Effective Classroom Management

“Because we ignored the whispers of behavior, we

created the shouting behavior…

The idea is to listen as soon as possible so the person does not have to

keep shouting.”

Outcomes

Establish classroom rules

Increase classroom organization

Effective Classroom Self Assessment Checklist

Rules for Classroom Rules

Observable

Measurable

Positively stated

Specific

Maximum of 5

Not in question format

Logical reflection of classroom expectations

Classroom Rules Formula

Compliance rule

Preparation rule

Talking rule

In Class Behavior rule

On Time rule

Transition Behavior rule

Examples/ Nonexamples

Respect authority

Keep your hands and feet to yourself

Have books, pencils, and paper when you come to class

Do your best

Be in class by 8:00 a.m.

Card Sort

Rules

Develop or refine your classroom rules.

Explicit Teaching of RulesExplicit Teaching of Rules

Students usually know what “NOT” to do, but often don’t know what “TO DO”.

_________ students how to perform basic school skills _________ behavior problems and saves precious instructional time.

We can’t expect them to “just know” what to do.

__________ teach and demonstrate rules and provide booster sessions when needed.

Explicit Teaching of RulesExplicit Teaching of Rules

Students usually know what “NOT” to do, but often don’t know what “TO DO”.

Teaching students how to perform basic school skills prevents behavior problems and saves precious instructional time.

We can’t expect them to “just know” what to do.

Explicitly teach and demonstrate rules and provide booster sessions when needed.

Scaffolding

Teacher Support

StudentIndependence

TimeAdapted from Dr. David Chard, University of Oregon (2004)

Strategies to Teach

Rules must be explicitly taught and practiced Take out your calendar Commit to a schedule for teaching the rules

Review rules every morning or beginning of program for 2 weeks

Allow for discussion of rules

Follow the I do, We do, You do format

Gradual Release of Responsibility

Copyright Angela Maiers 2008

IndependentPractice

Shared Instruction

Modeled Instruction

Guided Practice

(You Watch)

(Together!)

(I Watch/Guide)

(Reflect)

TEACH

Adapted from Doug Fisher, 2008

Strategies for Student Compliance

Define your behavior reinforcement plan.

Define your behavior reduction plan.

What does reinforcement really mean?

Consequences

What happens when I break a rule?

AND

What happens when I follow the rules?

Praise vs. Reprimands

According to studies conducted by White and Van Houghten, from second grade to junior high school, the average rate of teacher reprimands in the classroom is once every 2 minutes. After 2nd grade, the rate of teacher praise declines rapidly, with the rate of reprimands almost always exceeding praise rates.

Rhode, Jenson, and Reavis. (1993). The Tough Kid Book.

What if you don’t?

Serious Clause:

__________________

__________________

What if you do?

Mystery Motivator

What If Chart?

Next step….

Design lesson plans for explicitly teaching the classroom rules

Remember: I Do, We Do, You Do

Praise and reinforcement

Pre-corrections if needed

“All battles are won before they are fought.”

A Structured Environment

Consider…Where you will place your desk

Teaching is an aerobic activity!Creating space and routes to move aroundModeration on room décorSeat arrangement and assignment

Scheduling

Draft your list of activities you anticipate Establish procedures/routines for these activitiesDesignate start and stop times for each activityAllow 2-3 minutes to transitionAvoid “down time”Discourage unplanned interruptions

Scheduling

Consider…

Organization of teacher materials

“One of the biggest time-wasters in schools is the time teachers spend

shuffling papers, etc. to find lessons.”

Distribution of student materials

Reconfiguration of students for different activities

Routines

Provide overarching guidance for daily behavior—Listen when teacher is talking to you.

Apply across settings

Must be behaviorally defined—What does it look like? sound like?

Specific procedures for accomplishing daily tasks—How to move chair or carpet square.

Vary somewhat from setting to setting

Provide the “how-to” for meeting rule expectations

Behaviorally defined

Rules Routines

Example RoutinesExample Routines

Attendance/tardiness procedures heading papers assigning and collecting work homework procedures for when there are classroom visitors transitioning individual to group work lining up attention signal sharpening pencils organizing desks/workspace bathroom breaks preparing for and returning from recess/assembly requesting assistance

Teaching Routines

Devote ample time in your classroom schedule, especially in the beginning, to teaching your students your basic classroom routines.

Behavior Class

Schedule teaching time and do lesson planning for behaviors similar to reading and math.

Explicitly teaching behaviors will save time in the long run.

May need to do booster sessions throughout the year.

Teaching Routines

Define and demonstrate what you want and do not want, using examples and nonexamples.

Provide practice and rehearsal opportunities.

Teaching Routines

Provide encouragement, corrective feedback, prompts, and reinforcement.

Provide more review, then continued practice and feedback.

CHAMPS: An Organizing Tool for Classroom Activities

C -Conversation (Can students talk to each other?)H -Help (How do students get their questions answered?)A -Activity (What is the task/objective/end product?)M -Movement (Can students move about?)P -Participation (What does the expected student behavior look/sound like?)

CHAMPs, Sprick, Garrison, Howard

Expectation/Routine Design

List your classroom activitiesExamples:

Small group instruction Independent workCooperative groupsTransition to hallways

Choose one routine

Complete CHAMPS worksheet

CHAMPS Classroom Activity Worksheet

What are your expectations for the activity/routine you selected?

Conversation?

Help?

Activity?

Movement?

Participation?

Next step….

Design lesson plans for routines and explicitly teach expectations AND routines

Remember: I Do, We Do, You Do

Praise and reinforcement

Pre-corrections if needed

Research on Teaching Routines

Teachers can save more than an hour of instructional time by systematically teaching routines (LaFleur, Witt, Naquin, Harwell, & Gilbertson, 1998)Classrooms with specific procedures for getting assistance, turning in work, working independently or in groups, and lining up have fewer off-task and disruptive behaviors (Emmer & Evertson, 1981)Teachers who develop and use routines attain high task-engagement rates, which is correlated with student achievement (Brophy, 1986)

Outcomes

Establish classroom rules

Increase classroom organization