supporting learning and teaching through effective classroom management andrea napolitano-romer...
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Supporting Learning and Teaching through Effective Classroom Management
Andrea Napolitano-RomerPortland Public Schools
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
May 11 2010
www.pbis.org www.cber.org www.swis.org
• ~50% problem behavior occurs in classrooms
• Behavior affects teaching & learning opportunities, time, & engagement
Why formalize classroom management?
Arrange environment to maximize opportunities for–Academic achievement
–Social success
–Effective & efficient teaching
PURPOSEHighlight classroom management practices used by effective teachers to support teaching & learning in their classrooms
• Rationale (G)
• Guiding principles (G)
• Effective practices (G/A)
• Specific classroom examples (A)
Five Guiding Principles
GP #1: Good teaching one of our best behavior management tools
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
RtI
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%
GP #2: Apply three tiered prevention logic to classroom setting
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
GP #3: Link classroom to school-wide
• School-wide expectations
• Classroom v. office managed rule violations
Classroom
SWPBSSubsystems
Non-classroom Family
Student
School-w
ide
GP #4: Teach academic like social skills
• DEFINE
• Simply
• MODEL
• PRACTICE
• In Setting
• ADJUST for
• Efficiency
• MONITOR &
• ACKNOWLEDGE
• Continuously
Typical Contexts/ Routines
Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self
AllUse inside voice.
Raise hand to answer/talk.
Recycle paper.Put writing tools inside
desk.
Do your best.Ask.
Morning Meeting Eyes on speaker.Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework Do own work.Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
Transition Use inside voice.Keep hands to self.
Put/get materials first.Keep hands to self.
Have plan.Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready. Have plan.Ask if unclear.
Teacher Directed Eyes on speaker.Keep hands to self.
Use materials as intended.
Have plan.Ask.
Independent Work Use inside voice.Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to Solve Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
1. SOCIAL SKILL2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
GP #5: Build systems to support sustained use of effective practices
SYSTEMS FEATURES
• School-wide implementation– All staff– Direct teaching 1st day/week– Regular review, practice, & positive
reinforcement
• Team-based identification, implementation, & evaluation
• Data-based decision making
ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
Increased minutes for
administrators be instructional
leaders
ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
Increased minutes for academic
engagement & opportunities to respond
Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.
www.pbis.org
“Is SWPBS evidence-based practice?”
Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist
66
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
Andrea
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.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
Organizational Features
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS