Classroom Managementfor Academic Engagement

Module 2: Acknowledgement System

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the

support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support

of this federally-funded grant program. There are no copyright restrictions on this

document; however, please credit the Wisconsin DPI and support of federal funds

when copying all or part of this material.

ActivitiesTo download the activities you’ll need for this presentation, please follow this link: Acknowledgement System Activities. When you get to the page, go to the resources section indicated by the arrow.

Objectives

• Specific and contingent positive feedback• Five-to-one ratio of positives to correctives• Group contingencies• Token economies

Core Feature PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

Self-Reflection

1. Complete the Self-Reflection Checklist

2. Identify one or two areas where you would like to improve.

Disaggregating Data and Calculating Risk Ratios

Use of Acknowledgement in Classroom Management

Small Group Time

1. What do you currently use in your classroom to acknowledge appropriate student behavior?

2. Do all students have access to acknowledgements?3. What works well?4. What would you like to refine?

Positive acknowledgement is the presentation of something pleasant or rewarding immediately following a behavior.

It makes that behavior more likely to occur in the future,

and is one of the most powerful tools for shaping or changing behavior.

Validate

Affirm

Build

Bridge

Dr. Hollie’s Validation and Affirmation

91%

74%

50-69%

Student engagement

and praise

Continuum of Acknowledgement

strategiesSpecific and contingent positive feedbackA five-to-one ratio of positives to correctivesGroup contingenciesToken Economies

Effective Feedback

A key strategy to reinforce students as they practice what they have learned about your classroom expectations and rules.

Specific Positive

Specific Positive Feedback

Specific Positive Feedback

AKAPraise

Specific PraisePrecise Praise

A teaching/coaching tool to help students refine

their skills

Generic Positive PraiseAKAGeneric PraiseNeutral Statements

Used to show that you appreciate students following your expectations

1. Look at the scenarios in the resource section.

2. Create a positive feedback statement

3. Try to incorporate the following elements:Describe specifically what the student is doing correctlyIndicate the positive impact of the behavior or skillFocus on improvement and effort

4. Deliver the statement to your partner

Activity 2.1Positive Feedback

ContingentSpecific positive feedback

Generic positive praise (thumbs up, good job)

Non-contingentGiving students time and attention just because you value them as people

5:1 Ratio

Business TeamsHigh Performance = 5.6:1

Medium Performance = 1.9:1

Low Performance = 1:2.7

Personal RelationshipsMarriages that last = 5.1:1 / 4.7:1

Marriages likely to end in divorce = 1:1.3

5:1 Ratio

What’s your ratio?Tally how many positives to correctives you make.Be sure to note how many specific, positive feedback statements you make.

If you are working with a team, share ways that you can increase your ratio. Also, how does this impact the climate of your classroom, student behavior, and student achievement?

Activity 2.2

Precede every corrective statement with positives

Use pre-corrects

Personally acknowledge students

Higher frequency until fluency achieved

One for All

Taking Control of the Noisy Classroom!

Group ContingenciesAll for one (Interdependent Group-oriented)

One for all (Dependent Group)

To each his/her own (Independent Group)

DefinitionReinforcement of the class/group is contingent on the behavior of the whole class/group.

Pros Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices.

Cons Scapegoating may occur. Students may blame one student for the class/group not earning the reward. One student may sabotage earning the reward for the whole group.

Group ContingenciesInterdependent Group-oriented

Have a target goal that can always be met.

Deliver the celebration when the goal is met, vs. having a goal that has to be met by a specific date.

No take back. Students can not lose points they have earned.

Focus on the behavior you want.

Group ContingenciesInterdependent Group-oriented

I am now responsible for another person’s success

Everyone is responsible for managing behavior

Group ContingenciesInterdependent Group-oriented

1. Students divide into teams.

2. Points allocated based on student behavior when game is in effect.

3. Rewards delivered periodically (end of day, end of week) based on points earned.

Group ContingenciesInterdependent Group-oriented

7th Grade Art Class

1. Do you think this system should be used with a class that needs a little, a moderate, or a lot of structure?

2. How might you modify it for a class that needs a different amount of structure?

Activity 2.3

1. Divide the three readings among your group.

2. Take about 5-10 minutes becoming an expert on your reading

3. Each person takes turns sharing about the reading.

4. After each person has shared, discuss the system shown in the video.

5. Finally, share personal experiences, and how you would adapt these systems for your class/subject.

Dependent group contingency The group's reward depends on the actions of one student or a small group of students.

Independent group contingency strategies provide the reward only to the students that make the goal.

Group Contingencies

Token Economies

Sensory Material Generalized SocialListen to music

Sit in a special chair

Hold a stuffed toy

Choose a poster

Watch a movie

Read a favorite book

Stickers

School supplies

Trading cards

Movie tickets

Food coupons

Healthy snacks

Raffle tickets

Tokens

Poker chips

Marbles in a jar

Points/credits

Smile, Wink, Thumbs up

Compliment

Specific praise

Proximity

Free time with a friend

Play a game

1. Using the blank Reinforcers chart, categorize the reinforcements that you currently use.

2. Reflect with your small group:1. Is there one area that you use more or less than others?2. Critique for the following:

Spectrum of high and low effort to useCultural responsivenessExpense (time and money)Equal access

3. Discuss any changes you want to make

ReinforcersActivity 2.4

Create your Own Continuum

Immediate/High Frequency

Intermittent/Unpredictable

Strong & Long Term

Use everyday Award occasionally

Quarterly or yearlong

Immediate/High Frequency

Intermittent/Unpredictable

Strong & Long Term

Immediate/High Frequency

Intermittent/Unpredictable

Strong & Long Term

Specific positive feedback SmileRaffle ticketsPoints toward class incentiveThumbs upHome notes

Token economy Phone callsSpecial privilegesComputer timeSocial/Free timeSpecial seatHomework pass

Group contingencySpecial class timeFree time with music and snacksRecognition ceremoniesHonor roll

Complete your own continuum of acknowledgment strategies.

Within your small group:1. Explain your system for awarding the reinforcements2. Critique for the following:

SimplicityCultural responsivenessExpense (time and money)

Create your ContinuumActivity 2.5

Self-Reflection Action Plan

1. Review your answers on the Self-Reflection Check list

2. Consider how your own culture of origin impacts your current practice

3. Make any changes

4. Identify strategies that you will use to improve your acknowledgement systems.

Core Feature PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

How can I improve my

classroom management?

Acknowledgements

Marla Dewhirst – Illinois PBIS

Missouri PBIS Network

Brandi Simonson

Classroom Organization and Management Program, Carolyn Evertson

CHAMPS: A Positive and Proactive Approach to Classroom Management by Randy Sprick, Micky Garrison and Lisa Howard

www.pbis.org

www.cber.org

BRANDI SIMONSEN, Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai

Acknowledgements

Thank you!