Effective Classroom Management

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Effective Classroom Management

• Anne Katona and Tina Lawson

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Because we ignored the whispers of behavior, we
created the shouting behaviorThe idea is to
listen as soon as possible so the person does not
have to keep shouting.
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Outcomes

• Establish classroom rules
• Increase classroom organization

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Effective Classroom Self Assessment Checklist
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Rules for Classroom Rules

• Observable
• Measurable
• Positively stated
• Specific
• Maximum of 5
• Not in question format
• Logical reflection of classroom expectations

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Classroom Rules Formula

• Compliance rule
• Preparation rule
• Talking rule
• In Class Behavior rule
• On Time rule
• Transition Behavior rule

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Examples/ Nonexamples

• Respect authority
• Keep your hands and feet to yourself
• Have books, pencils, and paper when you come to
  class
• Do your best
• Be in class by 800 a.m.

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Card Sort
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Rules

• Develop or refine your classroom rules.

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Explicit Teaching of Rules

• Students usually know what NOT to do, but often
  dont know what TO DO.
• _________ students how to perform basic school
  skills _________ behavior problems and saves
  precious instructional time.
• We cant expect them to just know what to do.
• __________ teach and demonstrate rules and
  provide booster sessions when needed.

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Explicit Teaching of Rules

• Students usually know what NOT to do, but often
  dont know what TO DO.
• Teaching students how to perform basic school
  skills prevents behavior problems and saves
  precious instructional time.
• We cant expect them to just know what to do.
• Explicitly teach and demonstrate rules and
  provide booster sessions when needed.

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Scaffolding
I do.... we do, we do, we do.... you do
Teacher Support
StudentIndependence
Time
Adapted from Dr. David Chard, University of
Oregon (2004)
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Strategies to Teach

• Rules must be explicitly taught and practiced
• Take out your calendar
• Commit to a schedule for teaching the rules
• Review rules every morning for 2 weeks
• Allow for discussion of rules
• Follow the I do, We do, You do format

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Strategies for Student Compliance

• Define your behavior reinforcement plan.
• Define your behavior reduction plan.
• What does reinforcement really mean?

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Consequences

• What happens when I break a rule?
• AND
• What happens when I follow the rules?

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Praise vs. Reprimands

• According to studies conducted by White and Van
  Houghten, from second grade to junior high
  school, the average rate of teacher reprimands in
  the classroom is once every 2 minutes. After 2nd
  grade, the rate of teacher praise declines
  rapidly, with the rate of reprimands almost
  always exceeding praise rates.
• Rhode, Jenson, and Reavis. (1993). The Tough Kid
  Book.

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What If Chart?

• What if you do?

• What if you dont?
• Serious Clause
• __________________
• __________________

Mystery Motivator
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Next step.

• Design lesson plans for explicitedly teaching the
  classroom rules
• Remember I Do, We Do, You Do
• Praise and reinforcement
• Pre-corrections if needed

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All battles are won before they are fought.
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A Structured Environment

• Consider
• Where you will place your desk
• Teaching is an aerobic activity!
• Creating space and routes to move around
• Moderation on room décor
• Seat arrangement and assignment

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Scheduling

• Draft your list of activities you
• anticipate
• Establish procedures/routines for
• these activities
• Designate start and stop times for
• each activity
• Allow 2-3 minutes to transition
• Avoid down time
• Discourage unplanned interruptions

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Scheduling

• Consider
• Organization of teacher materials
• One of the biggest time-wasters in schools is
  the time teachers spend shuffling papers, etc. to
  find lessons.
• Distribution of student materials
• Reconfiguration of students for different
  activities

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Routines

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Rules Routines

• Specific procedures for accomplishing daily
  tasksHow to move chair or carpet square.
• Vary somewhat from setting to setting
• Provide the how-to for meeting rule
  expectations
• Behaviorally defined

• Provide overarching guidance for daily
  behaviorListen when teacher is talking to you.
• Apply across settings
• Must be behaviorally definedWhat does it look
  like? sound like?

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Example Routines

• ___________________________
• heading papers
• assigning and collecting work
• ___________________________
• procedures for when there are classroom visitors
• transitioning individual to group work
• __________________________
• attention signal
• sharpening pencils
• organizing desks/workspace
• bathroom breaks
• preparing for and returning from recess/assembly
• ____________________________

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Example Routines

• Attendance/tardiness procedures
• heading papers
• assigning and collecting work
• homework
• procedures for when there are classroom visitors
• transitioning individual to group work
• lining up
• attention signal
• sharpening pencils
• organizing desks/workspace
• bathroom breaks
• preparing for and returning from recess/assembly
• requesting assistance

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Teaching Routines

• Devote ample time in your classroom schedule,
  especially in the beginning, to teaching your
  students your basic classroom routines.

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Behavior Class

• Schedule teaching time and do lesson planning for
  behaviors similar to reading and math.
• Explicitly teaching behaviors will save time in
  the long run.
• May need to do booster sessions throughout the
  year.

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Teaching Routines

• Define and demonstrate what you want and do not
  want, using examples and nonexamples.
• Provide practice and rehearsal opportunities.

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Teaching Routines

• Provide encouragement, corrective feedback,
  prompts, and reinforcement.
• Provide more review, then continued practice and
  feedback.

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CHAMPS An Organizing Tool for Classroom
Activities

• C -Conversation (Can students talk to each
  other?)
• H -Help (How do students get their questions
  answered?)
• A -Activity (What is the task/objective/end
  product?)
• M -Movement (Can students move about?)
• P -Participation (What does the expected
  student behavior look/sound like?)
• CHAMPs, Sprick, Garrison, Howard

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Expectation/Routine Design

• List your classroom activities
• Examples
• Small group instruction
• Independent work
• Cooperative groups
• Transition to hallways
• Choose one routine
• Complete CHAMPS worksheet

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CHAMPS Classroom Activity Worksheet

• What are your expectations for the
  activity/routine you selected?
• Conversation?
• Help?
• Activity?
• Movement?
• Participation?

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Next step.

• Design lesson plans for routines and explicitly
  teach expectations AND routines
• Remember I Do, We Do, You Do
• Praise and reinforcement
• Pre-corrections if needed

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Research on Teaching Routines

• Teachers can save more than an hour of
  instructional time by systematically teaching
  routines (LaFleur, Witt, Naquin, Harwell,
  Gilbertson, 1998)
• Classrooms with specific procedures for getting
  assistance, turning in work, working
  independently or in groups, and lining up have
  fewer off-task and disruptive behaviors
• (Emmer Evertson, 1981)
• Teachers who develop and use routines attain high
  task-engagement rates, which is correlated with
  student achievement (Brophy, 1986)

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Outcomes

• Establish classroom rules
• Increase classroom organization