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Overview of Classroom Systems

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Modality (oral, motor, written) Complexity (easy, hard) ... Sanders and Horn (1998) indicate, regardless of risk factors found among ... – PowerPoint PPT presentation

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Title: Overview of Classroom Systems


1
Overview of Classroom Systems
  • Arranging for Effective Behavior and
    Instructional Management

2
Purpose
  • To describe the implementation of a systems
    approach to classroom behavior and instructional
    management
  • Critical features
  • Steps and effective practices
  • Supporting teachers

3
Objectives
  • Focus on classroom component of PBS - how to
    support teachers
  • Describe current status of classrooms
    (student-teacher interactions)
  • Discuss several types of teacher support

4
Basic Rule
  • Design the structure and functions of classrooms
    to increase predictability and to accommodate
    individual and collective needs of students

5
School Environment
  • Lack of discipline is viewed as one of the most
    serious challenges facing public schools
  • National Education Goals Report (1995)
  • U.S. Surgeon Generals Report (2002)
  • Teachers report that problem behavior is
    increasing and is a threat to effective learning
  • Skiba and Peterson, (2000)

6
Guiding Principles
  • Teach and manage social behaviors directly and
    proactively (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.

7
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.

8
Common Mistakes
  • 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
  • Large increases in instructional minutes will not
    make up for ineffective instruction (Christenson
    et al, 1989 Rosenshine Stevens, 1986)

9
So What Can We Do?
  • Classroom Organization
  • Instructional Management
  • Behavior Management
  • On-going Teacher Support

10
PBS School Culture
  • Proactive Behavior Support for All
  • Common language
  • Agreements about expectations
  • Consistent and predictable environments
  • Three Tiered Model
  • Primary (all students, all times, all locations)
  • Secondary (efficient interventions for at-risk
    students)
  • Tertiary (individualized interventions for those
    students with the most intense problem behavior)

11
Arrange Environments
  • Establish the policies, systems, tools and
    documentation to make implementation
  • Adoption/implementation easier in subsequent
    years
  • Continuous process of adaptation and improvement
  • Process driven, not person dependent
  • Example
  • School PBIS handbook, Job descriptionsRequest
    for Assistance, SST/TAT/BST

12
Classroom Organization
  • Physical environment
  • Student and Teacher routines
  • Transitions
  • Attention-getting signal
  • Climate

13
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.

14
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)

15
Routines
  • Increase predictability and consistency
  • Both teacher and student routines
  • Build into environment/prompts
  • Bear Stops
  • Consider common routines
  • Lining up
  • Meeting personal needs
  • Preparing for work
  • Transitions between activities

16

17
Student Routines
  • Start/end of day
  • Transitions
  • Personal needs (e.g., bathroom, pencil)
  • Working in groups and independently
  • Special events
  • Materials and equipment
  • Homework and assignments
  • Personal belongings

18
Teacher Routines
  • Planning and implementing instruction
  • Classroom movement (circulation)
  • Working with assistants, volunteers, student
    teachers
  • Communications

19
Efficient Transitions
  • Teach signal routine
  • Practice in natural context
  • Precorrect in problem situations
  • Monitor continuously
  • Positively reinforce contingently

20
Attention-getting Cue/rule
  • Select cue that is effective, efficient, and
    relevant
  • Apply consistently
  • Positively reinforce contingently

21
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)Kameenui Simmons (1990)

22
Instructional Management
  • Temporal Framework (Kameenui Darch)
  • Before
  • Design of instruction
  • During
  • Delivery of instruction
  • After
  • Evaluation of instruction

23
Before Instruction
  • Student outcomes
  • Materials/curriculum
  • Control for acquisition of misrules
  • Detail presentation of content
  • Maximum student engagement
  • Correction procedures
  • Practice activities
  • Cumulative review

24
Before Instruction
  • Task/lesson design
  • History (new, familiar, mastered)
  • Response form (yes/no, choice, production)
  • Modality (oral, motor, written)
  • Complexity (easy, hard)
  • Schedule (long/short, frequent/infrequent)
  • Variation (uniform/varied)
  • Measurement systems
  • Follow-up

25
During Instruction
  • Introduction/objective/precorrections
  • Delivery of instruction
  • Monitoring performance
  • Delivering consequences/feedback

26
After Instruction
  • Follow-up activities
  • Evaluation of student performance against
    objectives
  • Evaluation of instruction
  • Modification of instruction
  • Preparation of next lesson

27
Generic Instructional Approach
  • Define
  • Operational definitions of what will be taught
  • Observable and measurable
  • Teach
  • Identify and explain rule
  • Model/demonstrate relevant examples
  • Arrange structured practice, role play,
    behavioral rehearsal
  • Remind
  • Precorrect or prompt rule immediately prior to
    entering natural context

28
Generic Instructional Approach
  • Monitor
  • Supervise independent application in natural
    context
  • Provide feedback (positive reinforcement
    corrections)
  • Collect data
  • Evaluate
  • Examine effect of instruction (i.e., review data,
    make decisions, follow up)

29
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

30
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

31
Characteristics of Effective Praise
  • Effective praise
  • includes students names
  • is descriptive
  • Simply describe what the student is doing at the
    time - focusing on actions
  • is convincing/genuine
  • is varied
  • does not interrupt the flow of instruction

32
Infrequent Errors
  • Respond proactively to infrequent social behavior
    errors
  • Signal
  • State rule and expected behavior
  • Ask student to state/show expected behavior
  • Give positive feedback

33
Chronic Errors
  • Precorrectprompt for desired behavior in problem
    context
  • go to problem setting/situation
  • get attention of students
  • give reminder or opportunity to practice skills
  • watch child for demonstration of skill
  • acknowledge demonstration
  • Provide positive feedback

34
Summary ofEffective Teaching PracticesBrophy
and Good (1986)
  • Prioritizing and allocating time in academic
    instruction
  • Classroom organization and management (academic
    engagement, opportunities to respond/pacing)
  • Acknowledging correct academic responses
  • Use of praise

35
Current StatusSummary of Descriptive Research
(e.g., Wehby, Shores, Symmons, etc.)
  • Low rates of instructional interactions.
  • Extremely low rates of praise.
  • When interactions occur, most often around
    non-academic issues.
  • Most academic activities consist of independent
    seatwork.
  • Inconsistent distribution of attention.
  • Compliance to a command generally resulted in
    the delivery of another command
  • Correct academic responses by a student did not
    occasion teacher praise above chance levels.

36
  • Sanders and Horn (1998) indicate, regardless of
    risk factors found among students in schools
    today, the single biggest factor affecting the
    academic growth of any population of youngsters
    is the effectiveness of the individual classroom
    (p. 2).

37
Impact of Classroom
  • Sanders and Rivers (1996) reporting up to a
    difference of 50 percentile point on standardized
    tests among student who experienced successive
    years of poor instruction at the elementary level
    have been reported

38
However
  • Need to examine, evaluate, and strengthen the
    educational systems (preservice training and
    inservice support) rather than the classroom
    teacher behaviors only.

39
Systems Support
  • Shift to school-based teams rather than relying
    on outside experts
  • As with SW-PBS the systems guide the
    implementation of effective practices
  • Link classroom management practices to SW-PBS
  • Use data for decision-making

40
Supporting Teachers
  • Self-management for teachers has produced
    temporary increases in the use of effective
    instruction strategies
  • Performance feedback used for temporarily
    increasing staff/teacher behavior

41
Performance Feedback
  • Provides information and knowledge of processes
    and results in an effort to promote transfer or
    maintenance of skills and behavior
  • Results in more consistent intervention effects
  • A performance feedback package may result in
    more optimal results

42
Peer Mentoring
  • Non-evaluative, reciprocal observations
  • Performance feedback aimed at improving use of
    effective instruction
  • However, research is limited and primarily
    descriptive

43
Team Activity
  • 20 Minutes
  • Work as team
  • Complete submit one copy of Classroom section
    of the Self-Assessment Survey
  • Add activities to Action Plan as needed
  • Consider using active supervision to assess
    and/or monitor specific settings
  • Prepare 1-2 minute report about status of system
    and planned activities
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