Rob Horner, George Sugai,

1
Classroom Management

• Rob Horner, George Sugai,
• Teri Lewis-Palmer, Jeff Sprague

2
Objectives

• Identify the classroom behavior support practices
  that blend with school-wide systems
• Review critical features essential practices of
  behavior management in classroom settings
• Identify actions for a school-wide team to
  improve the quality of classroom management
  practices

3
Activity Effective Classroom Managers

• 3 minutes (pick recorder spokesperson)
• What do effective classroom managers do daily?
• Report 2-3 big ideas from your team discussion.

4
Discipline is.

• The actions parents and teachers take to increase
  student success (Charles, 1980).

ReactionPositive and Negative Consequences
Prevention Rules, Routines, Arrangements
5
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Main Ideas

• Classroom behavior support practices blended with
  school-wide systems.
• As a team, how will you work to make all
  classrooms effective settings?
• Melding classroom practices to promote academic
  and behavioral gains.
• Create a setting that is
• Predictable
• Consistent
• Positive
• Promotes student independent behavior (reduce
  prompts)

7
Relationships

• Relationships are the black dirt of our work in
  growing children. All of our strategies and
  procedures are the fertilizer we add.

8
Classroom Systems are Connected to School-wide
Systems

• Expectations and Language are consistent w/
  school-wide procedures.
• Instruction and curriculum match student ability.
• Teachers have access to assistance/coaching.
• Efforts are made to create appropriate learning
  environments (temperature, noise, furniture,
  class sizes, equipment, schedules, etc.)
• Options allow instruction to continue when
  behavior is problematic.
• Teachers collaborate to plan instruction and to
  develop interventions when students are
  struggling.

9
Classroom Management ChecklistSee Hand-out

• Classroom physical arrangement
• Structure and predictability (routines,
  procedures)
• Positively stated expectations (posted, taught,
  reviewed and reinforced)
• More frequent acknowledgement for appropriate
  than inappropriate behaviors
• Each student has multiple opportunities to
  respond during instruction
• Instruction actively engages students

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Classroom Management cont.

• Active supervision
• Ignore or provide quick redirections to
  inappropriate behavior (private reprimands if
  possible)
• Multiple strategies to acknowledge appropriate
  behavior
• Specific feedback to social and academic
  responses. Students have 70-80 success rate,
  teacher has knowledge of which students met
  learning objectives, and follows up for students
  who were not successful.)

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Guiding Principle 1

• Remember that good teaching is one of our best
  behavior management tools
• Active engagement
• Positive reinforcement

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Guiding Principle 2

• Apply the three tiered prevention logic to the
  classroom setting
• Primary for all
• Secondary for some
• Tertiary for a few

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Guiding Principle 3

• Link classroom to school-wide
• School-wide expectations
• Classroom v. office managed rule violations

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Guiding Principle 4

• Teach social skills like academic skills.
• Tell/model/explain
• Guided practice
• Monitor assess
• Give positive feedback
• Adjust enhance

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Guiding Principle 5

• Build systems to support sustained use of
  effective practices.
• SW leadership team
• Regular data review
• Regular individual school action planning

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(No Transcript)
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Ineffective Instruction
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Classroom ManagementAlternative Perspectives

• No Control
• No rules or structure
• Students discover
• What is teachers role?
• Over-control
• Strict control of all actions
• Harsh consequences
• Teacher as authority figure

Control refers to our ability to predict
behavior under specific circumstances
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Invest in Appropriate Behavior

• Define and teach 3-5 expectations for your
  classroom early in year.
• Positively stated expectations
• Easy to remember
• Posted in the classroom
• Consistent with School-wide rules/expectations
• Taught Directly
• Positive and negative examples
• Examples
• Be safe, Be responsible, Be respectful
• Respect others, Respect property, Respect self
• Respect, Responsibility, Caring, Trustworthiness,
  Fairness, Citizenship

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Rule Guidelines

• Development
• -small number
• -state positively
• -concise
• -concrete - (can model)
• -Tie behaviors to language of expectations.
• Implementation
• -be consistent
• -be business-like
• -reinforce compliance

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Respecting Others

• WHAT YOU SAY TO OTHERS
• Use nice words and actions
• Examples please, thank you, may I, excuse me
• Non-Examples put downs, name calling
• HOW YOU SAY THINGS
• Use a pleasant tone and volume of voice
• Examples calm voice, quiet voice, explain
• Non-Examples yelling, growling, arguing
• WHAT YOU LOOK LIKE
• Show that you are calm and interested
• Examples open posture, nodding, eye contact,
  personal space
• Non-Examples in someones face, rolling eyes,
  mad face, shaking head, fists

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Establish a Predictable Environment

• Define and teach classroom routines/procedures
• How to enter class and begin to work
• How to predict the schedule for the day
• What to do if you do not have materials
• What to do if you need help
• What to do if you need to go to the bathroom
• What to do if you are handing in late material
• What to do if someone is bothering you.
• Signals for moving through different activities.
• Show me you are listening
• How to determine if you are doing well in class
• Establish a signal for obtaining class attention
• Teach effective transitions.

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Approximately one-half of classroom time is taken
up with non-instructional activities.

• Classroom procedures
• Minimize non-instructional time
• Maximize academic instructional time
• Decrease behavior problems
• Create a more positive learning climate
• Provide students with productive work habits

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Designing Classroom Routines
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Maximize structure predictability

• Teacher routines volunteers, communications,
  movement, planning, grading, etc.
• Student routines personal needs, transitions,
  working in groups, independent work, instruction,
  getting, materials, homework, etc.

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Sample Routine - Elementary

• Exiting the classroom to another activity such as
  P.E. or Art
• Put materials away, clear desk and push chairs in
• On signal move quietly to doorway
• Line up facing the door and keep one space
  between each person
• Keep hands and feet to self
• Listen to the teacher and wait for signal to
  depart

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Sample Routine Secondary

• B. Conducting Quizzes and Tests
• Put all materials in your desk not needed for
  quiz
• Listen carefully to directions (no talking)
• Raise your hand if you have a question
• Stay in your seat
• Complete the quiz without talking
• Follow directions for completing test (pass
  papers forward or give them to person collecting)
• Begin the designated activity following the quiz

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Sample Routine - Specialist

• C. Beginning Physical Education Class
• Students line up at the gym door
• On signal they enter the gym
• Students move directly to line on gym floor
  (basketball court line)
• Maintain a space, more than one arms length
• Face the teacher
• On signal begin to jog in place

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Maintaining Classroom Routines

• Use maintenance procedures following initial
  teaching
• Maintenance procedures consist of providing
• a. Reminders
• b. Supervision
• c. Feedback
• Return to initial teaching if frequent reminders
  occur.

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Smooth and Effective Transitions

• 1. Teach transition rules
• 2. Avoid disruptive practices/routines
• 3. Schedule to minimize transitions
• 4. Pre-correction
• 5. Create routines

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Reflection Classroom Routines

• What routines do I have?
• How are they established?
• Which routines do I need to include/firm up?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________

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Teaching Procedures

• Use Five Steps for Teaching Expectations
• Explain
• Specify student behaviors
• Practice
• Monitor
• Review
• (Colvin Lazar, 1997)

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Teach Students to Self-Manage

• Once students know the routines, allow routine
  initiation to be prompted by normal events (the
  bell completion of an assignment) rather than
  teacher prompts.
• Teach self-management
• The target behavior
• The self-management behavior
• Prompts
• Consequences

35
Design a Functional Physical Layout for the
Classroom

• Different areas of classroom defined for
  different activities
• Define how to determine what happens where
• Traffic patterns
• Groups versus separate work stations
• Visual access
• Teacher access to students at all times
• Student access to relevant instructional
  materials
• Density
• Your desk

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Maximize Engaged Time

• Efficient transitions
• Self-management
• Active Supervision
• Move
• Monitor
• Communication/Contact/Acknowledge

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Match Curriculum to Student Skills

• Failure as a discriminative stimulus for problem
  behavior.
• 70 success rate.
• Young learners versus experienced learners
• How can we teach with success and still teach the
  required curriculum?
• Monitor and adapt
• Maintain instructional objective, but adjust the
  curriculum/instruction
• The art of curricular adaptation (strategies)
• Have fun

38
Effective Instruction
Effective instruction is

• Effective example selection and sequencing
• (Vertical and horizontal articulation with
  curriculum and objectives)
• Analyzing Task
• (Essential question, rubric for evaluation)
• Delivering at the level of the student (Consider
  background knowledge and skill level.)
• Facilitating success (Student has high rate of
  success and work is of high quality)

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Instruction Influences Behavior

• Pacing
• Opportunities for student responses
• Acquisition vs. Practice/Performance
• Joe Wehby
• Phil Gunter
• Student feedback from teacher
• Vary mode of instruction
• Group work
• Lecture
• Discussion
• Activity, lab
• Independent Assignment
• Use of media, technology

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Actively supervise

• Move
• Scan
• Interact
• Remind/pre-correct
• Positively acknowledge

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Varied Opportunities to Respond

• Vary individual v. group responding
• Vary response type
• Oral, written, gestures
• Increase participatory instruction
• Questioning, materials

42
Managing Consequences

• Key Points
• Consequences follow behavior
• Consequences may be positive or negative
• Positive consequences are delivered to
• Provide immediate feedback that behavior is
  acceptable or desired
• Increase likelihood behavior will BE repeated,
  i.e., reinforced.
• Negative consequences are delivered to
• Provide immediate feedback that behavior is
  unacceptable
• Increase likelihood behavior will NOT BE
  repeated, i.e. punished.

43
Establish Multiple Strategies for Acknowledging
Appropriate Behavior

• Social (praise, applause, high five, smile),
  tangible (sticker, treat, ticket, positive note
  home), activity (free time, no homework, choice
  of where to sit, fun day on Friday, first in
  line,10 min. of game time, etc.)
• Frequent v. infrequent
• Predictably (if you get all your work done) v.
  unpredictably (spontaneous celebration)
• Immediate v. delayed

44
Discipline Works When .

• Prevention creates more Positive than negative
  consequences

5 1
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Establish a positive environment

• Five instances of praise for every correction.
• Begin each class period with a celebration.
• Your first comment to a child establishes
  behavioral momentum, increasing probability of
  compliance.
• Engelmann, Mace, interspersed requests
• Provide multiple paths to success/praise.
• Group contingencies, personal contingencies, etc

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Problem Behavior Identified

• 1. Off-task behavior
• 2. Rule violations
• 3. Disrespectful behavior
• 4. Agitation
• 5. Limit testing
• 6. Threats and intimidation
• Teacher behavior often escalates problem behavior.

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Respond to Inappropriate Behavior Quickly,
Positively, Directly

• Respond efficiently
• Attend to students who are displaying appropriate
  behavior
• Follow school procedures for major problem
  behaviors objectively anticipate next
  occurrence

48
Off-task behaviorManagement steps

• Attend to students on task and delay responding
  to student off task
• Redirect student to task at hand and do not
  respond directly to off task behavior
• Present choice between on task direction and
  negative consequence
• Follow through on student choice.

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Rule ViolationManagement Steps

• State the rule or expectation
• Explicitly request the student to take care of
  the problem
• Present options if needed
• Follow through

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Disrespectful BehaviorManagement Steps

• Studiously avoid reacting personally (such as
  shouting, challenging, becoming agitated)
• Maintain calmness, respect and detachment
  (teacher modeling role)
• Pause and focus
• Focus on the student behavior (That language)
• Deliver consequence as appropriate

51
Recognizing Signs of Agitation
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AgitationManagement Steps

• Three Steps
• Re-direct the student to task at hand
• Recognize signs of agitation
• Use strategies to reduce agitation

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Strategies for Reducing Agitation

• Teacher support and empathy
• Create space or isolation
• Provide choices
• Permit preferred activities (with clear
  boundaries)
• Use teacher proximity
• Provide independent tasks or activities
• Permit movement (use movement tasks)
• Use relaxation techniques
• Use passive activities
• Involve the student as appropriate

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Limit TestingManagement Steps

• 1. Pre-Teach the procedures
• 2. Deliver the following information in a calm
  matter-of-fact manner
• a. Present expected behavior and negative
  consequence as a decision
• b. Allow few seconds for decision
• c. Withdraw and attend to other students
• 3. Follow through based on student decision

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Threats and IntimidationManagement Steps

• Take all threats seriously
• Student makes threat
• 1. Pause, delay responding
• 2. Disengage
• 3. Depending on students state either
• a. Send for help (use school emergency
  procedures)
• b. Make office referral
• 4. Monitor till help arrives

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Classroom and School-wide Rules

• Be clear about what behaviors are to be dealt
  with in the classroom versus those that should be
  sent to the office.
• Having a menu of options will provide teacher
  confidence in response. (isolation spot in
  classroom, reflection/apology paper, detained
  after class, contact to parent, loss of
  privilege, re-teaching w/ teacher at
  non-preferred time, 10 minutes in another
  classroom...etc.)
• Balance need of individual student with problem
  behavior against needs of other students.
• Maintain academic engagement
• Plan ahead

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Teacher has System to Request Assistance

• Teacher should be able to identify need for
  assistance and request help easily.
• Teacher request for assistance form

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Activity

• Complete the Classroom Management
  Self-Assessment.
• What are some issues common across classrooms in
  your school?
• What is a PROCESS you might use with your faculty
  to support staff as they work with improving
  classroom behavior?