Nuts and Bolts of Preventative Classroom Management

1
Nuts and Bolts of Preventative Classroom
Management

• PBS in the Classroom
• Erin Chinworth
• Ebony Dorsey
• Melinda Gallagher
• Jennifer Kain

2
What this is not

• This is not about teaching classroom management.
  You are already classroom managers.
• This session is about connecting and intertwining
  PBS ideology with classroom management.

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Why do we need this?

• If you have more than 50 of your referrals in
  the classroom, you need help with classroom
  management. 86 of CMS is in the classroom.
• Teachers know their content and how to help
  students academically, but they panic when it
  comes to behavior.
• Another problem is that everyone is doing their
  own thing. PBS is about getting all teachers
  speaking the same language in their classrooms
  and increasing consistency throughout your
  school.

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What it is.

• Every teacher has classroom management skills
  that they are implementing. Unless every teacher
  has the same procedures, there is no consistency
  and procedures are not clear to students.
• These are the nuts and bolts of using PBS in
  classroom management. We want to address
  strategies that your school can use to get all
  teachers speaking the same language and teaching
  the same procedures.

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• A more accurate description of what effective
  classroom management requires is teacher
  self-management of instructional practice in
  group settings.
• What is teacher self-management and why is this
  effective classroom management?

Knoster, (2009)
6
Self-management is

• Bringing our own personal best into the classroom
  everyday enables us to be more effective in the
  classroom.
• Physical Health
• Mental Health
• Emotional Health
• Since we cannot control our students behavior,
  the only power we have is in managing ourselves.

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Agenda

• PBS ideals overview
• Building rapport
• Reflection
• Consistency and clear expectations
• Buy-in and academics
• Mantra activity
• Positive reinforcement
• 4 to 1 activity
• Universal classroom procedures and rewards
• Brainstorm with your team or find a partner
• Diffusers and classroom management strategies

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The Grand Illusion

• The idea that you are going to control or manage
  how someone else acts.
• However, what we do (how we act) in the classroom
  does directly influence how our students act.

Knoster, (2009)
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Building Rapport

• Set goal of all communication to be reciprocal
  and equal connect with the other person you are
  communicating with whether it is a student, a
  co-worker, a family member, or a friend.
• I dont have the right to choose which students
  I build a rapport with. I can choose in my
  personal life, but not at school.
• We must proactively reach out to those kids that
  we have a hard time connecting with.

Knoster, (2009)
10
Building Rapport continued

• All behaviors are contextual different for all
  based on cultural, spiritual, experiences, etc.
• The need for belonging is more primary than
  physical needs (reversal of Maslows hierarchy).
• We all need to feel safe in our social
  relationships.
• PBS does not FIX top-tier kids, but it gives them
  support to be successful.

Wonnacott Moore, (2009)
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Evaluate Yourself.

• Minimally, you want 80 of your interactions with
  students invested in prevention through positive
  rapport-building and no more than 20 of your
  time in responding to (intervening on) student
  inappropriate behavior.
• Spend a moment and think about your classroom and
  how much time you spend building rapport versus
  disciplining students.
• What are some ideas that you have that can help
  improve your rapport with students?

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Ideas for Building Rapport

• Go to students performances, athletic events,
  after-school programs, etc.
• Take an interest in the books that they read, the
  movies they watch, and the songs that they hear.
• Notice if they get a haircut or have new shoes.
• Show interest in them who they are and what they
  do.

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Its more than being hip

• Show appropriate facial expression,
• Use appropriate tone of voice,
• Be physically close,
• Use Appropriate touch,
• Show appropriate body language,
• Listen while the student speaks,
• Show empathy,
• Ask open ended questions, and
• Ignore junk behavior.

Knoster, 2009
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• It has to be about improving Quality of Life
  not just decreasing bad behaviors.
• Student quality of life
• Teacher quality of life
• Our mission should be to create supports
  opportunities for quality of life. It should be
  about empowering individuals.

Horner, (2009)
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Consistency and Clear Expectations

• Consistency of enforcement of procedures gives
  the students clarity and lessens atmosphere of
  confusion and chaos throughout the school.
• -Clinton teacher, 2009
• During the first week rules were explained.
  Throughout the year, no. Very little consistency
  between teachers and no follow-through on
  discipline.
• - Clinton student, 2009

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Staff Buy-In

• Teachers know their content and how to help
  students academically, but they panic when it
  comes to behavior (Hatton, 2009).
• Behavior and academics cannot be separated out!
  They must go together. (Response to Intervention
  with Positive Behavior Supports)
• Good instruction doesnt mean anything if
  behavior isnt good enough to allow it and
  perfect behavior means nothing without good
  instruction (Abernathy, 2009).

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Both sides of the triangle must be strong
18
Research

• Class-wide systems of PBS increased amount of
  academic instructional time by 57, amount of
  on-task behavior by 24 (Putnam, Handler
  OLeary-Zonarich, 2003 Putnam, Handler, Rey
  OLeary-Zonarich, 2002)
• The relationship between problematic behavior and
  academic performance strengthens over the course
  of middle school (Roeser, Eccles, Sameroff, 2000)
• Schools implementing SW-PBS scored higher on
  state Reading tests than non-PBS schools (FL PBS
  Project, 2007 Horner, Sugai, Todd,
  Lewis-Palmer, 2005)

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Mantra

• Classroom procedures must correlate to
  school-wide mantra. Let teachers make their own,
  but create them using the same language of the
  school-wide expectations.
• Classroom expectations should follow the same
  format as the school-wide mantra.
• Procedures must be observable, measurable,
  positively stated, with no question about
  meaning. (Lewis, 2007)

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Pet Peeves Self-Management

• Most Pet Peeves can be sufficiently addressed
  through preventative classroom management
  approaches (Knoster, 2009).
• Jot down your pet peeves, those student behaviors
  that tend to send you over the edge.
• Make sure your classroom procedures address your
  personal pet peeves to prevent frustration and to
  create an environment that is workable for you.

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Jennifers Classroom Procedures

• PRIDE
• Procedures Enter class sharpen pencil start
  bell work sit in assigned seat
• Respect Show respect by borrowing materials at
  beginning of class and returning them at the end.
• Individuals Do your work individually. Class
  work is done everyday. Write it in your spiral.
  You may redo any test.
• Differences We will celebrate everyones
  different birthdays on Fridays. You will be
  rewarded for your good behavior.
• Everyday Be prepared everyday. Come with a
  pencil and your math spiral everyday. Quiz every
  Friday bell work everyday.

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SCOTS Example

• Student made videos are an excellent way to teach
  classroom procedures.
• Use humor to keep interest, but be clear on
  expectations.
• While you watch video pay attention to skills and
  strategies for classroom management
• Stop, redirect, reinforce
• defusers

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Activity

• In groups of 4 to 6, choose a school mantra and
  develop classroom procedures using the same
  language and format.
• Share with the group

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Positive Reinforcement

• Teach define, teach, and reward expectations.
  ALL staff must do this to gain success.
  (Wonnacott Moore, 2009)
• Avoid responding to junk behavior by positively
  recognizing the students who are following
  expectations. Give positive rewards to students
  who are in close proximity to students with
  problematic behavior. (Knoster, 2009)

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Providing Positive Reinforcement

• Tell the student what he or she did that was
  correct.
• Stay close when acknowledging appropriate
  behavior.
• Provide positive acknowledgement that fits the
  situation.
• Provide the positive consequence within 3-5
  seconds of recognizing the appropriate behavior.

Knoster, (2009)
26
4 to 1

• Strive to achieve a four to one ratio of positive
  reinforcement for appropriate behavior for each
  instance where you provide corrective feedback
  for problem behavior. (Knoster, 2009)
• What are some compliments you can give your
  students? Make a list! (Add your ideas to the
  Building Rapport handout.)

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Universal Classroom Procedures/ Rewards

• This is tier 1 classroom support
• School-wide classroom procedures
• Classroom rules are developed according to
  school-wide expectations
• Teachers teach procedures and reward students
  with a SW reward system

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Examples of Universal Procedures

• Restroom procedures- orange vest, clipboard
• All students must use agenda for hall pass
• Attention signal- peace sign
• Paper heading
• Dismissal procedure
• Can you think of other procedures that are
  universal in your school?

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Examples of Universal Rewards

• Tokens, bucks, tickets for school store
• Caught You Being Great with candy
• Free Dress Fridays
• Send home letters to parents about rewards
• Pizza parties
• AttenDance
• Students vs. Staff sports events
• Can you think of any other rewards that are
  universal at your school?

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Defusing Problem Behavior

• Defusing Anger and Aggression Safe Strategies
  for Secondary School Educators with Geoff Colvin,
  PhD.
• Our teachers watched short vignettes on defusing
  problem behaviors. See handout for notes on
  appropriate responses to angry and aggressive
  students.

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17 Classroom Management Strategies(See handout
for descriptions)

• Increase ratio of positive to negative teacher to
  student interactions
• Actively supervise- continuously and positively
• Positively interact with most students during
  lesson
• Manage minor problem behaviors positively
  quickly
• Follow school procedures for chronic problem
  behaviors
• Conduct smooth and efficient transitions between
  acitivities.
• Be prepared for activity.

Lewis, (2007)
32
17 Classroom Management Strategies continued

• Begin with clear explanations of
  outcomes/objective.
• Allocate most time to instruction
• Engage students in active responding
• Give each student multiple ways to actively
  respond
• Regularly check for student understanding
• End Activity with specific feedback
• Provide specific information about what happens
  next
• Know how many students met the objective/outcomes
• Provide extra time/assistance for unsuccessful
  students
• Plan for next time activity conducted

Lewis, 2007
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Sources

• Abernathy, S. (2009). Come together! Braiding pbs
  and rti. 6th International PBS Conference March
  27, 2009.
• Colvin, G. (1999). Defusing anger and aggression
  Safe strategies for secondary school educators.
  IRIS Media, Inc.
• Hatton, H. (2009). Scaffolding classroom
  management with PBS. 6th International PBS
  Conference March 27, 2009.
• Horner, R. (2009). Keynote presentation at 6th
  International PBS Conference, Jacksonville, FL,
  March 26, 2009.
• Knoster, T. (2009). The nuts and bolts of
  preventative classroom management PBS in the
  classroom. 6th International PBS Conference
  March 26, 2009.
• Lewis, T. (2007). Making connections november
  2007 Small group strategies. Accessed July 7,
  2009 at http//www.pbis.org
• Wonnacott, A. Moore, M. (2009). Theories of
  love, relationships, communication, PBS. 6th
  International PBS Conference, March 26, 2009.