POSITIVE SCHOOL CULTURE

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POSITIVE SCHOOL CULTURE

• IN THE CLASSROOM
• Part 2 of Advancing Knowledge In Positive School
  Culture

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Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
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Positive Behavior Support Classroom Management

• Four Basic Classroom Management Elements
• Classroom Organization
• Instructional Practices
• Community Building
• Proactive Behavior Management

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What are Students Doing in Effectively Managed
Classrooms?

• Following predictable schedule
• High rates of academic engagement
• High rates of academic achievement
• High rates of compliance
  

• High rates of student managed behavior
• Using problem solving structures
• Smooth and efficient transitions

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Where Did Students Get These Behaviors?

• Learned previously
• Taught directly
• Modeled by staff and students

• Acknowledged regularly by significant others
• Occasioned by the environment

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What Do Effectively Managed Classrooms Look Like?

• Active supervision
• High rates of positive reinforcement for expected
  behavior
• Predictable schedules and routines

• Consistent response to problem behavior
• Utilization of effective instruction and
  curriculum

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Activity-PBS Classroom ManagementSelf-Assessmen
t Tool

• Locate self-assessment tool
• Read the items
• Discuss whether or not this tool might be helpful
  to teachers in your school

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Classroom Organization

• Physical Environment
• Student and Teacher routines
• Transitions
• Attention-Getting Signal
• Supervision

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Considerations

• How many students will you have in the room at
  one time?
• What kinds of activities will be taking place in
  your classroom?
• Where should students be seated?
• How will you regulate movement/supervise/interact?
  
• What should my classroom look like?
• Wall space, storage, lighting, etc.

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Classroom Organization Physical Environment
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Physical Environment Designing the classroom
toelicit appropriate behavior

• Arrange furniture to allow easy traffic flow
• Establish traffic patterns that minimize
  distractions and crowding in the classroom
• Organize materials and supplies so that they are
  easily accessible

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Physical Environment (continued)

• Designate student areas (e.g., small group,
  break, time-out) and teacher areas (e.g., desk,
  materials)
• Identify and eliminate problem features (e.g.,
  un-supervisable areas, dangerous items/equipment)

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Classroom Organization Student and Teacher
Routines
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Routines

• Increase predictability and consistency
• Both teacher and student routines
• Build into environment/prompts
• Consider common routines

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Student Routines

• Start/end of day
• Personal needs (e.g., bathroom, pencil)
• Working in groups and independently
• Special events
• Materials and equipment
• Homework and assignments
• Personal belongings

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Teacher Routines

• Planning and implementing instruction
• Classroom movement (circulation)
• Working with assistants, volunteers, student
  teachers
• Communication
• Grading

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Classroom Organization Transitions
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Conduct Smooth and Efficient Transitions Between
Activities

• Teach signal routine
• Practice in natural context
• Limit transition to time required for student to
  be ready
• Pre-correct problem situations before they occur
• Monitor continuously
• Positively reinforce appropriate transition
  behavior
• Consistent correction/re-teaching when behavior
  errors occur

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Classroom Organization Attention-Getting
Signals
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Attention-getting Cue

• Select cue that is effective, efficient, and
  relevant
• Teach and practice cue
• Apply consistently
• Positively reinforce appropriate response to cue
• Consistently correct / re-teach when problem
  behaviors occur

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Classroom Organization Supervision
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Actively supervise at all times

• Move continuously
• Scan continuously overtly
• Interact frequently positively
• Remind/pre-correct
• Positively reinforce rule following behaviors

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Instructional Strategies

• Preparation
• Maximizing Engagement
• Active Student Responding
• Providing Feedback
• Follow-Up and Continued Planning

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Instructional StrategiesPreparation
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Be prepared for activity

• Know desired outcome
• Have materials
• Shift phases of learning
• Acquisition, fluency, maintenance, generalization
• Practice presentation fluency
• Have filler activities

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Instructional StrategiesMaximizing Engagement
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Begin with clear explanations of
outcome/objective

• Provide advance organizer
• Create focus or point of reference for assessment

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Active Engagement

• Allocate most time to instruction
• Fill day with instructional activities
• Vary format
• Written, choral, gestures
• Specify observable engagements
• Link engagement with outcome objectives

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Instructional StrategiesActive Student
Responding
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Engage students in active responding

• Establish expect behavioral indicator
• Write, verbalize, manipulate materials
• Enable immediate assessment of learning
  instructional impact
• Give each student multiple ways to actively
  respond
• Vary response type
• Individual v. choral responses
• Written, gestures, oral
• Use peer-based assistance
• Increase participatory instruction
• Questioning, materials

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Instructional StrategiesProviding Feedback
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• Regularly check for student understanding
• Vary assessment type
• Immediate v. delayed
• Individual v. group
• Review previously mastered content
• Check for existing knowledge

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• End activity with specific feedback
• Review performance on expected outcomes
• Scheduled activities
• Academic v. social
• Individual v. group

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Instructional StrategiesFollow up and Continued
Planning
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• Provide specific information about what happens
  next
• Describe follow-up activities
• Homework, review, new activity, choices
• Immediate v. delayed
• Following lesson
• Describe features of next lesson

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• Know how many students met learning
  objective/outcome
• Administer probe
• Oral, written, gesture
• Immediately graph/display performance

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• Provide extra time/assistance for students as
  needed
• Determine phase of learning
• Acquisition -gt re-teach
• Fluency -gt more practice
• Maintenance -gt reinforcement/feedback
• Schedule time during/before next lesson

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• Plan activity for next time
• Consider phase of learning
• New outcome
• Re-teaching
• Practice
• Maintenance/generalization
• Modify/select materials

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Community Building
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Community Building

• Bonding and Connecting
• Culturally Responsive Teaching

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Community Building Bonding and Connecting
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Community Winning Them Over Not Winning Over
Them

• Bonding Connecting I Can, I Care, I Count
• Sense of Belonging Caring
• Rituals Traditions
• High Expectations
• Networking with parents and students
• Carol Cummings

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Community Building Culturally Responsive
Teaching
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A Key to Relationships and Effective
Instruction Culturally Responsive Teaching

• is dynamic using varied teaching methods to
  create engaging learning experiences.
• demonstrates that the teacher sees him/herself as
  part of the community.
• affirms the belief that all students will succeed
  and work to make it happen.

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A Key to Relationships and Effective
Instruction Culturally Responsive Teaching

• Helps students make connections between their
  community, national, and global identities.
• Use instructional strategies that pull
  knowledge out of students, helping them to
  connect new learning to prior knowledge or
  experiences instead of seeing teaching as solely
  putting knowledge into students.
• From Gloria Ladson-Billings

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Proactive Behavior Management
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Proactive Behavior Management

• Teach social behaviors like academic skills
• Establish and explicitly teach classroom
  expectations
• Establish and consistently implement a system for
  acknowledging appropriate behavior
• Establish and consistently implement a system for
  responding to inappropriate behavior

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Teach social behavior like academic skills

• teach through multiple examples
• teach the general case
• teach in problem setting
• give practice examples
• test with new examples without assistance
• provide positive feedback

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Proactive Behavior ManagementClassroom
Expectations
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Establishing and explicitly teaching classroom
expectations
Rules Basic Behavioral Expectations Consistent Un
derstandable Doable Manageable Always
Applicable Stated Positively Stated Behaviorally
The more that students feel ownership, and strong
positive relationships are established, the more
effective the rules will be.
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State, teach, review reinforce positively
stated expectations

• Establish behavioral expectations/rules.
• Teach rules in context of routines.
• Prompt or remind students of rule prior to
  entering natural context.
• Monitor students behavior in natural context
  provide specific feedback.
• Evaluate effect of instruction - review data,
  make decisions, follow up.

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Proactive Behavior ManagementAcknowledging
Appropriate Behaviors
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Establishing and consistently implementing
system for acknowledging appropriate behavior

• Use continuum of strategies to encourage
  expectations things to consider
• social,tangible, activity, etc.
• external v. self-managed reinforcement
• individualize reinforcement
• frequent v. infrequent
• predictable v. unpredictable
• immediate, v. delayed

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Increase ratio of positive tonegative teacher to
studentinteractions

• Maintain at least 4 to 1
• Interact positively once every 5 minutes
• Follow correction for rule violation with
  positive reinforcer for rule following

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Positively interact with most students during
lesson

• Vary type of contact
• Physical, verbal, visual contact
• Vary by individual group
• Mix instructional social interactions

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Characteristics of Effective Praise

• Good praise follows the if-then rule.
• Make sure students are doing exactly what you
  want them to be doing.
• Praise them within 1 or 2 seconds after the
  behavior occurs.
• If it is an on-going behavior, praise during the
  behavior.

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Characteristics of Effective Praise

• Good praise often includes students names.
• Good praise is descriptive.
• Simply describe what the student is doing at the
  time - focusing on actions.
• Good praise is convincing.
• Good praise is varied.
• Good praise in non-disruptive.

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Proactive Behavior ManagementResponding to
Inappropriate Behavior
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Establishing and consistentlyimplementing a
system for responding to inappropriate behavior

• Use continuum of strategies to discourage/correct
  inappropriate behaviors
• use strategies for encouraging expected behavior
• attend to students who display expected behavior
• Pre-correct for problem behavior
• redirect when early problem indicators occur
• Individualize correction procedures
• Evaluate regularly

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Manage minor (low intensity/frequency) problem
behaviors positively quickly

• Signal occurrence
• State rule and expected behavior
• Ask student to restate/show expected behavior
• Give positive feedback
• Disengage quickly early

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Follow school procedures for chronic problem
behaviors

• Be consistent business-like
• Pre-correct for next occurrence
• Follow SW procedures for major behavioral
  incidents
• Develop individualized plan for repeated
  incidents

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Procedures for Pre-correct/Re-teaching

• Pre-correctprompt for desired behavior in
  problem context
• go to problem setting/situation
• get attention of students
• give reminder or opportunity to practice skills
• watch child for demonstration of skill
• acknowledge demonstration
• Provide positive feedback

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Classroom Action Planning
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Example Strategies For Teacher Led Improvements

• Build on Schoolwide System
• Routinely review data to make decisions
  regarding classroom management procedures
• Teach/practice expectations and routines to
  fluency/automaticity
• Develop a system for monitoring ratio of
  positives to negatives
• Have someone observe and give me feedback on
  the implementation of my plan

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References

• Colvin, G., Lazar, M. (1997). The effective
  elementary classroom Managing for success.
  Longmont, CO Sopris West.
• Colvin, G., Sugai, G., Patching, W. (1993).
  Pre-correction An instructional strategy for
  managing predictable behavior problems.
  Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., Kameenui, E. J. (2003).
  Instructional classroom management A proactive
  approach to behavior management. (2nd ed.). White
  Plains, NY Longman.
• Jones, V. F. Jones, L. S. (2001). Comprehensive
  classroom management Creating communities of
  support and solving problems (6th ed.). Boston
  Allyn Bacon.
• Kameenui, E. J., Carnine, D. W. (2002).
  Effective teaching strategies that accommodate
  diverse learners (2nd ed.). Upper Saddle River,
  NJ Merrill.
• Latham, G. I. (1997). Behind the schoolhouse
  door Eight skills every teacher should have.
  Utah State University.
• Latham, G. (1992). Interacting with at-risk
  children The positive position. Principal,
  72(1), 26-30.
• Martella, R. C., Nelson, J. R.,
  Marchand-Martella, N. E. (2003). Managing
  disruptive behaviors in the schools A
  schoolwide, classroom, and individualized social
  learning approach. Boston, MA Allyn Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C.,
  Deutchman, L., Darch, C. B. (1983). Structuring
  your classroom for academic success. Champaign,
  IL Research Press.