Stepping Out of the Hallways and Into Your Classroom: Strategies that Support Your Schoolwide Effort

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Stepping Out of the Hallways and Into Your
Classroom Strategies that Support Your
School-wide Efforts

• Maryann Judkins, M.A.
• University of Arizona
• June 11, 2008

(p.1)
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Objectives

• First impressions
• Getting PBIS language into the classroom (really)
• Universal considerations Prevention
• When those things dont work
• Interventions for chronic behavioral errors
• You decide

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First Impressions

• Set the tone
• Make it clear
• Keep it simple

At Jellystone Elementary, we learn with love and
laughter!
6 Pillars of Character Trustworthiness Respect Res
ponsibility Fairness Caring Citizenship

• Class Rules
• Be on time
• Follow directions
• Have materials ready when the bell rings
• Talk only when permitted
• Use polite speech and body language
• Turn work in on time
• Clean up after yourself

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Getting the Language into the Classroom

• How many of you have PBIS plans that include
  defined expectations in classrooms?
• How many of you have 100 of your teachers buying
  into it and/or implementing it with fidelity?

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Getting the Language into the Classroom

• Getting Buy-In
• Teacher alignment fit existing classroom rules
  into behavior matrix
• Clarification discuss rules v. procedures
• Other strategies?

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Universal Considerations Prevention

• Behavior Management Principles
• Management putting restrictions and reinforcers
  in place
• Changing behavior takes time
• What is your behavior management style? (p.2-6)

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Universal Considerations Prevention

• General Strategies
• Designing physical space
• Establish routines/procedures
• Teach expectations and routines / procedures
• Provide advanced organizers / precorrections

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Universal Considerations Prevention

• General Strategies
• Keep students engaged
• Provide a positive focus
• Teacher talk
• (p. 7- 8)
• Caring School Community (CSC) Class Meetings

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Why Have Class Meetings?

• Build relationships
• Teach skills
• Teach character
• Promote understanding
• Build commitment to community

Autonomy Belonging Competence
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Why Have Class Meetings?
Skills Developed

• Listening
• Goal setting
• Planning
• Decision making
• Problem solving
• Reflection
• Defending a position

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Why Have Class Meetings?
Types of Meetings

• Norm-Setting
• Planning/Decision-Making
• Check-In
• Problem-Solving

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Why Have Class Meetings?
Class Meeting Process

• Circle up - open meeting
• Explain the purpose
• Establish ground rules
• Facilitate discussion
• Close meeting

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Why Have Class Meetings?
Middle School (CPR Circle of Power and Respect)

• Benefits
• Thrive in atmosphere of trust and belonging
• Offers stability and predictability
• Allow opportunity for peer interaction
• Learn and practice social skills (CARES
  Cooperation, Assertion, Responsibility, Empathy,
  and Self-control)

(Bechtel, 2002)
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Why Have Class Meetings?
Middle School

• Process
• Greeting teach kids and model appropriate
  greetings
• Sharing practice in respectful interaction
• Establish ground rules
• Give format
• Model it
• Practice
• Debrief

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Why Have Class Meetings?
Middle School

• Group Activity build team spirit, encourage
  cooperation, teach social and academic skills
• News and Announcements Chart information about
  the day
• Friendly salutation
• Announce class and school events
• Recognize student achievement
• Commemorate past events
• Interactive academic challenge

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Principles of Practice

• Relationships
• Fairness and equality
• Values
• Autonomy and responsibility

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Facilitation Strategies

• Use wait time
• Use inclusive language
• Ask open ended questions
• Give non-judgmental responses
• Ask follow up questions to deepen thought

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• Successful classroom management promotes
  self-regulation
• (Weinstein, p. 9)

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When Those Things Dont Work

• Consistently enforce
• Verbal v. Non-verbal

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When Those Things Dont Work

• Specific Strategies
• Focus on students exhibiting expected behaviors
• Re-direct
• High probability requests
• Reminder cards

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• A.C.T. Reminder Card
• Please review the A.C.T. statement. Remember, in
  the Vail Schools we
• A re respectful and trustworthy
• C are about each other
• T ake responsibility
• Take PRIDE Sycamore wide ACT!

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When Those Things Dont Work

• Specific Strategies
• Offer choice
• Red-Yellow-Green
• Mandatory private conference
• Written reflections

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Think Time Overview

• Think Time is a classroom strategy used in
  partnership with other teachers.
• Three Main Elements
• Precision Request
• Time-out Procedure
• Debriefing process

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Think Time Purpose

• Encourages Students to
• Take more responsibility for their actions
• Identify appropriate classroom behaviors
• Encourages Teachers to
• Realize that repeated warnings promote disruptive
  behaviors
• Disrupt low-level misbehavior early on
• Use positive communications w/ students

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Think Time Goals

• Think Time is designed to
• Increase positive social exchanges and cut short
  negative interactions
• Provide students with feedback
• Give students opportunities to make plans for
  subsequent performance
• Create net gain in student on-task time

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Think Time Getting Started

• Prior to implementation
• Teaming
• Notify families
• Physical preparations
• Student orientation

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Think Time Steps

• A Five Step Process
• Catch disruptive behavior early
• Student moves to Think Time classroom
• Think Time period debriefing form
• Check student responses
• Rejoining the class

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Think Time Form

• Name ______________________
• 1. What was your behavior?
• 2. What behavior do you need to display when you
  go back to your classroom?
• 3. Will you be able to do it? Yes __ No __
• 4. Additional comments

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Think Time Planning

• Special Considerations
• Periodic evaluations
• Preparing substitutes
• Other consequences

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Barrier to Effective Time-out Procedures

• Perhaps the most important concept for teachers
  to recognize is that for time-out to be
  effective, students must want to participate in
  ongoing classroom activities. The term
  time-out implies that the time-in environment
  is reinforcing.

(Ryan, Sanders, Katsiyannis, Yell, 2007)
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For more information

• The Think Time Strategy for Schools Kit
• (video, teachers guide, reproducibles - 58.95)
  www.sopriswest.com

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Chronic Behavioral Errors

• Specific Strategies
• Behavior contracts
• Functional Behavior Assessment (FBA)
• Self-monitoring

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Chronic Behavioral Errors

• Self-Monitoring

Date __________
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Chronic Behavioral Errors

• Self-Monitoring

Name__________________ Date __________
Put a mark down every time you talk out of turn.
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Chronic Behavioral Errors

• Specific Strategies (continued)
• Self-evaluation

• What did you do in class today?
• How well did you behave?
• Were you attentive?
• Did you complete assignments?
• Did you contribute to class discussions?
• Did you think?
• Did you learn something?
• What score would be accurate?
• 1 2 3 4 5
• (excellent) (poor)

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You Decide

• For each situation, identify a verbal and
  non-verbal response
• Student writes on desk
• Student is copying from another students paper
• Student sharpens pencil during your presentation
• Student calls out instead of raising hand

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Thank you!

• Maryann Judkins, M.A.
• University of Arizona
• mjudkins_at_email.arizona.edu