Classroom Management Strategies and Targeted Interventions

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Classroom Management Strategies and Targeted
Interventions

• Terrance M. Scott
• University of Florida

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Discipline is.

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

ReactionPositive and Negative Consequences
Prevention Rules, Routines, Arrangements
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Discipline Works When .

• Prevention creates more Positive than negative
  consequences

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Characteristics of Effective Classrooms

• Effective Classrooms
• -low incidence of behavior problems
• -high success rates (80 or better)
• -Academic learning time/engaged time
• -time with materials or activities related to
  the outcome measures that are being used

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1. Instruction guided by pre-planned curriculum

• learning goals and objectives established.
• sufficient allocated time for each goal is
  established.
• curriculum calculated to provides kids several
  opportunities to learn.

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2. Students are carefully oriented to lessons

• specify goals and objectives
• modeling
• pacing
• questioning
• prompting
• appropriate feedback
• praise
• corrective feedback
• low rates of criticism

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4. Established standards for classroom and school

• Characteristics of Effective Rules
• Expected behaviors are explicit
• Rules are stated positively
• Rules are stated succinctly
• Rules are stated in observable terms
• Rules are made PUBLICeasy to see
• Ensure enforceability/reward
• Smaller numbers of rules (about 5)
• Consistency
• Rules need to be taught
• Model the rules for the students

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5. Teacher/Student Interaction

• -high expectation for student learning
• -incentives and rewards to promote excellence
• -personal interactions between
  teacher/student are positive

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Classroom management

• Instruction of both academic and social behavior
  through teaching important rules and developing
  routines and physical arrangements to maximize
  the probability that students will be successful
  with those rules in school and in life.

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Classroom Management Components

• Component 1 Teach important behaviors.
• Component 2 Facilitate student success in the
  school and in life.
• Component 3 Measure and communicate success of
  management by the success of individuals.

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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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Logic - Effective ManagementAcademics
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Logic - Ineffective ManagementAcademics
?
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Academic vs. Social Behavior

• Academics Skills
• Factual
• Static
• Immutable
• Social Skills
• Age dependent
• Culturally dependent
• Contextually dependent

Key Question What will make students successful
when the leave the classroom?
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Logic for Social Management



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Effective Classroom Management
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Academic - Effective
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Social - Effective
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Ineffective Social Management

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Classroom Management
Component 1 Instruction
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Ineffective Instruction Sets the
Occasion for Student
Failure
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Effective Instruction
Effective instruction is

• Effective example selection and sequencing
• Task analysis
• Facilitate success
• Delivered at the level of the student

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Instructional Sequence

• Presentation - tell and model
• Recitation - student Q A
• Individual Work - with teacher feedback -make
  sure students get it
• Group work
• -activities, experiments, etc.
• -chance to discover application to real
  world
• Test - Make sure they have skill fluency

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ACTIVITY

• Lets try non-explicit social instruction
• What is Zore?
• The concept is ZoreSocial ConceptAll examples
  are accurate

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INEFFECTIVE INSTRUCTION

• INEFFECTIVE MODELS
• INEFFECTIVE PRACTICE
• -
• TESTING OUTCOMES
• -

osh
osh
FAILURE
Osh ?
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EFFECTIVE INSTRUCTION

• EFFECTIVE MODELS
• EFFECTIVE PRACTICE
• TESTING OUTCOMES

osh
not osh
osh
SUCCESS
Osh
RED SIDED RECTANGLE
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Rule Guidelines

• Development
• -small number
• -state positively
• -concise
• -concrete - (can model)
• Implementation
• -be consistent
• -be business-like
• -reinforce compliance

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Create Matrix
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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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Classroom Management
Component 2 Routines and Arrangements
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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 - advance organizers
• 5. create routines

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Routines Classroom Transition Examples

• Rules for Transition out of Classroom
• Use insures clean-up and prevents riot on way
  out of class
• put items in desk
• sit quietly
• wait for teacher to dismiss
• reinforce quiet/compliant students with first
  dismissal

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Routines Classroom Transition Examples

• Transition Lottery
• Use efficient lesson transitions to undesired
  subjects
• teacher numbers all books
• at transition time, teacher gives directions and
  gives signal for a lottery
• teacher pulls numbers from a jar and provides a
  prize for the student whose number was pulled

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Prompts, Cues, Pre-corrects

• Select the least intrusive prompt necessary
• Plan to fade prompts
• Try to first use prompts as prevention
• Use prompts as first level of correction

Chris prompts
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Chris
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Arrangement
Prompt
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Pre-Correction
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Prompts
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Classroom Management
Component 3 Assessment and Consequences
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Effective Reinforcement

• Use the least amount necessary
• Approximate and/or pair with natural reinforcers
• Make part of routine and systems
• Pre-plan and teach consequences

Eric hand raising
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Effective Punishment

• Use the least amount necessary
• Pre-plan and teach
• Use only with reinforcement for replacement
  behavior
• Should defeat function of problem behavior

Chris Punishment
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Avoid Power Struggles
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Ignoring

Eric Ignore
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Targeted Groups
Social Skills Instruction to Small Groups
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Teach

• teacher gives clear set up explanations
• definition of essential rule
• description of skill components and variations

3.1
Skill Impulse Control
3.1
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Discuss and Engage
2.3
2.8
Skill Impulse Control
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Teach Listening
Key rules are made explicit
1.2
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Model

• model / demonstrate the skill
• select competent and respected students and
  adults
• only the teacher models incorrect responses
• select examples from natural context
• at least two positive demonstrations of each
  example

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Model Listening
Make clear what the key rules are by pointing
them out in each modeling episode
0.2
0.2
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Model Positive Example
2.4

• Skill
• Impulse Control
• Stop
• Think
• Pick an action
• Go

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Prompts and Pre-Correction
1.3
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Non-Examples

• Leave a step out and make students identify it
• Stop
• Think
• Pick an action
• Go

1.8
1.9
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Connect Negative and Positive Examples
2.6
2.7
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Prompting
1.4
1.5
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Prompting and Reinforcement
2.1
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Practice

• role play activities
• focus on relevant features
• have student "think aloud"
• teacher can provide coaching during lesson
• teacher may need to prompt appropriate responses
• involve all members of the group by assigning
  tasks / questions
• have student self evaluate after activity

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Practice Listening
Involve all students in each practice session by
giving them jobs and engaging them afterward
0.3
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Set-Up Role Play Practice
1.7
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Review Test

• review essential rule for the day
• test on untrained examples through role plays
• test each student as often as possible (daily)
• request demonstration of skill whenever possible
  (verbally or role play)
• lesson homework

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Impulse Control

• Stop
• Think
• Pick an action
• Go

3.2
3.3
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Impulse Control

• Stop
• Think
• Pick an action
• Go

3.4
3.5
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Responding to TeacherTeaching Modeling
4.03
4.04
Rule Keep a calm voice and explain
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Responding to TeacherPractice
4.07
4.08
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Engaging a Reticent Student in the Modeling
4.09
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Promoting Maintenance and Generalization

• Strategies To Use During Training
• Use naturally occurring examples within role
  plays
• Use naturally occurring reinforcers
• Use appropriate language
• Pinpoint activities students likely to engage

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Train for Generalization
0.6
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Train for Generalization
4.05
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The University of Florida
Doctoral Program In Behavior Disorders
Terry Scott Dept. of Special EducationPO Box
117050Gainesville, FL 32611-7050 [phone]
x 263 terryscott_at_coe.ufl.edu
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Like Classroom Management?

• RancherThe rancher manages the herd of cattle by
  limiting their movement to the confines of the
  fenced pasture this keeps them healthy and
  accounted for.
• ContractorThe contractor manages the project by
  overseeing the quality and completion of work
  this insures that the project is completed with
  adequate integrity and in a timely manner.
• Police OfficerThe police officer manages the
  roadway by watching for and responding to
  violators of the established rules of the road -
  this helps keep the roadways safe.

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Like Classroom Management?
Rancher
NO YES NO
Contractor
NO NO YES
Police Officer
NO YES NO