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Classroom Management Strategies for Effective InstructionKeith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior ConsultantUpper Cumberland Special Education Co-operative

October 2002

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Today’s Agenda

Welcome and Opening ActivitiesThe Characteristics of an Effective TeacherEffective Behavior Management StrategiesOrganizing and Managing the Learning EnvironmentDesigning Lessons to Enhance Student LearningClosing Activities

Lunch is on your ownBreaks will be taken as needed

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Goals and Objectives…1. To identify the characteristics of effective

teachers2. To understand why children misbehave and

identify effective strategies for dealing with student misbehavior

3. To identify techniques for organizing and managing effective learning environments

4. To identify characteristics of effective lesson planning

5. To identify resources and materials dealing with positive and effective classroom management

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Presentation Techniques(Utilizing the Principles of Adult Learning Theory)

DiscussionSmall and large group activitiesCooperative learning strategies (i.e., jigsaw, think-pair-share)Self-ReflectionQuestion and answer sessionsActive Learning Strategies (i.e., role play, scenarios, simulations)others

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Classroom management is…

…all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place.

Two major goals…1. To foster student involvement and

cooperation in all classroom activities2. To establish a productive working

environment.-First Days of School, Wong

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Describe a well-

managed classroom

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Characteristics of a Well-Managed Classroom…

Students are deeply involved with their work

Students know what is expected of them and are generally successful

There is relatively little wasted time, confusion, or disruption

The climate of the classroom is work-oriented, but relaxed and pleasant.

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A well-managed classroom is…

A task oriented environment

A predictable environment

Is ready and waiting for students

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Brainstorming Activity…Think of as many responses to the

following statement as you can…

An effective teacher is…..

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A Dangerous Educator…Believes that this job is not about relationshipsBelieves that this is just a job, and when the school day is over, the work’s all done.Believes that he/she can handle any situation, alone.Believes that, “It was good enough for me, by golly, it oughta’ be good enough for them.”Believes that all these kids need is “a good whippin’.”

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A Dangerous Educator…Believes that what he/she does outside of here has no bearingBelieves that anger shouldn't be part of the curriculumNever makes time to just sit and listenBelieves that this kids have no right to be madBelieves that he/she can’t make a differenceBelieves that punishment is more effective than discipline

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A Dangerous Educator…Thinks you shouldn’t smile until Thanksgiving.Believes that morality and values should only be taught at homeSees the act, not the young person behind it.Believes that strict adherence to the rules is the most important goal of any child’s day.Forgets he/she is modeling.Is a “structure monster”.

-Malcolm Smith

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The Effective Teacher…Establishes good control of the classroomDoes things right, consistentlyAffects and touches livesExhibits positive expectations for ALL studentsEstablishes good classroom management techniques

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The Effective Teacher…Designs lessons for student masteryWorks cooperatively and learns from colleaguesSeeks out a mentor who serves as a role modelGoes to professional meetings to learnHas a goal of striving foe excellence

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The Effective Teacher…Can explain the district’s, school’s, and department or grade level’s curriculumRealizes that teaching is not a private practiceIs flexible and adaptableListens, listens, listensUnderstands the research process

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The Effective Teacher…Teaches with proven research-based practicesKnows the difference between an effective teacher and an ineffective one

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In summary…An effective teacher…

Has positive expectations for student success

Is an extremely good classroom manager

Knows how to design lessons for student mastery

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Understanding Our StudentsDealing With Student Behavior in Today’s Classrooms

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This is not an easy time to work with children and youth…

One in six youths (age 10-17) has seen or knows someone who has been shot (Children’s Defense Fund)

At least 160,000 students skip class each day because they fear physical harm (NEA)

In the last 10 years, the likelihood that a child under 18 will be killed by guns rose almost 250% (FBI Uniform Crime Reports)*

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Every U.S. school day, 6,250 teachers are threatened with bodily injury (NEA)

More than 150,000 school age children bring a gun to school each school day (Children’s Defense Fund)

More than 50% of children in the U.S. fear violent crime against themselves or a family member (Newsweek)*

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Every 10 seconds a crime occurs in a U.S. school (Children’s Defense Fund)

70% of those arrested for hate crimes are under age 19 (U.S. News)*

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We can trace out-of-control behaviors to a variety of factors…

The physical and emotional climate of the child's home and neighborhood

The amount of stability and consistency in the child’s family

The parenting styles of the child’s parents

The power and influence of peers in a child’s life*

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the positive and negative role models available to the child

The child’s exposure to violent media

The child’s emotional and physical health

The child’s own attitude toward his/her anger*

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The Changing FamilyIn the last two decades, there has been a 200% growth in single parent households (U.S. Bureau of the Census)

The number of moms leaving home for work each morning has risen 65% in the past 20 years (U.S. Bureau of Labor Statistics)

Nearly 1 in 4 children in the U.S. are living below the poverty level (Children's Defense Fund)*

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More than half of all American children will witness their parent’s divorce (U.S. Bureau of the Census)

In the last 10 years, the estimated number of child abuse victims has risen by nearly 50% (National Committee for the Prevention of Child Abuse)

The average child has watched 8,000 televised murders and 100,000 acts of violence before finishing elementary school (American Psychological Association)*

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Why Kids MisbehaveBasic has several “Functions”: Attention from peers or adults Attain power/control Revenge or Retaliation Feels Good/Play Fear of Failure Getting something (Sensory Input) Imitation

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Proactive Intervention Strategies

Classroom RulesClassroom SchedulePhysical SpaceAttention SignalBeginning and Ending RoutinesStudent WorkClassroom Management Plan

adapted from the Tough Kid series, and CHAMPs

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Classroom Rules…

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The Rules for Rules:Keep the number to a minimum (approx. 5).Keep the wording simple.Have rules represent you basic expectationsKeep the wording positive, if possible.Make your rules specific.Make your rules describe behavior that is observable.

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Classroom Rules, cont.Make your rules describe behavior that is measurable.Assign consequences to breaking the rules.Always include a “compliance rule”.Keep the rules posted.Consider having rules recited daily for first two weeks then periodically..

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Examples…Inappropriate Rules: Be responsible Pay attention Do your best Be kind to others Respect authority Be polite

Preferred Rules: Keep hands, feet, and

objects to yourself. Raise your hand and

wait for permission to speak.

Sit in your seat unless you have permission to leave it.

Walk, don’t run, at all times in the classroom.

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ConsequencesThe best consequences are reasonable and logical

A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed

The best logical consequences teach the students to choose between acceptable and unacceptable actions.

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Activity….For the following types of student behavior, develop both an example of a logical consequence AND an illogical consequence…

Chews gum Turns in sloppy paper Walks in the classroom noisily Passes paper in incorrectly Arrives late Does not bring textbook Does not bring pencil or pen

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Possible Corrective Consequences

Proximity managementVerbal reprimand/WarningTime owed after classIn-class time-outParental contactRestitutionPrincipal Notification FormDisciplinary Referral

It should be noted that prior to enacting corrective consequences, positive reinforcement strategies

should be utilized.

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Classroom Schedules…

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Classroom SchedulesAvoid “Down Time”

Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.)

Begin each activity on-time.

“The best behavior plans are excellent academic lesson plans.” – source unknown

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Classroom SchedulesBudget your academic time Example: 1 hr. allotment

5 min. Teacher-directed review 10 min. Introduction of new concepts 10 min. Guided practice, working on

assignment 25 min. Independent/Cooperative work 10 min. Teacher-directed corrections

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Physical Space…

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Physical SpaceArrange desks to optimize the most common types of instructional tasks you will have students engaged in. Desks in Rows, Front to Back Desks in Row, Side to Side Desks in Clusters Desks in U-Shape

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Physical Space, cont.Make sure you have access to all parts of the room.

Feel free to assign seats, and change at will.

Minimize the disruptions caused by high traffic areas in the class.

Arrange to devote some of your bulletin board/display space to student work.

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Physical Space, cont.If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible.

Desks do not have to be in traditional rows, but all chairs should face forward so that all eyes are focused on the teacher

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Students Who Cause Behavioral Problems:

Aggressive (the hyperactive, agitated, unruly student)Resistant (the student who won’t work)Distractible (the student who can’t concentrate)Dependent (the student who wants help all the time)

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Location for Students who cause behavioral problems:

Separate—disruptive students; maybe aggressive and resistant students

Nearby—disruptive students; maybe distractible, dependent, and resistant

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Prepare the Work Area…Arrange work areas and seats so that you can easily see and monitor all the students and areas no matter where you are in the roomBe sure that students will be able to see you as well as frequently used areas of the classroomKeep traffic areas clearKeep access to storage areas, bookcases, cabinets, and doors clearLearn the emergency proceduresMake sure you have enough chairs for the work areas

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Prepare the Work Area…Be sure to have all necessary materials in easily accessible areasTest any equipment to make sure that it works BEFORE you use itUse materials such as tote bags, boxes, coffee cans, dishpans, etc. to store materials that students will need.Arrange work areas where students can go for reading and math groups, science, lab areas, project work, learning centers, and independent study. (Remember, you may not need these areas on the first days of school.

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Prepare the Student Area…

Plan areas for student belongings Coats Binders Backpacks Books Lunchboxes Lost and found items others

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Prepare the Wall Space…Cover one or more bulletin boards with colored paper and trim, and leave it bare for the purpose of displaying student work and artifacts.Display your discipline plan in a prominent place.Post procedures, assigned duties, calendar, clock, emergency information, schedules, menus, charts, maps, decorations, birthdays, and student work.Have a consistent place for listing the day’s or week’s assignments

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Prepare the Wall Space…Post a large example of the proper heading or style for papers to be done in classPost examples of tests students will take, assignments they will turn in, and papers they will writeDisplay the feature topic, theme, chapter, or skill for the day or the current unit

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Prepare the bookcases…Do not place the bookcases or display wall where they obstruct any lines of visionsRotate materials on the shelves, and leave out only those items that you are willing to allow students to handleDo not place books or other loose materials near an exit where they can easily disappear or where they may hide emergency information

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Prepare the Teaching Materials…

Let students know what materials you want them to bring from home. Have a place and a procedure ready for the storage of these materials.Have a seating plan prepared.Have basic materials readyFind and organize containers for materials.Store seldom used materials out of the wayPlace electronic media where there are electrical outlets and where the students will not trip over the wires; have extension cords, adapter plugs, and batteriesObtain a supply of the forms that are used for daily school routinesOrganize, file, inventory

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Prepare Yourself and Your Area…

Do not create a barrier between yourself and the students.Place your desk away from the door so that no one can take things from your desk and quickly walk out.Communicate to your students that everything in and on you desk is to be treated as personal property and off limits to them

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Prepare Yourself and Your Area…

Keep your personal belongings in a safe locationHave emergency materials handy Personal items Extra lunch moneyObtain the materials that you need before you need them

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Teachers who are ready maximize

student learning and minimize student

misbehavior.

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Attention Signals…

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Attention SignalDecide upon a signal you can use to get students’ attention.

Teach students to respond to the signal by focusing on you and maintaining complete silence.

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Example: The “Hand Raise”

Say: “Class, your attention please.”

At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position.

This prompts all students to stop, look at you and raise hand.

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Advantages to Hand RaiseIt can be given from any location in the room.It can be used outside the classroom.It has both a visual and auditory component.It has the “ripple effect”.

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Discipline, Routines and Procedures…

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PUNISHMENT VS.

DISCIPLINE

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PunishmentWhy Do We Punish? Because it works

Punishment is effective for approximately 95% of our students

It’s quick Punishment produces a rapid (but often

temporary) suppression of behavior It requires lower level thinking skills.

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Discipline vs. PunishmentD: strives to replace an unwanted behavior with a desirable behavior

P: takes away a behavior by force, but replaces it with nothing*

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Discipline vs. PunishmentD: Is firm and consistent, but peaceful

P: inflicts harm in the name of good*

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Discipline vs. PunishmentD: Positive behavioral change is expected

P: The worst is expected, and the worst is often received*

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Discipline vs. PunishmentD: May may the youth angry at fist, but calls for self-evaluation and change rather than self-degradation

P: Agitates and often causes anger and resentment on the part of the child (which may have caused the behavior in the first place)*

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Discipline vs. PunishmentD: Takes time and energy but consequences are logical and encourage restitution

P: Is immediate and high-impact but is hardly ever logical*

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Discipline vs. PunishmentD: Allows child to rebuild self-esteem

P: Damages fragile self-esteem*

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Discipline vs. PunishmentD: Disciplinarian is in control of his/her own emotions

P: Allows anger to be released physically by punisher, allowing for dangerous loss of control on adult’s part*

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Discipline vs. PunishmentD: Is not threatening, dangerous or abusive

P: Can be physically and emotionally dangerous*

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Discipline vs. PunishmentD: Allows for reflection and restitution

P: Does not allow the child to make up for his/her behavior*

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Discipline vs. PunishmentD: is caring but takes time and planning

P: is often “off the cuff” and emotionally charged*

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Important Aspects of a Well-Disciplined Classroom…

DisciplineProceduresRoutines

Effective teachers introduce rules, procedures, and routines on the

very first day of school and continue to teach and reinforce

them throughout the school year.

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The number one problem in the

classroom is not discipline; it is the lack

of procedures and routines.

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Discipline vs. Procedures…Discipline: Concerns how students BEHAVE

Procedures: Concerns how things are DONE

Discipline: HAS penalties and rewards Procedures: Have NO penalties or rewards

A procedure is simply a method or process for how things are to be done in

a classroom.

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Students must know from the very beginning how they are expected

to behave and work in a classroom environment.

DISCIPLINE dictates how students are to behave

PROCEDURES and ROUTINES dictate how students are to work

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Procedures…Are statements of student expectations necessary to participate successfully in classroom activities, to learn, and to function effectively in the school environment

Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion

Increase on-task time and greatly reduce classroom disruptions

Tell a student how things operate in the classroom, thus reducing discipline problems

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A PROCEDURE is how you want something done

It is the responsibility of the the teacher to communicate effectively

A ROUTINE is what the student does automatically without prompting or supervision

Becomes a habit, practice, or custom for the student

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A smooth-running class is the responsibility of the teacher, and it is

the result of the teacher’s ability to teach procedures.

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Procedures answer questions such as…

What to do when the bell ringsWhat to do when the pencil breaksWhat to do when you hear an emergency alert signalWhat to do when you finish your work earlyWhat to do when you have a questionWhat to do when you need to go to the restroomHow to enter the classroomWhere to put completed work

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Activity…Choose one of the items from handout #____

Develop a set of procedures for the item of your choice

Display

Gallery Walk

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Three Steps to Teach Procedures…

1. EXPLAIN. State, explain, model, and demonstrate the procedure.

2. REHEARSE. Practice the procedure under your supervision.

3. REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

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Discipline with the Body…not the Mouth…

1. EXCUSE yourself from what you are doing

2. RELAX. Take a slow relaxing breath and CALMLY approach the student with a meaningful look.

3. FACE the student directly and CALMLY wait for a response.

4. If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”. RELAX and WAIT.

5. If the student does not get to work, RELAX and WAIT. Repeat Step 4 if necessary.

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6. If backtalk occurs, relax, wait and KEEP QUIET. If the student wants to talk back, keep the first principle of dealing with backtalk in mind:

IT TAKES ONE FOOL TO TALK BACK.IT TAKES TWO FOOLS TO MAKE A

CONVERSTAION OUT OF IT.

7. When the student responds with the appropriate behavior say, “Thank you,” and leave with an affirmative SMILE. If a student goes so far as to earn an office referral, you can deliver it just as well RELAXED. After all, ruining your composure and peace of mind does not enhance classroom management.

-Adapted from Fred Jones, Positive ClassroomDiscipline and Positive Classroom Instruction

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Beginning and Ending Routines…

Entering Class Goal: Students will feel welcome and

will immediately go to their seats and start on a productive task. Greet the students at the door. Have a task prepared for students to work

on as they sit down. Do your “housekeeping”. Keep tasks short (3-5 min.) When you’ve finished, address the task.

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Beginning and Ending Routine, cont.

Ending Routine Goal: Your procedures for ending the

day/class will: Ensure that students will not leave the

classroom before they have organized their own materials and completed any necessary clean-up tasks.

Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone for ending the class.

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Beginning and Ending Routines, cont.

Dismissal Goal: Students will not leave the classroom

until they are dismissed by you (not the bell). Explain that the bell is a signal for you. Excuse the class when things are reasonably

quiet and all “wrap up” activities are completed. General Rule:

Dismiss primary students by rows Dismiss older students by class

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Student Work

Design efficient procedures for assigning, monitoring, and collecting student work.

5 Major Areas of Managing Student Work: Assigning Class Work and Homework Managing Independent Work Periods Collecting Completed Work Keeping Records and Providing Feedback Dealing with Late/Missing Assignments

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Ponder This…You don’t build your football team on the day of the game.

You don’t drill a well when you get thirsty.

And you don’t discuss procedures once an emergency has begun.

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Classroom Management Plan…

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Classroom Management Plan…

8 Components:1) Level of Classroom Structure – based

on risk factors of your students.2) Guidelines for Success – attitudes,

traits, or behaviors to help achieve success.

3) Rules – specific, observable, and measurable behavioral objectives

4) Teaching Expectations – What, how, and when expectations will be taught

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Classroom Management Plan…

5) Monitoring – How you will monitor the progress of the expectations.

6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior.

7) Correction Procedures – How you will respond to irresponsible behavior.

8) Managing Student Work – What procedures and systems you will use to manage student work.

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CHAMPS video…

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For Every Activity…Make sure students know your behavioral expectation.

Consider the CHAMPs level of structure:

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CHAMPs…Conversation: Under what circumstances, if at all, can the students talk to each other during the activity.

Can students engage in conversations with each other during this activity?

If yes, about what? How many students can be involved in a

single conversation? How long can the conversation last?

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CHAMPs, cont.Help – How do students get their questions answered during the activity?

How do they get your attention? If students have to wait for help, what

should they go while they wait?

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CHAMPs, cont.Activity – What is the activity?

What is your expected “end product”? This will likely change daily, according

to your lesson plans.

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CHAMPs, cont.Movement – Under what circumstance, if at all, can students move about during the activity? If yes, for what?

Pencil Restroom Drink Hand in/pick up materials Other…

Do they need permission from you?

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CHAMPs, cont.Participation – What does appropriate student work behavior during the activity look/sound like?

What behaviors show that students are participating fully and responsibly?

What behaviors show that a student in not participating?

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Dealing with Anger…

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How do YOU deal with an

angry student?

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Angry StudentsGoal: To help channel and direct the student to constructive outcomes. Assist the child in learning acceptable

ways of expressing this emotion.

Caution!! Caution should be taken to avoid

repressing or destroying the feeling of anger.

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AngerAnger may be… A defense to avoid painful feelings Associated with failure Associated with low self-esteem Associated with feelings of isolation Related to feelings of anxiety over

where the child has no control

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Anger vs. SadnessChild – anger and sadness closely related. Expresses sadness as anger.

Adult – expresses sadness as sadness.

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Angry Child Interventions1) Catch the child being good. Tell what behaviors please you.

Respond to positive efforts and reinforce good behavior. “Thanks for sitting in your seat quietly.” “You worked hard on that project, and I

admire you effort.”

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Angry Child Interventions2) Deliberately ignore inappropriate behavior that can be tolerated.

Tell child what you are doing. If attention seeking, it will get worse

before better. Be consistent

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Angry Child Interventions3) Provide physical outlets and other alternatives.

Pre-plan opportunities for child to release stored energy

Consider meaningful work

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Angry Child Interventions4) Manipulate the surroundings.

Look for triggers both inside/outside your class.

Re-examine your rules. Consider the child’s physical space.

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Angry Child Interventions5) Use closeness and touching.

Move physically closer to the child Consider gently placing your hand on

the child’s shoulder Works best with younger children

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Angry Child Interventions6) Express interest in the child’s activities.

Develop the relationship Teachers are often the best therapists

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Angry Child Interventions7) Ease tension through humor.

Attempt to “joke” the child out of an episode.

This will help “save face”. Be careful to distinguish between

humor and teasing. If sarcastic tone, child may become more

angry.

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Angry Child Interventions8) Explain situations to the child.

Assist the child in understanding what situations can contribute to their anger

Assist the child in learning appropriate alternative responses. Allow for practice/role play

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When An Explosion is Pending…

The Crisis Cycle:

StimulusThoughtsFeelings ActionConsequence

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The Curve of ExplosionStimulus- initiates the process.Period of Escalation- child calls on available coping skills. Anger will resolve or escalate Begins to think less and feel more Try to get child to talk Use Active Listening skills Monitor your Para-Verbal Communication Assume a Calm Demeanor

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The Curve of Explosion, cont.

Do’s DO use positive expectations. DO use “I” statements. DO reflect the emotion you hear. DO use non-verbal affirmation. DO try to direct the youth into a

problem solving mode.

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The Curve of Explosion, cont.

Don’ts Don’t lead with the rules. Don’t lead with the consequences. Don’t begin statements with the

word, “You”. Don’t ask “Why” questions.

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The Curve of Explosion, cont.

Out of Control- behavior is driven by emotion. Thought process is repressed. Avoid threats of disciplinary

sanctions. All youth to “vent” safely. Physical restraint may be required.

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The Curve of Explosion, cont.

Period of De-escalation. Thought processes begin to stabilize. Emotional control is re-established. Student may be tired. Student may request to be left alone.

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Behavior Modification…

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Pre-Corrections“Thank you for not smoking.”Serves as a gentle reminder of expectations.Gives students an opportunity to mentally prepare before an activity.Always respond to sincere efforts to comply.

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Classroom Behavior Modificationusing: “Pre-Correction for Classroom”

Seven steps: “1) Identify the context and the likely

problem behavior. 2) Specify the expected behaviors. 3) Systematically modify the context. 4) Conduct behavioral rehearsals. 5) Provide strong reinforcement for

expected behaviors. 6) Prompt expected behaviors. 7) Monitor the plan.

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Pre-Correction Scenario1) Context – students entering

classroom immediately after recess. Predictable behavior – students

shouting, laughing, and pushing before complying with teacher direction.

2) Expected Behavior – Entering the room quietly, go to desks, begin task, keep hands to self.

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Pre-Correction Scenario, cont.3) Context modification – Teacher

meets students at door, has them wait and then go to desk to begin entry tasks.

4) Behavior rehearsal – Teacher reminds students just before recess of expected behaviors. Asks “student” to tell what are expected behaviors.

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Pre-Correction Scenario, cont.5) Strong reinforcement – Students are told

that if they cooperate with teacher requests, they will have additional break and 5 extra minutes for recess.

6) Prompts – Teacher gives signals at the door to be quiet and points to activity on Chalkboard. Teacher says “ssshh” to noisy students and praises students who are beginning work.

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Pre-Correction Scenario, cont.7) Monitoring plan – Teacher

uses a watch to measure how long it takes for all students begin their tasks immediately (within 10 seconds).

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5 Steps to Correction1) List Previous Positive Behavior.

“Elizabeth, yesterday you did such a good job staying in your seat and paying attention. I really appreciate how you behaved.”

2) State Current Behavior. “However, today Elizabeth, you’ve been out

of your seat, disrupting class several times.”

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5 Steps to Correction, cont.3) State Expectations.

“Elizabeth, what I expect from you is, for you to go to your seat, sit in your seat, pay attention, and only talk to your neighbors when I give you permission.”

4) Child Repeats. “You want me to go to my seat, sit down,

listen, and keep my mouth shut.”

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5 Steps to Correction, cont.

5) Praise Any Efforts. Acknowledge any compliance

Be positive Be sincere Be encouraging

You need a positive relationship with the student to use this effectively.

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If you want it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it.

source unknown

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Post-CorrectionAdapted from the “Life Space Interview” model, Fritz Redl.

Allows the child an opportunity to process and learn from the experience.

Should be done by the adult who witnessed the incident.

Should be done within 24 hours. (As soon as both parties are calm)

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5 Steps to Post-Correction1) Youth’s Perception-

Adult should: Listen Refrain from judgments and corrections Ask questions which help student with

description Attempt to find out what student was trying to

achieve

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5 Steps to Post-Correction, cont.

2) Adult’s Perception- Discuss what parts of incident you see same

and differently Provide reality base

3) Connection Incident to Pattern of behavior Assist student in seeing a behavior pattern

he/she has developed

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5 Steps to Post-Correction, cont.4) Explore Alternative Behaviors-

Prompts may be used Important to let student find options

5) Develop A Plan- May use behavior contract Assure student of adult commitment Discuss consequences for next incident

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“Always say what you mean, and mean what you say…but don’t say it in a mean way.”

Nicholas Long

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Classroom Environment…

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“No improvement will occur in instruction until the

classroom climate improves.”

“Classrooms have personalities just like people.”

-63 Ways of Improving Classroom Instruction (Gary Phillips and Maurice Gibbons)

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Classroom EnvironmentPolsky’s Diamond – Dr. Howard Polsky

The Five Ranks of Social Power: Leaders LieutenantsMembers Status Seekers Scapegoats

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Polsky’s Diamond, cont.The Social Interaction with-in diamond is prompted by the need for 3 things….

1)Power – influence over one’s own life2)Affiliation – belonging3)Achievement – status

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….so their behaviors look like:

Social functions of Behavior: Attention Seeking (adult/peer) Power/control Fear of failure/frustration Imitation

Other functions of Behavior: Getting something (sensory input) Revenge or retaliation Avoidance (person/activity, demands or requests) Feels Good/Play

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Social Skills…How do “Tough Kids” meet these needs?

Behavioral Excesses- Aggression Arguing Hitting Fighting Shouting Teasing Blaming Provoking

Behavioral Deficits- Using self-control Cooperating Problem Solving Helping Sharing Making good decisions

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Need for Social SkillsIn order to assist the child in meeting the 3 needs, effective social skills instruction should be employed.

Social Skills: Basic skills needed to successfully interact with adults and peers.

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6 Components of an Effective Social Skills Program

1) Rationale2) Modeling3) Concept Teaching4) Role Playing/Behavior Rehearsal and Practice5) Coaching6) Contingent Reinforcement

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Social Skill TopicsBasic Social Skills:

Body Basics- (FEVER) Face person Eye contact Voice volume/tone/rate Expression should match Relaxed posture

Starting, Joining, and Maintaining a Conversation With Adults With Peers

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Social Skills Topics, cont.Basic Social Skills: Recognizing and Expressing Feelings Playing Cooperatively Solving Problems Using Self-Control Solving Arguments Dealing with Teasing Dealing with Being Left Out Accepting “NO” Following Directions

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Social Skill Topics, cont.Intermediate to Advanced Skills: Accepting negative feedback Learning how to say “NO”. Assertiveness Resisting peer pressure Resisting teasing Managing anger etc.

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Social Skills AssessmentSocial Skills Survey Can be completed by student

May be determined by age/maturity Can be completed by teacher Can be completed by parent Average and rank scores Deliver necessary Social Skills

Instruction

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Social Skills ProgramsSecond Steps

Skill Streaming

Tough Kid Series

SCORE Skills

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Designing Lessons to Enhance Student Learning…

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Why Plan?

PlanAhead

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The Correct Question…DON’T ASK: “What am I going to cover tomorrow?”

DO ASK: “What are my students going to learn, achieve, and accomplish tomorrow?”

The role of the teacher is not to cover. The role of the teacher is to

UNCOVER.

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Learning has nothing to do with what the teacher COVERS.

Learning ahs to do with what the student ACCOMPLISHES.

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What is a lesson plan?Teacher’s guideDesign for the learning of the studentSeries of student centered learningFocused on what the student needs to know and be able to doCovers one day or several daysAllows for the teachable moment

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Experienced Teacher Standards1. Demonstrates Professional Leadership2. Demonstrates Knowledge of Content3. Designs/Plans Instruction4. Creates and Maintains Learning Climate5. Implements/Manages Instruction6. Assesses and communicates Learning

Results7. Collaborates with

Colleagues/Parents/Others8. Engages in Professional Development

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Performance Criteria Standard 3

Focuses instruction on one or more of KY’s learning goals and academic expectationsDevelops instruction that requires students to apply knowledge, skills, and thinking processesIntegrates skills, thinking processes, and content across disciplinesCreates/utilizes learning experiences that challenge, motivate, and actively involve the learnerCreates and uses learning experiences that are developmentally appropriate for learners

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Performance Criteria Standard 3

Develops and incorporates strategies that address physical, social, and cultural diversity and that show sensitivity to othersArranges the physical classroom to support the types of teaching and learning to occurIncludes creative and appropriate use of technology to improve student learningDevelops and implements appropriate assessment processes

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Performance Criteria Standard 3

Secures/uses a variety of appropriate school and community resources to support learningDevelops/incorporates learning experiences that encourage students to be adaptable\, flexible, resourceful, and creativeUses knowledge required from past teaching experiences to anticipate instructional challenges

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Thinking About Lesson PlanningWho Am I Planning For?What Am I Supposed To Do?

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Two Types of Assignments…

Ineffective Assignments: The teacher tells the class what is to be

covered Chapter 7; Moby Dick; long division; ecosystems

Effective Assignments: The teacher tells the students what they are

to have accomplished or mastered at the end of the lesson

Teach with the end in mind

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Creating Effective Assignments…

Think what you want the students to accomplish

Write each step as a single sentence.

Write in simple language

Duplicate the list of steps and give it to the students

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Effective Assignments…Must have structure and be precise

Structure The assignment must have a consistent and

familiar format that the students can recognize as their assignment

The assignment must be posted daily in a consistent location BEFORE students enter the room

Preciseness The assignment must state clearly and simply what

the students are to ACCOMPLISH

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To teach for learning, use words, especially verbs, that show learning has taken place.

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis evaluation

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If the classroom is a fish bowl…

Piranha

Catfish

Goldfish

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Piranha…..Are usually the “trouble-makers”Can be passive aggressive or overtly aggressiveHave negative attitudeHave attendance problemsAre “at risk”Etc., etc., etc……

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Catfish…..Go with the flowAre usually good-natured, but have limited motivationAre social beingsTend to cooperate; follow MOST rulesPerform to the average or just enough to stay out of trouble with mom/dadEtc., etc., etc……

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Goldfish…..Are in the top 10-15% of their classAre “teacher pleasers”Are highly motivated to perform wellShow enthusiasm for learningMay be “over achievers” and /or high achieversEtc., etc., etc…….

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Pre-Planning Strategies1. Determine the learning styles of your

students2. Determine reading levels/skills of students3. Inventory access to technology4. Connect writing to what is being taught5. Focus on academic expectations and core

content6. Establish a variety of instructional

strategies

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Essential QuestionsWhat do I want all students to know and be able to do at the end of this lesson?What will I do to cause this learning to happen?What will students do to facilitate this learning?How will I assess to find out if this learning happened?What will I do for those who show through assessment that the learning did not take place?

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Think-Pair-Share

“Best Practices” in Lesson PlanningSome Guiding Principles

Adapted From: 63 Ways of Teaching or Learning Anything by Gary Phillips and Maurice Gibbons

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Thinking It Through…Lesson ContentLearning LevelInstructional Methods, Materials, ActivitiesStudent ActivitiesEvaluation Tools, Strategies, Activities

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The Lesson Plan RubricAcademic FocusInstructional StrategiesStudent EngagementWriting StrategyReading StrategyTechnology StrategyAssessment Strategy

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Unmotivated Students…

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The Unmotivated Student…

Problems often emerge during late elementary or middle school.Often initiated by early academic problem.Begins to see school as a place of “drudgery”.Will most often become discipline problem.At risk of becoming a “drop out”.

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Unmotivated Student, cont.

Factors That Influence Motivation: Fear of Failure – “Better to look bad, than

stupid”. Safer not to try. Lack of Meaning – May not see relevance

to assignments. Emotional Distress – Anxiety/Depression

from influences at home. Learning Disability – Give up in

frustration.

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Unmotivated Student, cont.

Lack of Challenge Desire for Attention – look helpless to

teacher Peer Concern – not cool to like school Low Expectation – no encouragement

from home Expression of Anger – due to pressure

from parents

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Unmotivated Student Interventions

Assess the origin,(records, teachers, etc)Talk with the Student Privately – develop the relationship.Provide a Warm, Accepting Climate Stay Close to the Student Introduce the Lesson with EnthusiasmGive Clear Direction and FeedbackPresent Tasks in Manageable DosesOrchestrate the Student’s SuccessHighlight the Student’s Talents

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Unmotivated Student Interventions, cont.

Vary Your Teaching Style Relate Instruction to Student’s Interests Make Instruction Relevant to Real World Provide Hands-on Activities Apply “Meaningful Work”…CHAMPs Allow Student Some Control over What and How

He Learns Praise Student’s Efforts and Accomplishments If Student is Too Cool, consider incentives,

rewards, group recognition ( spark some competition)

Challenge the Student

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HYPERACTIVITY…Constant movement

Easily distracted

Lack of control

Verbal

Does not attend to cues

Provide structured high activity tasks

Allow for control movement

Reward on-task behaviors

Use color codes for recognitions of behaviors

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INATTENTION…Passive

Minimal problem-solving skills

Dependent learner

Views ability versus effort as a problem

Focus attention on key elements of activity

Develop and mental map with student

Facilitate routine success

Help the student self-monitor performance

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IMPULSIVITY…Speaks before thinking out answers

Cannot monitor behavior

Impatient with repetition

Avoids anxiety

Provide short and specific directions

Reflective evaluation

Develop problem-solving

Model expected behaviors

Allow behavior outlets

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DISRUPTIVE BEHAVIOR…Refuses to do work

Defy authority

Intimidates other students

Distract teaching through verbal or physical means

Reinforce positive behavior

Use high interest personally relevant material

Provide short successes

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Key Ideas…

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Descriptors of the Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management

The classroom is organized in a manner that encourages order, participation, independence, and continuous learningThere is a small number of meaningful rulesStudents understand and enforce rulesThe teacher is constantly teaching independent behavior management skillsThe teacher spends an appropriate amount of time at the beginning of the school year establishing the culture and climate for positive acceptable behaviorStudent’s demonstrating appropriate behaviors constantly receive positive reinforcement

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Descriptors of the Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management

The teacher handles inappropriate behavior in a firm, fair, consistent, and caring mannerThe teacher’s interactions with students are positive and reinforce the importance of student successThe teacher has several motivators that reinforce and shape student positive behaviorsClassroom instruction is well organized, meaningful, and allows for student differences (individual and group)Classroom management strategies are appropriate to the environment and needs of the students

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Descriptors of the Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management

There is an established communication between home and schoolStudents receive constant positive reinforcement for doing good work and encouragement to do betterStudent work is displayed throughout the classroom and behavior and learning reinforcers are visible throughout the room

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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement

The teacher has the ability to KNOW and effectively RELATE to his/her students Establishes rapport and trust Separates unacceptable behavior from

student as a person Knows total student in and out of school Knows student’s interests/likes/dislikes

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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement

The teacher has practical and current KNOWLEDGE of behavior management strategies Classroom design Classroom management Establishing baseline data Developing a behavior plan

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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement

The teacher APPLIES behavior management strategies in a FLEXIBLE and TIMELY manner Ability to quickly analyze situation

and appropriately apply techniques Has good timing-when and where to

react and respond

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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement

The teacher is CONSISTNET, has good FOLLOW-THROGUH, and FOLLOW-UP WITH STUDENTS Is clear and predictable from day 1 Communicates expectations often Can re-establish respect after encounters constantly reinforces expected behavior

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Teachers who are successful at behavior instruction and reinforcement…

Have a keen AWARENESS of the classroomATTEND to more than one matter at a timeTrain students to follow established classroom PROCEDURES/ROUTINES without disturbing othersPACE their instruction without unnecessary delaysUse a variety of techniques to keep students INTERESTED and INVOLVEDUse various techniques to check student INVOLOVEMNT, LEARNING, and ATTENTIONUse EFFECTIVE TECHNIQUES with individual students that guide other student’s behavior

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Word Wall Activity…In your group, discuss the term(s) that you have chosen.

Think about what we have discussed about this item today.

Share: Your thoughts and A factual statement

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Now What?

Where do I go from here?

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Resources

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Contacting Today’s Presenters….

Lisa Smith, Instruction/Behavior ConsultantUpper Cumberland Special Education CooperativePhone: 606-337-3555Email: galasmith@jellico.net

Keith Lakes, Behavior ConsultantUpper Cumberland Special Education CooperativePhone: 606-364-4673Email: prtcnet.org

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UPPER CUMBERLAND SPECIAL EDUCATION COOPERATIVE

STAFF

Ginger Brashear, DirectorPhone: 549-7000 ext 34Email: gbrashear@whitley.k12.ky.us

Carla Jordan, Complex Needs/ATPhone: 606-546-3111157Email: cjordan@knox.k12.ky.us

Gary Smith, Due ProcessPhone: 606-337-3555Email: gsmith@jellico.com

Keith Lakes, BehaviorPhone: 606-364-4673Email: prtcnet.org

Angela Bray, InstructionPhone: 606-679-1123Email: abray1@pulaski.net

Lisa Smith, Instruction/BehaviorPhone: 606-337-3555Email: galasmith@jellico.net