Classroom Management

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Classroom Management

• Kathy Lockard
• klockard_at_aea14.k12.ia.us
• Slides compiled from materials created by George
  Sugai, Rob Horner, Teri Lewis-Palmer, Jeff
  Sprague

7r
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Objectives

• Identify the classroom management variables that
  are most likely to improve the classroom as a
  learning environment
• Identify at least one thing you will do
  differently in your classroom next week to
  increase the level of academic engagement
• Identify at least one thing you will do in your
  own classroom next week to improve behavior

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Why formalize classroom management?

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

• TOP FOUR 2005
• Lack of financial support
• Overcrowded schools
• Lack of discipline control
• Drug use

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Context
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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.
• Rutter Maughan, 2002, pp. 470-471

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Teaching by Getting Tough
If Runyon doesnt respond, we get TOUGHER

• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

If Runyon STILL doesnt improve, we get REAL
TOUGH enforce BOTTOM LINE!
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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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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

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Five Guiding Principlesof Classroom Management
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Guiding Principle 1

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

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Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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(No Transcript)
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Guiding Principle 2

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

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Guiding Principle 3

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

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Guiding Principle 4

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

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Instruction - Teach social skills like you teach
academic skills!
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Invest in Appropriate Behavior

• Define and teach 3-5 expectations for your
  classroom early in the year.
• Positively stated expectations
• Easy to remember
• Posted in the classroom
• Consistent with School-wide rules/expectations
• Taught Directly
• Positive and negative examples
• Examples
• Be safe, Be responsible, Be respectful
• Respect others, Respect property,
• Respect self

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Describe the skill

• Define the skill
• Give a rationale
• Discuss characteristics
• When to use
• Cues for recognizing situations
• Discuss the steps
• Give examples

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Model

• Shows what to do
• Use 2 examples
• Use relevant situations and actors
• Show positive outcomes
• Model one skill at a time

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Role Play/Practice

• Rehearsal of steps
• Student gives a situation
• Student picks a co-actor and
• describes the scene
• Skill steps are reviewed
• Student thinks aloud
• All participants have a role
• Group leader assists

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Feedback

• Provides opportunity for student to know what was
  right, what was wrong, and how to fix it
• Student listens to all comments
• Starts with partner, then observers, then leader
• Performance of steps
• How to improve
• Leader gives social reinforcement

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Transfer of Training

• Most critical and hardest
• Homework
• Cue during real situations
• Provide feedback about performance
• Practice as necessary

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The Goal!

• Goal have students perform skill without having
  to think about it.
• This is a gradual process.
• It takes considerable time to match effort to
  what one wishes.
• New strategies must be over learned.

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Guiding Principle 5

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

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Establish a Predictable Environment

• 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.
• Establish a signal for obtaining class attention.
• Play a music clip
• Raise your hand
• Teach effective transitions.
• Advance signal of change in activity
• Colored circles (green, yellow, red)

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Ya, but last years teacher already taught these
skills. I shouldnt need to.

• Skills need to be retaught and reviewed with
  increasing degrees of difficulty.
• Continuity helps increase students ability to
  internalize and use the skills with less
  prompting.

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Activity 5 minIdentify Routines

• What are 3 routines common across classrooms in
  your school?
• What is ONE example of how to establish effective
  student behavior within a routine?
• What is a PROCESS you might use with your faculty
  to define and share effective examples?
• 1-min reports.

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Essential Behavior Classroom Management
Practices

• See Classroom Management Self-Checklist (7r)

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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.)

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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.

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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.

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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

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5. Maximize varied opportunities to respond

• Vary individual v. group responding
• Vary response type
• Oral, written, gestural
• Increase participatory instruction
• Questioning, materials

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6. Maximize Active Engagement

• Vary format
• Written, choral, gestures
• Specify observable engagements
• Link engagement with outcome objectives

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7. Actively Continuously Supervise

• Move
• Scan
• Interact
• Remind/precorrect
• Positively acknowledge

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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

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9. Establish Multiple Strategies for
Acknowledging Appropriate Behavior

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

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10. Generally Provide Specific Feedback for
Errors Corrects

• Provide contingently
• Always indicate correct behaviors
• Link to context

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How did I do?

• 8-10 yes Super
• 5-7 yes So So
• lt5 yes Improvement needed

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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)
• Outcome-based
• Data-led decision making
• Evidence-based practices
• Systems support for accurate
• sustained implementation

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MESSAGE To maximize, achievement, need both
good instruction behavior management.
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Non-example Action Plan Strategies

• Purchase distribute classroom management
  curriculum/book
• Discuss at faculty meeting
• Bring in CM expert for next months ½ day
  in-service
• Observe in effective classroom
• Observe give feedback
• What is likelihood of change in teacher practice?

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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

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Classroom Management
Attention Please

• 8 minutes
• Review Classroom Management Self-Assessment
  discuss possible application strategies
• Report 1-2 big ideas from your team discussion
  (1 min. reports)

1 Minute Spokesperson
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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)

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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.