just as financial deposits strengthen a savings account, consistent monitoring and modeling reinforce positive behavior, creating a reservoir of mutual respect and trust.

Building a Positive Classroom Culture

The A.T.M. Method goes beyond managing individual behaviors; it is a tool for building a cohesive classroom culture. A positive culture doesn’t emerge overnight—it is the result of consistent effort and intentional practice. Teachers who regularly implement the A.T.M. framework create an environment where students feel valued, respected, and motivated to succeed.

While implementing this method requires time and effort, the long-term benefits are undeniable. A classroom grounded in mutual respect and clear expectations allows teachers to focus on instruction rather than constantly addressing disruptions. Students, in turn, benefit from a structured and supportive environment that fosters both academic and social growth.

Practical Benefits for Educators

One of the most significant advantages of the A.T.M. Method is its practicality. Teachers often feel overwhelmed by the multitude of tasks they must juggle daily. The A.T.M. Method simplifies behavior management by providing a clear, step-by-step framework, making it easier to implement consistently.

The method also aligns with broader educational goals. By teaching students behavioral expectations, educators are helping them develop essential life skills, such as self-discipline, respect for others, and effective communication. These skills enhance the classroom experience and prepare students for success beyond school.

Getting Started with the A.T.M. Method

The A.T.M. Method offers a practical and actionable solution for educators looking to improve classroom behavior management. The process begins with reflecting on current practices and identifying areas where assumptions might create gaps in understanding. From there, teachers can define clear expectations, teach them explicitly, and establish a consistent monitoring and modeling routine.

The A.T.M. Method transforms classroom behavior management from a reactive process into a proactive strategy. By removing assumptions, teaching explicitly, and maintaining consistent oversight, educators can create a classroom culture where positive behavior is the norm rather than the exception.

For more information about the A.T.M. Method or to schedule a workshop, contact Stephen Boyd at Info@iamstephenboyd.com. Subscribe to his YouTube channel at https://www.youtube.com/@Iamstephenboydnow.

Published by: Martin De Juan

(Ambassador)

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