Welcome!

While you settle in, Write your class rules on a sheet of pink paper Connect to the internet Download materials from the email from Nicole

Darabi Write a postcard to a student and their family to

praise him/her for positive behavior

P R E S E N T E D BY: A M Y I N G E R S O L L A N D N I C O L E D A R A B I ,

P B I S C O A C H E S

A C K N O W L E D G E M E N T S T O :

L O R I N E W C O M E R , P H . D. , U N I V E R S I T Y O F M I SS O U R I

T H E I R I S C E N T E R ; VA N D E R B I LT U N I V E R S I T Y

Classroom Management

Welcome

IntroductionsMeeting NormsExpectations for tonight-

What would you like to take away? What are you hoping to learn?

Acknowledgements

Positive Behavior Support for the Classroom

Classroom Management System

Behavioral

Environmental

Components of a Classroom Positive Behavior Support Plan

Set of 3 to 5 Classroom RulesPhysical Classroom LayoutProcedures/RoutinesContinuum of positive consequencesContinuum of negative consequencesBehavior Crisis PlanMedical Crisis Plan

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we ... teach? punish?

Why can’t we finish the last sentence as automatically as we do the others?”

- Herner, 1998

Communicating Expectations

Rules Expectations

A rule is an “an authorative principle set for the guide behavior”

Clearly stated rules identify, define, and operationalize concepts of acceptable behavior specific to the classroom setting that are necessary to maintain order and a well-functioning environment

An expectation is defined as a “confident or strong hope that something will happen”

The expectation is that students will develop and exhibit the characteristis that lead to success both in and out of school (ie. To be responsible, respectful and to do their best)

Sample School-wide Behavior Matrix

Developing Classroom Rules

It is essential that they:Are positively statedUse simple, specific termsAre measurable and observableConvey expected behaviorMost behavioral expectations can be conveyed in five rules or fewer.

Problem Behavior Replacement Rule

TardiesOff-task

Not following directions

Unruly transitions

In seat when bell rings

On-task during work time

Follow directions the first time

Transition quickly and quietly

Common Classroom Behavior Problems

Guidelines for Classroom Rules

Consistent with school rules

Understandable/ age appropriate

DoableManageableAlways applicableStated positivelyKept to a minimum

(<5)

More Sample Rule Posters

Are these rules observable, measurable, positively stated, and convey expected

behavior?

Walk at all times in the classroom. Be a good citizen. Be on task during work times. Keep hands, feet, and objects to yourself.Be safe. Do your best. Follow directions the first time.

Partner Talk

What are your current classroom rules?With your partner determine if the rules are:

ObservableMeasurablePositively statedConvey expected behaviorKept to a minimum (5 are usually

sufficient) Identify a problem behavior and the aligned

replacement rule

Action Plan

Use the action plan template to write your rules and check the guidelines.

Share Out and Questions

Examples of classroom rulesHow did you modify a classroom rule-what

was the before and after?Tell us how and when you will teach.

Physical Classroom Environment

Video

Classroom Management in Action Planning and Organization

Organize Physical Classroom

Classroom Layout Rationale

How does information from the video and your current classroom layout support learning and student behavior?

Furniture Materials Activities

Student proximity Immediate reinforcement/redirection

Engagement Safety

See all students

Procedures

Procedures explain the accepted process for carrying out a specific activity such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the bathroom.

Procedures and Routines

Determine the desired outcome (ie. Homework turned in).

Decide how students need to complete the task.

Consider what errors students are likely to make.

Consider problem areas or problem times- often a well designed routine can smooth things out.

Attention Signal

Choose a locationChoose a visual and auditory signalTeach the signalGive rewards and positive reinforcement

when students respondGive mild consequence if students do not

respondFade out rewards and consequences over

time

Elementary Example

Elementary Example

Elementary Example

Secondary Example

Turning in Assignments

The last persons in each row pass their paper to the person in front of them.

The next person does the same until the papers reach the first person in each row.

First person in the row pass papers to the right.

The first person in the last row places all papers in the basket on the teacher’s desk.

Secondary Example

Step by Step Procedures

Handouts: List of Procedures Step by Step Procedure

Guided Work Time

Identify your Attention Signal on page 1 of Action Plan Independently review and highlight procedures

needed in your class (on list of procedures). Write in any others needed at the bottom.

Select 2-3 procedures that can be improved in your classroom and list them on your step by step procedures sheet in the left column.

Discuss with your partner the steps involved in 1 of the procedures.

Write down in student-friendly, concise wording what is expected for each step of this procedure. Continue working on the 2nd and 3rd procedure if there is time.

Communicating Expectations

Rules Positively stated Measurable and

achievable 3-5

Routines Transitions Movement Procedures

PostTeachPracticeFeedback Reinforce

Teaching Rules and Procedures

Introduction State the rule or procedure Explain the rationale for the rule or procedure

Instruction Describe examples and non-examples Demonstrate or act out the rule or procedure Ask for student feedback about the demonstration

Was this an appropriate example of following the rule? Did the student exhibit all the steps in the procedure?

Teaching Rules and Procedures, cont.

Teach Rules and Procedures Practice Elementary: Have each student role-play the rule or

procedure (can be done in small group activities).

Feedback Use formal and informal feedback Reinforce/Acknowledge compliance Schedule for teaching rules and procedures

Schedule for Teaching Rules and Procedures

First Grading Period Teach rules and procedures for all areas of school

during the first week Provide opportunities for review and practice Provide frequent reinforcement/acknowledgement After the first week, review rules two or three times

per week Build in opportunities or activities for students to

review and practice the rules

Schedule for Teaching Rules and Procedures

Second Grading Period Review rules and procedures once per week

Students Return from School Breaks (October, January, February, April) Review rules and procedures the first day that

students returnRemainder of the Year

Review rules and procedures periodically as needed

Rule Reminders and Helpful Hints

Signs and posters with pictures or icons associated with each rule

Student-drawn pictures depicting the rulesDigital pictures of students displaying rule

following behavior

Tape on floor to designate where students are to line up, where desks are to be placed, or where students are to sit.

Procedure Helpful Hint Example

Questions posted in key places (“Do you have your book, notebook, and calculator?”)

Procedure Helpful Hint

Procedure Reminders and Helpful Hints, cont.

Step by step picturesTimers to indicate allowed for transitions,

playtime, work time, and other activities.Music playing during transitions. The music is a

reminder not to talk, and the gradual decrease in volume is a signal that the transition is about over.

Music playing quietly during independent work time (a signal that no talking is allowed).

A special word or phrase that is only used to get student attention or signal a particular behavior.

Work Time

Choose a template from the email attachment for a procedure poster.

Create a the poster using your step by step procedures handout.

Print to…Make a poster using the poster making

machine.

Big Bang Theory Video Clip

Continuum of Positive and Negative Consequences

Understanding Principles of Behavior

“Behaviorists did not invent positive reinforcement. They systematized and named it. Positive reinforcement is a naturally occurring process that wise

teachers understand and learn how to use to promote effective management of groups and

individual students.”

(Schuermann and Hall, 2008)

Consequences

Behavior is strengthened or weakened by its consequences

Teachers often reinforce the very behaviors that disrupt the class.

Frequent teacher attention in the form of praise is more effective than rules or reprimands in increasing appropriate behavior.

Consequences, continued…

Consequences are teacher-based actions that respond to appropriate (POSITIVE consequence) or inappropriate (NEGATIVE consequence) student behavior.

Consequences work best when they: Are clear. Relate directly to rules and procedures. Possess a range of intensity or hierarchy of

alternatives. Are natural and logical.

Positive Consequences

Used to recognize and increase the frequency of appropriate behavior.

Recognize on an intermittent (unpredictable, ever-changing) schedule that students are following rules and procedures.

Can be used to develop self-managed behavior.

Effective when they target a specific behavior and are applied immediately, with eye contact and genuine enthusiasm.

Positive Reinforcement for appropriate behavior

Thumbs upSmileVerbal praise (Specific)Notes/phone calls homeNote to the principalStudent of the hour/day/weekHigh five/elbow bumpComputer timeSpecial privileges

Levels of Positive Consequences

Positive Consequences

Action Plan

Negative Consequences

Used to decrease problem behaviorFunctionalApplied in an educative rather than vindictive

fashionPresented in a hierarchy ranging from lesser

to greater intensityBest applied in combination with positive

consequencesImportant to ensure that they are logical and

preserve a student’s dignity

Negative consequences

Verbal reprimandPlanned ignoringRedirection-corrective teaching procedurePhone call homeResponse-costOvercorrectionTime-out from positive reinforcement

When delivering consequences, keep in mind that you need to:

Apply consistencyUse the power of proximityMake direct eye contactUse a soft voiceBe firm and anger-freeLink the consequences to the expected

behaviorsNever accept excuses, bargaining, or whiningBe educative, not vindictive

Avoiding the Negative Trap(Latham, 1998)

CriticismArguingRidiculeQuestioningSarcasmDespair and pleadingThreatsPhysical force

Sample Hierarchies of Negative Consequences

Elementary School

Level 1: Class rule reminderLevel 2: Individual rule

reminderLevel 3: Modifications

(change seat)Level 4: Time away in

another classLevel 5: Parent contactLevel 6: After-school

detentionLevel 7: Office referral

Middle School and High School

Level 1: General reminderLevel 2: Individual reminderLevel 3: Second individual

reminder or “see me” Level 4: Time out I (goes to in-

class time-out area and completes think sheet)

Level 5: Time out II (goes to alternative room to complete think sheet)

Level 6: Parent contactLevel 7: Loss of

privilege/detentionLevel 8: Referral

Action Plan of Negative Consequences

Effective Classroom Management

Unless what you are about to say or do has a high probability for making things better,

don’t say it and don’t do it.

Effective Classroom Management

Helpful hints and reminders:

Stop, then redirect inappropriate behavior The single most commonly used but least effective

method for stopping consequential behavior is to verbally scold and berate the student.

How can you instead acknowledge the students who are doing the appropriate behavior?

4:1

4 positive acknowledgements for every 1 corrective feedback/reprimand

Behavior and Medical Crisis Plans

In the event of a behavior or medical crisis, know: The process of what to do Who to call How/if to evacuate students Be knowledgeable

At your school, create a written behavior and medical crisis plan Have it by the phone In your sub binder/folder

Thank you for your participation!

Certificates for professional development hours completed

Evaluation/feedback forms