Summary of Lee Canter’s Classroom Management for Academic Success

Core expectation: “It’s OK to expect and demand that all of my students behave appropriately.”

If you believe the students cannot behave, you will naturally lower your expectations for behavior. If you believe a student’s problems prevent him or her from being able to behave, you allow yourself to be a victim of the student’s circumstances.

On testing day, you believe what is occurring is so important that the students must cooperate and behave appropriately. Yet isn’t everything you teach important to the students? Why don’t they have to behave every day?

Teachers are often effective during high-stakes situations because they are focused on appropriate behavior for the situation and are not concerned about being too strict or firm. They also clearly let the students know exactly what they want them to do in these situations and how they want them to do it. Question: “If I can influence my students to behave successfully on some occasions, why not choose to do so all of the time?”

Effective teachers believe it is OK to expect appropriate behavior.

“I have high expectations for my students’ behavior each and every day.”

Unrealistic assumptions about having these high expectations:students will not like youstudents can be psychologically harmed if you are too strictStudents will never learn to manage their behavior if you ‘sit’ on the all the time.

(note, being overly rigid and controlling can and will harm your relationship with your students).

When you have high expectations for student behavior, it is a teacher expectation that:students pay attention instead of talk while you are teaching.students Do class work instead of disruption the class.students Get along with classmates instead of arguing, provoking and disrespecting personal space.“These expectations are not too strict for any student. In fact, students want, need and appreciate such clear, firm direction. Research clearly indicates that students want teachers to be firm and fair and to not allow disruptive behavior.” pg. 26

Behavioral self-management does not just happen - it must be taught (see :”Conducting a lesson on appropriate behavior”)

The Behavior Management Cycle step 1 - Effectively Communicate Explicit Directions

The importance of all students following teacher directions cannot be underestimated

Research indicates that explicit directions are critical to reducing the disruptive behavior of students.

Examples of Explicit Directions:I need everybody to silently get out their journals, turn to the first open page and find the writing prompt on the overhead. Then begin the activity, following the directions given. Please remain in your seat for this activity again, working w/o talking.

A major mistake that teachers make with non-compliant students is to assume they know how the are expected to behave, as most other students do. Non compliant students need to be told explicitly what they are to do whenever you give directions.

have the attention of all your students.

Use verbal cues to get student attention. “I need everybody, including Johnny and Jane to go directly to their seats, …..”

Have students model for the class how to follow your directions “I would like Johnny and Jane to show everybody what they are to do, please pay attention to them.”

Have students repeat back the directions. Call on students and have them repeat back to you the behaviors they are expected to engage in during the upcoming activity..“I want Jesse, Shawn and Pam to each tell me ONE of the directions I expect everybody to follow.”

If you ask a student what the directions are, and they don't know, they ask another student what the directions were.

If a student is being non-compliant, narrate the behavior of the student next to her to let her know that you are aware of her non-compliant behavior.

‘If you understand the directions, give me a sign”

Summary:You cannot assume your students know ho to behave appropriately

your student must know every second of the every day what you expect from them.

Before any activity, you need to give your students the explicit directions you want them to follow.Whenever you give directions to students, you need to make sure they are all paying attention

and understand what they are to do.

The Behavior Management Cycle step 2 - Using Behavioral Narration

You have non compliant students who may not follow your directions w/o additional encouragement and motivation to do so.

Secondary students often do not want to be called out for being good. Perhaps give more vague narration: “The three students by the window are working on the do now quietly.”, etc.

When you use behavioral narration, you are basically repeating your directions to students by describing the behavior of those students who are following your directions.

Drawbacks of praise - sends message to students that they aer to behave not for their own benefit, but rather for teacher acceptance.

Behavioral narration send a message to students that you are on top fo their behavior in a positive manner.

Students are always watching the teacher to determine if they have to comply, or can chose to do what they want.

w/in two seconds of giving a directions, begin behavioral narration.

Describe the behavior of at least three students (especially historically non-compliant students when they are on task)

Use behavioral narration before you correct student behavior (see next section)

Use EVERY TIME directions are given.

Narrate at least three students’ on-talk behavior once every minute while they are learning (regardless of the activity).Student Rewards

Determine appropriate class-wide or individual student rewards. Make sure that students can earn rewards quickly (no later than 1 week for our students)Rule of thumb by the author - students need to earn at least 10 points per period.Never take away points.

The Behavior Management Cycle step 3 - Take Corrective Action.

Within 10 seconds after you give directions, you will need to effectively correct off-task, disruptive behavior of students.

from author “When teachers mean business, they tell the non-compliant students exactly what they want them to do in a calm, matter-of-fact matter, always present as a choice to the student: “Terrel, the direction was to stay in your seat while working in your group. You have chosen to receive a warning.”, etc.

(put on wall and on syllabus and reiterate to students often)You are responsible for your actionsYou are responsible for what does and does not happen to you.You are in control of your success in this classroom.

Inappropriate talking is a ‘gateway’ non-compliant behavior and must be addressed immediately, often and consistently.

For students to pretend to comply: “My expectation is that you comply with directions, even when I’m not looking in your direction.”

Do not ever get into an argument with students.

Ask students “What is it that you need right now?” “Is there another way to get your needs met right now?”

Determine what the activities are when disruptive behavior occurs; identify the specific non-compliant behaviors

Ask:“Do I need to change the classroom rules to address student misbehavior?”Are the corrective actions appropriate? Do they need to be changed?Ar my positive feedback/reward strategies effective?

Blaming students will not motivate them to learn to behave in an appropriate manner.

Conducting a lesson on appropriate behavior

Effective teachers know that their number one priority is to take the time and effort to systematically teach students their expectation for how they are to successfully behave in all

classroom activities.

The specific activities and situations in each period can be included in three broad categories:1. Instructional Activities: “What are the instructional activities in my class?”2. Procedures: “What are ALL the procedures in the class?”3. Policies: “What are the behavioral expectation policies that are measurable?”

Effective teachers teach their students reponsible behavior in the same manner as they would any academic subject. Each activity should have only three behaviors to teach. These activities should include behavior related to inappropriate student talking, movement and lack of participation, given that these comprise 90% of disruptive behavior. Lessons run for 5 - 10 min.

Format:

1. Introduce the lesson“We do many types of activities in our class. One of them is the teacher giving instructions or giving a short lesson, which will almost never be more than 5 - 7 min. at a time. Why do you think that is important?”

2. Teach behavior“For students to be successful during instruction, it is important sit quietly at your desk, focus on the teacher without talking.”

3. Model the behavior“Let’s see how well some of you can act out what you’ve learned about being successful during lessons.” Pic 2 - 3 students to model and have a student be the teacher. First have the students be off task, then have them be on task. May have students with behavioral challenges act as “teacher”

4. Check for understandingOne reason students have trouble learning behavioral expectations is that they may not fully understand what they are expected to do. Ask students to repeat back the instructions: “Who can tell me one way to be successful during instruction time?” Have students signal to you that they understand the behavior “words, head nod or thumbs up. “In your own words, tell me how I expect you to behave during instruction”(the scripts change depending on the behavior being taught - talk about specific behaviors from classroom rules).

Responsible Behavior Curriculum

Developing a curriculum on any topic, including behavior, begins with determining what you want the students to know and be able to do.

TYPICAL POLICIES AND PROCEDURESInstructional Activities. Teacher-directed instruction. Whole-class discussion. Independent work. Working with a partner. Working in groups

Procedures. Attention-getting signal. In-seat transitions. Out-of-seat transitions. Distributing and collecting materials or papers. Attending an assembly. Emergency drills. Beginning of the day or period routine. End of the day or period routine. Sharpening pencils. Using materials on bookshelves or incabinets (putting things away).

. Taking care of desks, tables, and chairs

Policies. Classroom rules. Positive feedback. Corrective actions. Making up missed work due to absence. Arriving late. Using the drinking fountain/Individual students leaving class to go tothe restroom

SAMPLE 2-WEEK CURRICULUMDAY 1Focus on activities that are of basic importance to you and your students right now. You needto get and hold their attention right away for these basic activities. Teaching your studentsthe behavior you expect during less critical activities such as how to behave during anassembly can wait until later.

TOPIC: TEACHING STUDENTS TO PAY ATTENTIONStudents need to learn to give you their attention immediately. They also need to learnto be active listeners whenever you are speaking.

• Attention-Getting Signal: this should be one of the first lessons you teach on the first day of school. For high school, the classic two-fingers together is probably best. Expect 100% compliance. Narrate compliance: “I see that Chandra has her eyes on me, is in her seat and not talking.” Correct any students who are off task. Model per the previous activity.

• Teacher-Directed InstructionDuring a teacher-directed lesson, students are expected to: follow directions, keep their eyes on the teacher, stay in their seats, do this w/o talking. DO NOT WAIT FOR STUDENTS TO BE QUIET! This wastes time. Use the attention-getting signal. Do not “Shh” students - take your corrective action. Do not let talking get out of hand. If for any reason during the lesson more than five students are talking (for our SDC classes, fewer) or not paying attention, use your attention-getting signal to get everyone’s attention before continuing the lesson. Make sure you never lecture for more than 7 - 8 minutes (for Sped, less time) w/o some form of engagement strategy to involve all the students in the lesson. One idea of engagement strategy from book that may be appropriate for sped: “Stop and Jot”. Have students listen carefully w/o taking notes. After a short time stop and give them 1 - 2 minutes to recall as much information as they can from the presentation. Shape the notes with them buy guiding them through key points. this reconstruction of learning helps with mastering both facts and concepts.

TOPIC: CLASSROOM MANAGEMENT PLANTeaching students your general classroom rules is an important responsibility on the firstday of school.

• Classroom RulesStudents need to be taught basic expectations as to how they should behave in your classroom. These expectations aer called classroom rules. These rules are in effect at all times and help ensure that our classroom is a safe environment where I can teach and you can learn.

Current RulesUse respectful language and respect others’ right to learnWatch your personal space and keep all objects to yourselfFollow directions first time asked10/10 rule applies for all passesElectronics use by permission only

Rules need to be observable. Rules need to be able to be applicable no matter what the learning activity or classroom situation is.

Teach the rules to students (find activities to teach the rules)

Send copy of rules to parents

Change rules if needed (discuss w/ department re my new rule)

When students choose to break a rule, they also choose to accept a corrective action.

Remind students that rules are in effect at all times. Refer back to rules continuously throughout the period. When a new student enters the class, use the opportunity to review the classroom rules for all students.

• Positive Feedbacksome types of feedback appropriate for HS: individual positive feedback, positive calls home, class-wide positive feedback, points system.

Tell students how you will provide positive feedback above.

Post how you will provide positive feedback in the classroom.

Recognize every student every day in a positive way.

Make positive contact with the family of at least two students every week

• Corrective Actions

Without a corrective action policy, you will be forced to constantly make choices about how to react. These on-the-spot responses are often arbitrary, inconsistent and based upon emotion.

Students have a right to know that they will be treated fairly when they misbehave. A set policy gives all students a clear picture of the corrective actions they can expect you will take.

The goal of corrective action is not to punish students. You would never punish a student for a mistake in reading or math, so why would you punish a student when he or she misbehaves. Effective corrective actions are designed to help teach students appropriate behavior. It is the inevitability of the corrective action and not the severity that makes it effective.

Some examples: reminders, warnings, separate conversations w/ student, removing student from milieu, staying 1 -2 minutes after class, “think sheets” call family, referral.

Corrective actions should be organized in a hierarchy and consistently applied. Give a copy of your discipline hierarchy to admin./deans.

Be prepared for students to test you.

TOPIC: STUDENT COMFORT AND SAFETY ISSUESStudents need to have their comfort issues addressed. You must also teach emergencyprocedures.

• Individual Students Leaving Class to Go to the Restroom/drinking fountain, - must get a pass.

• Emergency Drills, page 186Never let a student be the last one to leave during a drill or emergency. Have emergency contact no available.Give directions to students: “Walk slowly and calmly in a group w/o getting ahead or falling behind the other group members. If anybody does not comply we will need to stop and regroup. This is a safety issue and you are expected to comply.”

TOPIC: ENDING THE DAY OR PERIOD AND LEAVING THE CLASSROOMStudents will need to be taught your end of the day procedures and how to leave theclassroom.

• End of the Day or Period Routine, page 195Students need to end the period in a calm, structured manner w/ plenty of time to clean up and organize their materials. Students (and teacher) need to be taught how to end the period in a calm, constructive manner. This can be best accomplished by allowing enough time and the end of the period.

Say goodbye to all students by name.

DAY 2Now you will begin prioritizing behavioral expectations for other activities. Be sure to reviewall lessons taught the previous day to reinforce student learning.

TOPIC: INTRODUCE YOUR PROCEDURES FOR THE BEGINNING OF

THE DAY OR PERIOD

The first day is usually too hectic to teach this lesson. Teaching it on the second day is veryimportant. You will want to teach the initial procedures first and then add moreprocedures on later days.

• Beginning of the Day or Period RoutineGreet each student as they enter the door.

Start the Do Now by getting the activity, sitting down quietly and working on it w/o engaging with peers.

• Sharpening PencilsDo not sharpen pencils in class. If you need a pencil, get up quietly, place the used pencil in the back of the pencil box and get a sharpened one. If there are no sharpened pencils, let the teacher know.

TOPIC: INDEPENDENT WORKLearning to work independently is a fundamental skill that must be mastered before lessteacher-directed instructional settings are attempted. Along with this instructionalactivity, you may also want to teach procedures that are often related to independentwork, such as handling materials and in-seat transitions.

• Independent Work (especially Do Now)During independent work, students are expected to:

Do the assigned work when is is assigned Stay in their seats working quietly

Select an alternate activity (provided by teacher) if done early

Get all students on task before helping individual students. “When I see everybody working I will be right there to help you.”

If students start talking, immediately narrate the behaviors of the on-task students. If this is not effective, approach the students who are still talking and correct their behavior (consider taking conversation outside if large number of students are talking). “Can we take this conversation outside?”

Watch for pseudo-compliance

Off-task behavior often occurs when students do not understand how to do the work or when the assignments are too challenging or not challenging enough.

Let the students know you will be checking their work. Help students see and understand

exactly what they can do to improve their learning.

Use praise, prompt and leave method. Praise: comment on any part of the assignment the students have done correctly.Prompt: direct the student to the next thing they need to do. quickly check for understanding.Leave: When you think they got, leave.

Tell students what to do if they finish early. i.e. Silent reading, extra credit activity, fill work, work on vocabulary.

• In-Seat Transitions, page 163When students are asked to clear their desks for a new activity, students will:

put away materials in a timely mannerstay seated (unless putting materials away)Wait for instructionDo this w/o talking

Make sure that students have all the materials they need for the next activityMake sure that teacher is ready for the next activity! Do not be distracted by student questions or comments during transitions.Have a plan for students how forget materials (i.e. “I can’t find my binder).Give a 2 min warning that an activity is about to end.

DAY 3Review all lessons taught the previous 2 days as students engage in the activities again.

TOPIC: GROUP DISCUSSIONSThis is a step down from the highly structured, teacher-directed, independent-work activity.In the following lesson, students will be taught how to participate in a discussion.

• Whole-Class DiscussionTo be successful during whole-class discussions, students must learn to participate appropriately: listen to one’s comments, take turns speaking, respect each others’ opinions. Discussions can quickly fall apart when students blurt out answers, monopolize the conversation, avoid participating, ask irrelevant questions or give inappropriate answers.

Only call on students who quietly raise their hands

Take corrective action if students continue to shout out answers

Use physical proximity to keep students engaged (move around the room and briefly stand next to unengaged students).

Keep all students engaged in the discussion (names on Popsicle sticks, tally sheet for students who participate, avoid calling on first students who raise their hands. Use ‘wait’ time. After posing a question, allow at least 5 seconds for students to process it and formulate an answer. Use higher-level questions. Ask questions that cause students to build, combine, synthesize and extend their learning, i.e. ‘what do you think, how does this relate to what we already know. How is that different, why do you think this might be?”

For older students, try having students simply speak one at a time w/o raising hands (if they are proficient w/ discussions.)

TOPIC: USE OF CLASSROOM SPACEWhen students start moving around the room, they need to know your expectations forusing different areas of the classroom, including their own desks and yours.

• Using Materials on Bookshelves or in CabinetsStudents take and return their own materialsRemind helpers to be polite (i.e don’t ‘snatch’ books).

• Taking Care of Desks, Tables, and ChairsAt the end of the period, students clear all materials, etc. from the desks and immidiate

areas around them and put all items where they belong.Once every three weeks, one period will clean the desk surfaces.Students are not to draw or write on desks or tables.

DAY 4Review all of the lessons from the previous days as you repeat the activities. Focus new lessons on key recurring activities that have not yet been covered.

TOPIC: MORE PROCEDURES FOR THE BEGINNING OF THE DAY OR PERIOD

Students should be ready by this point to learn the rest of the procedures for thebeginning of the day or period.

• Making up Missed Work Due to AbsenceWhen a student is absent, his or her work that can be made up is placed in their binder. When the student returns, student picks up their binder and completes the work on their own time or during any free time in class.

DAY 5By the fifth day, students will need a day of review. Instead of teaching new lessons, spendthe day reviewing those you have taught, especially those covered during the last 2 days.

DAY 6The lessons suggested for the first days of school focus largely on individual studentresponsibilities. Now you can begin to teach your expectations for more complex activitieswhere students need to demonstrate responsible behavior in situations with less teacher-directed activity.

TOPIC: WORKING WITH A PARTNER

Working in pairs is the most structured learning activity that involves students workingtogether. Students need to learn how to work with one other student before they areasked to work in a group.

• Working With a PartnerTeamwork is an important life skill that is learned in school.

Pairing off:When moving into pairs, students will:

move quickly to sit next to their partnerSpeak in a quiet voice

working with a partner:When working with a partner, students will:

stay with their partnerspeak in a quiet voicework ONLY on the assigned activity

First have students pair off and then give them instructions. Have partners ask each other what the directions are.

When students are working in pairs, let nothing distract you from monitoring their behavior and narrating or correcting it.

Monitor student conversations to make sure all students aer making productive use of their time.

Avoid partnering w/ students.

Give a heads-up to students who have trouble working with classmates (pull them aside and encourage him or her to display pro-social behavior - need more on this!)

Specific social skills needed to work with a partnerbe a good listenerGive complimentsExpress disagreements (ej. “I don’t think that will work, what do you think about

_________”Take turns and share

Utilize different methods to pair off students.

DAY 7

Continue to review previous lessons. The topics that follow over the next few days shouldbe taught in the order shown to help students build skills that will enable them to besuccessful in instructional settings that require more responsibility and self-management.Depending on your own classroom situation, it may be appropriate to teach these lessons infuture weeks when the students are prepared for more independent activities.

DAY 8

Review lessons from the previous 2 days, but also make sure that students continue to meetthe expectations taught during the first days of school.

TOPIC: WORKING IN COOPERATIVE GROUPS

Cooperative group activities should be taught only after students have learned how to payattention, work with a partner, move around the room, and get and use materials. Do notattempt these activities until you are sure they have learned how to behave in other lessteacher-directed activities. Working in cooperative groups is a highly complex activity. Startslowly, focusing first on transitioning to the group and then on behaving within the group.

• Working in Groups, page 150Working in groups is an important life skill that is learned in school.

When working in groups, students will:Work only on the assignmentstay seatedTalk only about the assignments and in a normal indoor volume.

Do not attempt to have students work in groups unless they have demonstrated the ability to get and stay on task during independent work and partner activities.

When students are first put into groups, make sure the activity they engage in can be finished in a few minutes - quit at the height of engagement.

Narrate during group work “The students in the group by the window are all working on the assignment using a normal indoor volume.”, etc.

Use signal if noise level becomes too high.

Carefully explain group assignments: state the purpose (AIM) of the assignment and what the group’s academic responsibility is.

Have all students make different contributions to the final product. Detail your criteria for success.

DAY 9Review lessons from the previous day and continue teaching students how to work incooperative groups.

DAY 10Students will need a day of review. Determine which lessons need reinforcement and workwith students on improving their skills.

Misc.

Put all instructional activities, procedures and policies into a revised syllabus and on wall (w/ updated academic points) and teach from the syllabus.

Student Name: Period: __________

1st date:_______ 2nd date:_______ 3rd date:_______ 4th date:_______

TEACHING RESPONSIBLE BEHAVIOR LESSON CHECKLIST

Instructional Settings Lessons. Teacher-Directed Instruction Continue Instruction Mastered ❏ ❏ ❏ ❏

. Whole-Class Discussion Continue Instruction Mastered ❏ ❏ ❏ ❏

. Independent Work Continue Instruction Mastered ❏ ❏ ❏ ❏

. Working With a Partner Continue Instruction Mastered ❏ ❏ ❏ ❏

. Working in Groups Continue Instruction Mastered ❏ ❏ ❏ ❏

Procedures Lessons. Attention-Getting Signal Continue Instruction Mastered ❏ ❏ ❏ ❏. In-Seat Transitions Continue Instruction Mastered ❏ ❏ ❏ ❏. Out-of-Seat Transitions Continue Instruction Mastered ❏ ❏ ❏ ❏. Distributing and Collecting Materials Continue Instruction Mastered ❏ ❏ ❏ ❏. Attending an Assembly Continue Instruction Mastered ❏ ❏ ❏ ❏. Emergency Drills Continue Instruction Mastered ❏ ❏ ❏ ❏. Beginning of the Day or Period Routine Continue Instruction Mastered ❏ ❏ ❏ ❏. End of the Day or Period Routine Continue Instruction Mastered ❏ ❏ ❏ ❏. Taking Care of Desks, Tables, and Chairs Continue Instruction Mastered ❏ ❏ ❏ ❏. Making Up Missed Work Due to Absence Continue Instruction Mastered ❏ ❏ ❏ ❏. Sharpening Pencils Continue Instruction Mastered ❏ ❏ ❏ ❏

Policies Lessons. Classroom Rules Continue Instruction Mastered ❏ ❏ ❏ ❏. Positive Feedback Continue Instruction Mastered ❏ ❏ ❏ ❏. Corrective Actions Continue Instruction Mastered ❏ ❏ ❏ ❏. Individual Students Leaving Class to Go to the Restroom/using the Drinking Fountain

Continue Instruction ❏ ❏ ❏ ❏Mastered