How to Manage Behaviors in the Library

The toughest thing about working with kids can often be setting expectations and managing behaviors. Most articles available to librarians about “classroom management” include advice such as follow the rules of the institution you work for or build rapport with patrons/students. While this is good advice, it does not leave room for questions, especially from those who may not have an educational background. As someone with this background, what kind of librarian would I be to not help others build their background knowledge?

To any librarians who might be searching for the answers to their management challenges, my advice would be to build structure into the program or day, to differentiate support for children, and to acknowledge and support the behaviors and expectations that you want to see. 

Visual Supports for All

I am a huge fan of visual supports no matter the age group. I love having visual reminders of rules, as well as visual schedules throughout my programs and classrooms alike. For younger children, these can be images that relate to the activities that you will be completing. For older children, these could simply be the names of the activities you are working on. You should remove or erase the activities as they are completed if you incorporate this into your routine. This will help keep everyone on track. I admit, I sometimes forget to erase an activity after it is finished, but the children in my programs have proven to be great helpers with keeping me on our routines. Using visuals is just one way to build that structure into the day and to provide support for children who might need additional help staying on task.

Rules Reminders

Visual rule reminders are also a great classroom management tool for all. If your rules are highly visible in your space, it makes it very easy to refer back to them when children need a reminder for appropriate library behaviors. It can also be beneficial to review these rules at the beginning of each day or class period. While you may think the children in front of you already know the rules, referring back to them each day shows that they are important and relevant for each new day. This can then build into providing incentives for kids who are following the rules. 

Providing Incentives for Desired Behaviors

If you think about your own life, are you more likely to respond to someone telling you NOT to do something, or to someone praising you for doing the right thing? For me, I know the praise is a much better reinforcer. This same logic is applicable to the children in your spaces. Providing verbal or tangible incentives for following the rules can be a game changer. Kiddos will feel acknowledged and supported for doing the right things, and those who are seeking attention will want to follow the rules to gain positive attention. Great reinforcers could be something as small as a sticker, or something as large as a special book kids get to keep for themselves. Learn what the children you work with enjoy, and use that as their reinforcers. 

In Conclusion…

The biggest advice that I would give is that each child is different. What works for one class, or one child, on one day, may not work the following day. Each situation is a different puzzle you are trying to solve. Ultimately, this takes a lot of patience and practice. However, supporting the kiddos you work with and creating environments that are conducive to learning is, in my humble opinion, quite worth the work you will put in. 

Annaliese Melvin (she/they) is a children’s librarian at a neighborhood library in Washington, D.C. Originally from Pennsylvania, she moved to the DC-area in 2020 to become a special education teacher after graduating from Arcadia University. In 2023, she graduated from the University of Southern Mississippi with a degree in Library and Information Science and transitioned into the library field. She is passionate about equity, inclusion, reading, and Philadelphia sports. 

This post addresses ALSC Core Competencies 1.5 and 7.2

The post How to Manage Behaviors in the Library appeared first on ALSC Blog.

 The toughest thing about working with kids can often be setting expectations and managing behaviors. Most articles available to librarians about “classroom management” include advice such as follow the rules of the institution you work for or build rapport with patrons/students. While this is good advice, it does not leave room for questions, especially from those who may not have an educational background. As someone with this background, what kind of librarian would I be to not help others build their background knowledge? To any librarians who might be searching for the answers to their management challenges, my advice would be to build structure into the program or day, to differentiate support for children, and to acknowledge and support the behaviors and expectations that you want to see.  Visual Supports for All I am a huge fan of visual supports no matter the age group. I love having visual reminders…
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