Kathy Lockard

klockard@aea14.k12.ia.us

Classroom Management

Major portions of the following material were developed by George Sugai, Rob Horner, Teri Lewis-Palmer, and Geoff Colvin.

www.pbis.orgwww.rc4alliance.org

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

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.

Why formalize classroom management?

Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.

TOP FOUR 20051. Lack of financial support2. Overcrowded schools3. Lack of discipline & control4. Drug use

Context

Achievement & Behavior

“Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.”“Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.”Rutter & Maughan, 2002, pp. 470-471

“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

If Runyon doesn’trespond, we get

TOUGHERIf Runyon STILL

doesn’t improve, weget REAL TOUGH

& enforceBOTTOM LINE!

When behavior doesn’t improve, we “Get Tougher!”

Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming

…..Predictable systems response!

But….false sense of safety/security!

Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic

& social behavior programming

Five Guiding Principlesof Classroom Management

Guiding Principle # 1

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

INDICATORS OF GOOD TEACHING

Behavior Management· Expected behavior & routines taught &

practiced· High rates of acknowledgements for rule

following behavior· High rates of positive & active supervision· Good instructional teaching

DESIRED STUDENT OUTCOMES· Academic achievement· Social skill development (character education)· Self-control & self-management

INDICATORS OF MAXIMIZED STUDENT OUTCOMES· High rates of active engagement· High rates of correct responding· High number of opportunities to respond· High rates of task & socially appropriate behavior

Instructional Management· Outcome based· Evidence-based curriculum· Well designed lessons· Expert presentation of lessons· On going progress monitoring· Good behavior management

Guiding Principle # 2

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

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Organizational Features

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Guiding Principle # 3

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

violations

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Guiding Principle # 4

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

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Guiding Principle #5

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

planning

Essential Behavior & Classroom Management Practices

See handouts:

Classroom Management Self-Checklist (7r)

&Effective Classroom Management Practices

Refer also to handout “Utilize the ‘Model, Roleplay, Reinforce’ Approach When Teaching.”

1. Minimize crowding & distraction

Design environment to elicit appropriate behavior: Arrange furniture to allow easy traffic

flow. Ensure adequate supervision of all

areas. Designate staff & student areas. Seating arrangements (classrooms,

cafeteria, etc.)

Reflection: Room Design

Does your classroom provide a stimulating, distraction free environment for learning?

What can you do to minimize crowding and distraction?

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2. 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.

Refer to handouts “Common Routines” and “Steps to Initially Teach Expectations/Procedures/Routines.”

Sample Routine - Elementary

A. 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

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

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 arm’s length Face the teacher On signal begin to jog in place

Teach The Routines

A. Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review)

B. Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback)

C. Specialist Teachers (use the same three steps-remind, supervise and provide feedback).

Maintaining Classroom Routines

Use maintenance procedures following initial teaching

Maintenance procedures consist of providinga. Remindersb. Supervisionc. Feedback

Return to initial teaching if frequent reminders occur.

Reflection: Classroom Routines

1. What routines do I have?2. How are they established?3. Which routines do I need to include/firm up?

_______________________________________________________________________________________________________________________________________________________________________________

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

Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to

entering natural context. Monitor students behavior in natural

context & provide specific feedback. Evaluate effect of instruction - review

data, make decisions, & follow up.

(Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

Teaching ExpectationsELEMENTARY STUDENTS

Key research finding:

“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)

Teaching Procedures

Use Five Steps for Teaching Expectations

1. Explain

2. Specify student behaviors

3. Practice

4. Monitor

5. Review

(Colvin & Lazar, 1997)

Maintenance Plan

Once initial teaching has been conducted use these three steps for maintenance

Provide

1. Reminders

2. Supervision

3. Feedback

Teaching Expectations

Secondary Students

Key Research Findings:“With older students, researchers have noted that the

best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them” (Cotton, 1990, p.8).

In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assisted in teaching classroom expectations.

Use three steps for teaching expectations to secondary students

Provide systematic:1. Reminders2. Supervision3. Feedback

Note:These same three steps are used to maintain classroom

expectations for elementary students following initial teaching.•Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).

Reflection: Classroom Expectations

1. Are my classroom expectations consistent with the school-wide expectations?

2. How can I teach my expectations directly?

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_____________________________________

_____________________________________

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4. Provide more acknowledgements for appropriate than inappropriate behavior

Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for rule violation with

positive reinforcer for rule following

Managing Consequences

Key Points Consequences follow behavior Consequences may be positive or negative

Positive consequences are delivered to:1. Provide immediate feedback that behavior is acceptable

or desired2. Increase likelihood behavior will BE repeated, i.e.,

reinforced.

Negative consequences are delivered to:1. Provide immediate feedback that behavior is unacceptable2. Increase likelihood behavior will NOT BE repeated, i.e.

punished.

5. Maximize varied opportunities to respond

Vary individual v. group responding Vary response type

Oral, written, gestural Increase participatory instruction

Questioning, materials

6. Maximize Active Engagement

Vary format Written, choral, gestures

Specify observable engagements Link engagement with outcome objectives

7. Actively & Continuously Supervise

Move Scan Interact Remind/precorrect Positively acknowledge

8. 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

Problem Behavior Selected

1. Off-task behavior

2. Rule violations

3. Disrespectful behavior

4. Agitation

5. Limit testing

6. Threats and intimidation

Off Task BehaviorManagement Steps

1. Attend to students on task and delay responding to student off task

2. Redirect student to task at hand and do not respond directly to off task behavior

3. Present choice between on task direction and negative consequence

4. Follow through on student choice

Rule ViolationManagement Steps

1. State the rule or expectation

2. Explicitly request the student to “take care of the problem”

3. Present options if needed

4. Follow through

Disrespectful BehaviorManagement Steps

1. Studiously avoid reacting personally (such as shouting, challenging, becoming agitated)

2. Maintain calmness, respect and detachment (Teacher modeling role)

3. Pause and focus

4. Focus on the student behavior (“That language…”)

5. Deliver consequence as appropriate

AgitationManagement Steps

Three Steps

1. Re-direct the student to task at hand

2. Recognize signs of agitation

3. Use strategies to reduce agitation

Recognizing Signs of Agitation

Increases in Behavior Decreases in Behavior

Darting eyesNon-conversational languageBusy handsMoves in and out of groupsStarts and stoppingMoves around roomFidgety

Stares into spaceSubdues languageContains handsLacks interactionLacks involvementWithdraws from groupsLacks respondingAvoids eye contact

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

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

Threats and IntimidationManagement Steps

Take all threats seriouslyStudent makes threat:1. Pause, delay responding2. Disengage, “Just a second.”3. Depending on student’s state either

a. Send for help (use school emergency procedures)b. Make office referral

4. Monitor till help arrives

Reflection: Responding to Inappropriate Behavior

1. Identify strategies that you might adopt to defuse situations.

_____________________________________

_____________________________________

_____________________________________

_____________________________________

9. Establish Multiple Strategies for Acknowledging Appropriate Behavior

Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed

10. Generally Provide Specific Feedback for Errors & Corrects

Provide contingently Always indicate correct behaviors Link to context

How did I do?

8-10 “yes” = Super

5-7 “yes” = So So

<5 “yes” = Improvement needed

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable

(Zins & Ponti, 1990)

INDICATORS OF GOOD TEACHING

Behavior Management· Expected behavior & routines taught &

practiced· High rates of acknowledgements for rule

following behavior· High rates of positive & active supervision· Good instructional teaching

DESIRED STUDENT OUTCOMES· Academic achievement· Social skill development (character education)· Self-control & self-management

INDICATORS OF MAXIMIZED STUDENT OUTCOMES· High rates of active engagement· High rates of correct responding· High number of opportunities to respond· High rates of task & socially appropriate behavior

Instructional Management· Outcome based· Evidence-based curriculum· Well designed lessons· Expert presentation of lessons· On going progress monitoring· Good behavior management

MESSAGE: To maximize,achievement, need both good

instruction & behaviormanagement.

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day

in-service- Observe in effective classroom - Observe & give feedback

What is likelihood of change in teacher practice?

Action Plan Considerations

+ Build on SW System+ Use school-wide leadership team+ Use data/research to justify+ Adopt evidence based practice+ Make local accommodations/adaptations+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

Classroom Management

11 minutes Review “Classroom Management Self-Assessment” & discuss

possible application strategies Report 1-2 “big ideas” from your team discussion (1 min.

reports) AttentionPlease

1 MinuteSpokesperson

Main Ideas

Classroom behavior support practices should be blended with school-wide systems.

There should be a melding of classroom practices that promote academic gains with classroom practices that promote behavioral gains.

You should create a setting that is: Predictable Consistent Positive Promotes student independent behavior (reduce

prompts)

References

Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.

Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.