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For appropriate behavior, you have to fill in the gaps in executive function so students have the requisite skills to allow them to behave. There is an awesome book by Ross Greene that addresses the correlation between executive function and behavior and when my teaching team read it, it completely changed our philosophy. Check it out: http://www.amazon.com/Lost-School-Behavioral-Challenges-Falling/dp/1416572279/ref=sr_1_1?s=books&ie=UTF8&qid=1402944120&sr=1-1&keywords=lost+in+school
In order to reach maximal instructional time, you need to spend as little time as possible doing routine procedures that don't contribute to the overall lesson (entering and exiting, transition, turning in assignments). For this to occur, you need to establish your rules and procedures early on in the classroom. Iterate, then reiterate, and practice until your students have mastered them. This time spent at the beginning of the year is an investment for the rest of the time you and your students will spend together. If they can operate independently and efficiently in the classroom without interrupting your or pulling you away from the lesson, your instructional time will be at its maximum.
As far as promoting appropriate behavior, the aforementioned is also relevant. Your students should know and understand your rules and consequences. Furthermore, you could try reinforcing positive behavior by offering specific and effective praise that commends the type of behavior you want to see in your classroom. Always try to take a proactive approach when possible, instead of waiting to need to take a reactive one.
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