Classroom Behavior Dynamics Simulator

Classroom Behavior

Rule clarity 70%

Positive reinforcement 60%

Routine consistency 65%

On-task

–

Disruptive

–

Engagement score E

–

How it works

Each of the 24 students is a small state machine cycling between on-task, distracted and disruptive. Every tick a student's chance of drifting toward a worse state — or recovering toward a better one — is driven by a single classroom-wide engagement score built from three managerial levers, echoing the "Rule = Positive Expectation × Consistency" idea from classroom-management theory: a weak lever drags the whole room down more than an average would suggest.

E = ∛(C · P · R)
C = rule clarity, P = positive reinforcement, R = routine consistency (each 0–1)
recover-chance ∝ E   ·   degrade-chance ∝ (1 − E)

Rule clarity — how well-defined and consistently enforced the classroom rules are; low clarity lets minor distraction slide into disruption unchecked.
Positive reinforcement — how often good behavior is actively rewarded rather than only bad behavior punished; raises the recovery rate back to on-task.
Routine consistency — how predictable transitions and procedures are; low consistency raises baseline anxiety and drift toward distraction.
Teacher intervenes — instantly returns the most disruptive student to on-task and grants a short grace period, modeling a real redirection or non-verbal cue — but it only treats a symptom, it doesn't raise E itself.

Real-world relevance: the multiplicative formula is a deliberate simplification of why classroom-management guidance always pairs rules with reinforcement and routine together — improving only one lever barely moves outcomes if the other two stay weak.

On-task Distracted Disruptive Teacher

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