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Classroom Management
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this [product] and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Look at BOQ criteria for implementation Look at Team Role Provide ideas and resources for professional
development Identify issues and begin to dialogue for
solutions
Objectives
Core Feature
PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
Classroom Hallway CafeteriaAll School Settings
Respectful
Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells
Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self
Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume
Responsible
Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines
Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell
Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times
Ready
Carry supplies appropriatelyBe aware of people around you
Leave books/binders/coats in lockerGo directly to café Have money & number ready
Arrive on time and restedBe ready to participateKnow and follow school expectationsP
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EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
• Listen to others• Use inside
voice • Use kind words• Ask permission
• Enter/exit classroom prepared
• Use inside voice
• Listen to others• Acceptdifferences• Use kind words• Encourageothers
• Use quiet voice
• Follow directions
• Eyes/ears on speaker
• Raise hand to speak
• Contribute to learning
Be Responsible
• Be prepared• Follow
directions• Be a problem
solver• Make choices
that support your goals
• Place materials in correct area
• Begin warm-up promptly
• Use Time Wisely
• Contribute• Complete your
part
Be a TASK master
• Use your neighbor
• Follow directions
• Take notes• Meet your
goals
Be Safe
• Keep hands, feet, and objects to self
• Organize your self
• Walk
• Walk • Use Materials Carefully
• Keep hands, feet, and objects to self
• Stay at seat• Keep hands,
feet, and objects to self
Define and teach classroom routines 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.
Procedures and Routines
Map School-wide Rules & Expectations to Classroom Routines
School Rule Be Safe Be Respectful Be Responsible
Expected Student BehaviorsWalk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriately
Use kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned off
Follow school rulesRemind others to follow school rulesTake proper care of all personal belongings & school equipmentBe honestFollow game rules
Classroom RoutinesStarting the day put personal belongings in designated areas
turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30
Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class
Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished
Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help
Lining Up
Neatly place books and materials in your desk.
Sit quietly when you hear the “quiet” signal.
Quietly stand up when your name (or row) is called
Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward, use your bubble
Elementary Example
Class Discussion 1. Prepare for discussion by reading the required
assignment in advance. 2. Wait until the other person is finished speaking before
your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions: Use
appropriate expressions of disagreement.
Entering the Classroom 5. Enter the classroom before the bell rings. 6. Take your seat and get out of materials you need for
class. 7. Talk quietly until the bell rings. 8. Begin the morning assignment on the side chalk board
when the bell rings.
Secondary Examples: Routines
Look over activity 9a and 9b, and the Maps on the following pages of your handout.
How could this be used in a staff meeting/grade level meeting?
How will you get buy in so it is used to support teachers and students in ALL classrooms!
Team Time
Core Feature
PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
What is your feedback ratio?
Positive environment established a) 5 positive comments to every
correction/negative b) First comment is positive/ celebrations
Invite buddy to observe for 10 minutes to take data
Record yourself and take the data
5:1 Feedback Ratio
Handout
Interdependent Group-Oriented ContingencyDefinition: Reinforcement of the class/group is
contingent on the behavior of the whole class/group.
Pros: Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices.
Cons: Scape-goating may occur. Students may blame one student for the class/group not earning the reward. One student may sabotage earning the reward for the whole group.
Group Contingencies
I am now responsible for another person’s success….
Everyone is responsible for managing behavior◦ “Hey- that’s not cool”◦ “We don’t do that here…”
Group Contingencies
General overview◦ Students divided into teams◦ Points allocated based on student behavior when
game is in effect◦ Rewards delivered periodically (end of day, end of
week) based on points earned
Team Support: Overview
1. Determine when game will occur2. Break class into teams3. Review rules for Team Support4. During game, provide points 5. Game ends, deliver recognition
◦ What is the goal? Pre-announced versus hidden
◦ Who wins Team with highest points versus everyone “over the
bar”
Team Support
Core Feature
PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
Time & effort
Unpleasant feeling
Lesson disruption
The Continuum of Redirection Redirecting student attention
should involve the LEAST amount of:
What is your continuum of redirection?
Group Work:
Create a continuum of redirection.
Start with the least interruption to learning.
Select theleast intrusive
strategy to gainstudent cooperation.
Ignore
No LessonBreak
LESSON BREAK
Change seating
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
The education community knows what works: professional development, consistent and thorough classroom observation and using results to help good educators become great.
Mary Bell, president of the Wisconsin Education Association Council
Milwaukee Journal Sentinel editorialOct 25th, 2011
Wisconsin Teacher Discipline Bill
How will staff get skills?
“If you don’t feed the teachers, they will eat the children”
Leadership Team will:◦ Conduct needs assessment- make professional
development decisions based on results Self assessment, Classroom Check-up Walk through
Building Systems to Support Best Practices in the Classroom
Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer
Effective Classroom Management PracticesCurrent Status
Not In Pl0
Partial 1
In Place 2
DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations)
ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIRONMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding
a) Classroom activities have locationsb) Teacher able to monitor whole class c) Traffic patterns established
FEEDB ACK4. Active supervision of classrooma) moving through classroom, scanning, interacting 5. Positive environment establisheda) 5 positive comments to every correction/negativeb) First comment is positive/ celebrations
MAXIMIZING STUDENT ENGAGEMENT6. Maximize academic engagement a) Opportunities for student responses (0.5/min) 7. Promote academic successa) Academic success rate matches level of learningb) Curricular adaptations available to match student ability 8. Vary modes of instruction
ADDRESSING PROBLEMATIC BEHAVIOR9. Hierarchy of responses to problem behaviora) Do not ignore moderate/intense problem behaviorb) Specific feedback for social/academic errorsc) Responses to problem behavior allow instruction to continue10. System available to request behavioral assistance
Summary Score Total Points = ______ X 100% = % 20
◦Develop Annual Training Calendar ◦Created timelines for implementation of each
feature Weekly skill and/or feature mini-lessons Cool Tools
◦Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Dedicated time during staff meetings
◦Planned booster session◦Orientation for new staff
University of MissouriAdapted from Lori Newcomer, Ph.D.
Develop system to present best practice and encourage teacher engagement and implementation
Create small learning communities◦ Ability for teachers to observe each other◦ Get access to data- performance feedback
Team builds structure- Grade level teams provide support Buddy system Core master teachers
How will staff get feedback