Classroom Systemsof

Positive Behavioral Interventions & Supports

Idaho SWPBIS Training Institute

Purpose

To describe the implementation of a systems approach to classroom behavior and instructional management

Critical features Steps and effective practices Supporting teachers

Objectives

• Focus on classroom component of PBIS – how to support teachers

• Describe current status of classrooms (student-teacher interactions)

• Discuss several types of teacher support

Universal Positive Behavior Support for the Classroom

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Basic Rule

Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

Structure Your Classroom for Success

Arrange an efficient daily schedule for all of your classes– Start on time– Organize you activities to keep attention of students.

• Have a reasonable balance among the types of activities• Avoid having one type of task run too long• Schedule independent work and cooperative work directly

following teacher directed tasks.• Think about scheduling the last few minutes of the class

with teacher directed work—gets kids in the mindset that they are not done learning.

Sprick et al. 2009

Common Mistakes

• Assuming students know what is expected of them– Absence of clear rules– Vaguely stated rules

• Punishing students for failure to exhibit a behavior that they do not know how to do

• Increasing instructional minutes will not make up for ineffective instruction

Guiding Principles

• Teach and manage social behaviors positively and preventively…like teaching reading, math, physics, music, etc.

• Integrate social and academic management strategies within and across curricula

• Maximize academic success to increase social behavior success

Prerequisites

• Appropriate and relevant curriculum– Meets needs– Perceived as important

• Appropriate goals and curricula that are fair, functional, and meaningful– Avoid frustration, dissatisfaction, confusion,

rebellion, etc.

STOIC

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Classroom Management Tips

Sprick et al. 2009

So what can be done?

• Classroom organization• Instructional management• Behavior management• On-going teacher support

Classroom Organization

• Physical environment• Student and teacher routines• Transitions• Attention-getting signal• Climate

Considerations• How many students will you have in the

room at one time?• What kinds of activities will be taking place

in your classroom?• Where should students be seated?• How will you regulate

movement/supervise/interact?• What should my classroom look like?

– Wall space, storage, lighting, etc.

• How will you teach students roles and procedures with other staff for consistency?

Aspects of the Physical Environment

• Seating/furniture arrangement• Traffic patterns• Materials/supplies• Student areas (e.g., small group, break,

time-out)• Teacher areas (e.g., desk, materials)• Problem features (e.g., unsupervisable

areas, dangerous items/equipment)

Goal when planning the physical environment

• Create an orderly learning environment that sets the stage for orderly behavior

• Create a pleasant climate for you and your students

Classroom Organization

Design areas for specific activities• Whole class instruction• Small group instruction• Rug activities• Quiet reading area• Free choice games and activities• Computers

Anita Archer

Classroom Organization

Arrange space so that:• Students face the teacher without turning around• Teacher has close proximity to students• Students can interact with partner and/or team• Teacher can see all areas of room• Teacher can easily monitor all areas• Teacher and students can move easily around room• Teacher can access necessary instructional

materials• Students can access necessary materials

Anita Archer

Common ways to arrange desks in a

classroom

Paired Rows

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Slanted Rows

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Slanted Tables

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Double U

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Double E

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Checklist

Evaluating the Physical Organization of the Classroom:

Setting the Stage

Establish Routines• Increase predictability and consistency• Both teacher and student routines• Build into environment/prompts

– “Stack and Rack”

• Consider “common” routines– Lining up– Restroom breaks– Preparing for work– Transitions between activities

• Teach routines over a period of time so students and staff are not overwhelmed at the beginning of the year.

Routines

In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.

Predictability predicts ability!

Anita Archer

Routines• Determine situations where a routine or

procedure is needed• For each situation, determine a

routine/procedure that Promotes self-responsibility Doesn’t require teacher involvement Is effective and efficient Can be used consistently

Anita Archer

Routines

• Document routines/procedures• Teach most important routines

procedures• Review routines/procedures• Routines should be ones that

students have no difficulty following consistently and with little to no teacher involvement

Anita Archer

Example Student Routines

• Start/end of day• Transitions• Personal needs (e.g., bathroom,

pencil sharpening)• Working in groups and independently• Special events• Materials and equipment• Homework and assignments• Personal belongings

I need a pencil

I need to use the restroom

I would like to get out of my seat

I need help or have a question

Silent Classroom Signals

Teacher Routines• Planning and implementing

instruction• Classroom movement

(circulation)• Working with assistants,

volunteers, student teachers• Communications

Example Routines & Procedures

Checklist: “Situation Requiring a Classroom Routine or Procedure”

Classroom Routines

Classroom Routines

• What are 3 routines common across classrooms in your school?

• Complete the Classroom Routines Matrix for your classroom.

• What is a PROCESS you might use with your faculty to define and share effective examples?

Efficient Transitions

To have efficient transitions, you need to:• Teach signals and routines• Practice in natural context• Pre-correct in problem situations• Monitor continuously• Positively reinforce

Attention-getting Cue/Rule

• Select cue that is effective, efficient, and relevant

• Apply consistently• Positively reinforce when

chances arise.

Classroom Climate

• Develop plan before school starts• Determine expectations• Teach expectations directly• Use first weeks of school to establish

• Expectations and behavior/routines• Climate (laugh, smile, accept student ideas)

Classroom Goals & Rules

Students are more likely to exhibit desired behaviors when expectations are clear.

What you expect = What you get

Anita Archer

Classroom Goals

• With grade level team or school faculty, establish goals you would like children to reach

• Goals reflect values you hold for students• Goals are more global than rules• Analogy– Goal – Drivers should be courteous– Rules – Speed limit 65

Anita Archer

Classroom Goals

Example Goals:• Respect others• Be responsible• Do your best work• Cooperate with others

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Classroom Rules

Rules for Rules:• Are fewer in number (3 to 6)• Should state desired behavior positively• Are short and simple• List observable behaviors• Begin with a verb• Clearly define behaviors

Anita Archer

Classroom RulesExample Rules:• Arrive on time• Listen to your teacher and classmates• Bring only school materials• Follow directions• Participate in activities• Work during work sessions• Use language appropriate to school and work-place

Anita Archer

Classroom Rules

To get the best results, teachers should:• Introduce rules• Teach lessons on individual rules• Review rules• Post rules• Act as if you expect desired

behaviorsWhat we expect = What we get

Anita Archer

Behavior Management Basics

• Use continuum of strategies to encourage expectations– Teach expected behavior– Increase opportunities for academic and social success– Provide positive feedback more often than corrections

and reprimands (e.g., 5 to 1)• Move from tangible to social reinforcement• Move from external to self-managed reinforcement• Individualize reinforcement

– Use continuum of strategies to discourage/correct inappropriate behaviors

Characteristics of Effective Praise

• Good praise follows the “if-then” rule– Make sure students are doing exactly what

you want them to be doing– Praise them within 1 or 2 seconds after the

behavior occurs– If it is an on-going behavior, praise during the

behavior

Systems Support

• Shift to school-based teams rather than relying on “outside experts”

• As with SWPBIS the systems guide the implementation of effective practices

• Link classroom management practices to SWPBIS

• Use data for decision-making

SAS Classroom Systems

School Status and Commitment

• Complete the Classroom Settings section of the Staff Survey

• Summarize the results• Add items to action plan as needed• Prepare to report out on status of

system and planned activities

Classroom Settings

Additional Tools:• PBIS Resource: Classroom

Checklists, Effective Classroom Plan, Environmental Inventory Checklist

• Classroom Management: Self-Assessment