classroom management: systems & practices center on positive behavioral interventions &...
TRANSCRIPT
Classroom Management: Systems & Practices
Center on Positive Behavioral Interventions & Suports
www.pbis.org
February 2006
7
Purpose
Review critical features & essential practices of behavior management in classroom settings
Goal: Review of basics & context for self-assessment
Classroom Management Challenges
• Informal & untaught
• Reactive & ineffective
• Disconnected from SW
• Lack of staff fluency
• Lack of durability
• Lack of instructional fluency
Why formalize classroom management?
Arrange environment to maximize opportunities for
– Academic achievement
– Social success
– Effective & efficient teaching
Guiding Principles
• Remember that good teaching one of our best behavior management tools
– Active engagement
– Positive reinforcement
• Apply three tiered prevention logic to classroom setting
– Primary for all
– Secondary for some
– Tertiary for a few
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Organizational Features
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
• Link classroom to school-wide
– School-wide expectations
– Classroom v. office managed rule violations
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
• Teach academic like social skills
– Tell/model/explain
– Guide practice
– Monitor & assess
– Give positive feedback
– Adjust & enhance
• Build systems to support sustained use of effective practices
– SW leadership team
– Regular data review
– Regular individual & school action planning
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
LEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Enhanced PBS Implementation
Logic
Effective classroom managers
• 7 minutes (pick recorder & spokesperson)
• What do effective classroom managers do daily?
– 2-3 formal & 2-3 informal strategies
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
AttentionPlease
1 Minute
Three Basic CM Elements
1. Instructional/Curricular Management
2. Environmental Management
3. Proactive Behavior Management
Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist (6/17)
1. Increase ratio of positive to negative teacher to student interactions– Maintain at least 4 to 1
– Interact positively once every 5 minutes
– Follow correction for rule violation with positive reinforcer for rule following
Positive acknowledgements
• Take 5 minutes
• Identify 2-3 formal & 2-3 informal strategies to positively acknowledge student behavior in classroom
• Report sample from your team discussion (1 min. reports)
AttentionPlease
1 Minute
• Strategies, e.g.,
– Tear card
– Self-record
– Video taping
– Peer observation
–
2. Actively supervise at all times
– Move continuously
– Scan continuously & overtly
– Interact frequently & positively
– Positively reinforce rule following behaviors
3. Positively interact with most students during lesson
– Vary type of contact• Physical, verbal, visual contact
– Vary by individual & group
– Mix instructional & social interactions
4. Manage minor (low intensity/frequency) problem behaviors positively & quickly– Signal occurrence
– State correct response
– Ask student to restate/show
– Disengage quickly & early
5. Follow school procedures for chronic problem behaviors– Be consistent & business-like
– Precorrect for next occurrence
– Follow SW procedures for major behavioral incidents
– Develop individualized plan for repeated incidents
6. Conduct smooth & efficient transitions between activities
– Teach routine
– Limit to time required for student to be ready
– Engage students immediately
7. Be prepared for activity– Have filler activities
– Know desired outcome
– Have materials
– Shift phases of learning• Acquisition, fluency, maintenance, generalization
– Practice presentation fluency
8. Begin with clear explanations of outcome/objective
– Provide advance organizer
– Create focus or point of reference for assessment
9. Allocate most time to instruction
– Fill day with instructional activities
– Maximize teacher-led engagement
10.Engage students in active responding
– Establish & expect behavioral indicator
• Write, verbalize, manipulate materials
– Enable immediate assessment of learning & instructional impact
11.Give each student multiple ways to actively respond
– Vary response type• Individual v. choral responses
• Written v. gestures
– Use peer-based assistance
12.Regularly check for student understanding
– Vary assessment type• Immediate v. delayed
• Individual v. group
– Review previously mastered content
– Check for existing knowledge
13.End activity with specific feedback
– Review performance on expected outcomes
• Scheduled activities
• Academic v. social
• Individual v. group
14.Provide specific information about what happens next
– Describe follow-up activities• Homework, review, new activity, choices
• Immediate v. delayed
• Following lesson
– Describe features of next lesson
15.Know how many students met learning objective/outcome
– Administer probe• Oral, written, gesture
– Immediately graph/display performance
16. Provide extra time/assistance for unsuccessful students
– Determine phase of learning• Acquisition -> re-teach
• Fluency -> more practice
• Maintenance -> reinforcement/feedback
– Schedule time during/before next lesson
17. Plan activity for next time activity– Consider phase of learning
• New outcome
• Reteaching
• Practice
• Maintenance/generalization
– Modify/select materials
How did I do?
14-17 “yes” = Super
10-13 “yes” = So So
<9 “yes” = Improvement needed
Non-example Action Plan Strategies
- Purchase & distribute classroom management curriculum/book
- Discuss at faculty meeting
- Bring in CM expert for next month’s ½ day in-service
- Observe in effective classroom
- Observe & give feedback
What is likelihood of change in teacher practice?
Example Action Plan Strategies
+ Build on SW System
+ Use school-wide leadership team
+ Use data to justify
+ Adopt evidence based practice
+ Teach/practice to fluency/automaticity
+ Ensure accurate implementation 1st time
+ Regular review & active practice
+ Monitor implementation continuously
+ Acknowledge improvements
Classroom Management
• 15 minutes
• Review “Classroom Management Self-Assessment” & discuss possible practices/systems applications
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
AttentionPlease
1 MinuteSpokesperson
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.