Classroom Management: Systems and Practice

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Classroom Management Systems and Practice

• Joy Wiebers
• Suzann Wilson

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• Major portions of the following material were
  developed by George Sugai and Rob Horner OSEP
  Funded Technical Assistance Center
• www.pbis.org

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Activity Effective Classroom Managers

• What do effective classroom managers do daily?
• 2-3 strategies

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Main Ideas

• Identify actions for a PBS team to facilitate
  improving the quality of classroom practices
• Classroom behavior support practices blended with
  school-wide systems
• As a team, how will you facilitate effective
  classroom settings
• Effective classroom management practices promote
  academic and behavioral gains

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Objectives

• Create a setting that acknowledges and welcomes
  all students
• Create a setting that is predictable, consistent,
  positive,and safe
• Identify at least one thing you will do
  differently in your classroom next week to
  increase academic engagement
• Identify at least one thing you will do in your
  classroom next week to improve behavior

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• Link classroom to school-wide
• School-wide expectations
• Classroom v. office managed rule violations
• Focus on classroom systems if
• More than 50 of referrals are from classroom
  settings

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Classroom Setting Systems

• Classroom-wide positive expectations taught and
  encouraged
• Teaching classroom routines and cues taught and
  encouraged
• Ratio of 4-5 positive to 1 negative adult-student
  interaction
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction and curriculum

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Guiding Principles

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

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Guiding Principles, cont.

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

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Invest in Appropriate Behavior

• Define and teach 3-5 expectations for your
  classroom
• Positively stated expectations
• Easy to remember
• Posted in the classroom
• Consistent with School-wide expectations
• Explicitly taught classroom expectations
• Examples Be safe, Be responsible, Be respectful

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Teach behavioral expectations as you teach
academic skills

• Describe
• Model
• Role Play/Practice
• Feedback
• Transfer of skills into practice

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Describe the skill

• Define the skill
• Give a rationale
• Discuss characteristics
• When to use
• Cues for recognizing situations
• Discuss the steps
• Give examples

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Model

• Shows what to do
• Use 2 or more examples
• Use relevant situations and actors
• Show positive outcomes
• Model one skill at a time

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Role Play/Practice

• Provide a situation
• Rehearsal of steps
• Students think aloud and role play
• All participants have a role

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Feedback

• Teacher and students provide feedback on the
  critical features of the skill
• review what was right, what was wrong, and what
  to change
• Student listens to all comments

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Transfer of Skills into Practice

• Cue during real situations and reinforce with
  high rates of praise
• Provide feedback about performance
• Practice as necessary
• Most critical

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Outcome

• Teach students to self-manage/self-regulate
• Once the routines are established, allow
  prompting by normal events (bell ringing)
• Provide prompts
• Provide consequences
• Monitor, reteach, and reinforce as necessary

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Prevention / Pre-correction

• Correction procedures are designed to stop
  inappropriate behavior
• Remember
• Minor behaviors can lead to more serious behavior
• Lots of minor behaviors can be as destructive to
  a building as the less occurring major behaviors

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Establish a Positive Environment

• 41 ratio of praise to every correction
• Begin each class period with a celebration
• Your first comment to a child established
  behavioral momentum
• Provide multiple paths to success/praise
• Group contingencies, personal contingencies, etc.
  

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Classroom Management Practices

• Outlines an action plan for implementation
• For every teacher to utilize

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1. Minimize crowding and distraction

• Designate areas in the classroom for all
  activities
• Determine what happens where
• Establish traffic patterns
• Visual access
• Teacher access to students at all times
• Student access to relevant instructional
  materials
• Teacher desk

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2. Maximize structure and predictability

• Determine routines critical to class success
• Routines are explicitly defined
• Define desired behaviors
• Explicitly teach classroom routines
• Post procedures
• Transitions

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3. State, teach, review, and reinforce positively
stated expectations

• Define 3-5 positively stated behavioral
  expectations
• Classroom matrix
• Teach expectations directly
• Post expectations in the classroom

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4. Provide more acknowledgement for appropriate
than inappropriate behavior

• Establish system for 4 to 1
• Begin each class with a positive

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5. Maximize varied opportunities to respond

• Establish balance of instruction over time
• Vary individual vs. group responses
• Pacing
• Accommodate various learning styles
• Study guides, diagrams, charts, graphic
  organizers, technology, peer tutoring, guided
  notes

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6. Maximize active engagement

• Preparation of lesson plans
• Begin with clear outcomes
• Vary format
• Written, choral, gestures, verbalizing
• Implementation of lesson plans
• Plan for difficult transitions (establish
  routines)
• Link engagement with outcome objectives

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7. Actively supervise

• Move
• Scan
• Interact
• Pre-correct
• Positively acknowledge

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8. Respond to Inappropriate Behavior Quickly,
Positively, and Directly

• Become familiar with building flow chart and
  referral form
• Respond efficiently
• Attend to students who are displaying appropriate
  behavior
• Follow building flow chart

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9. Establish Multiple Strategies for
Acknowledging Appropriate Behavior

• Develop ways to reinforce appropriate behavior
• Social, tangible, activity, etc.
• Frequent vs. infrequent

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10. Generally Provide Specific Feedback for
Errors and Corrects

• Curricular adaptations and strategies to
  guarantee 70-80 success rate
• Provide feedback about academic and social
  performance
• Always indicate correct behaviors
• Indicate what happens next
• Identify students who did not meet objectives
• Plan for follow up activities

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Reflections

• Celebrate what you are doing well
• Think of one thing you could change in your
  classroom
• What do you need from your system or
  administrator

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Activity Classroom Practices

• Identify one thing you will do differently in
  your classroom next week to increase academic
  engagement
• Identify one thing you will do differently in
  your classroom next week to improve behavior
• Report 2-3 big ideas from your team discussion

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Questions?

• Suzann Wilson
• PBS Trainer
• 242-7794
• suzann.wilson_at_dmps.k12.ia.us
• Joy Wiebers
• PBS Trainer
• 242-8408
• joy.wiebers_at_dmps.k12.ia.us