Post on 29-Mar-2015
Setting Great Expectations
Pat HubertESA2
Raise your hand if…..• You have ever been in a classroom that
felt “unmanaged”• You have established “rules/expectations”
in your school/classroom for all kids• You think the kids in your building know
and follow the rules/expectations• You have established ways to reinforce
the rules/expectations
Prior Knowledge QuizPOP!!
Turn and Talk
With your neighbor, talk about your current classroom or school-wide rules/expectations
Outcomes
• Identify the evidence based practices in classroom management
• Reflect on the practices currently in place in your school/classroom system
• Consider strategies to set and reinforce schoolwide/classroom expectations
What the Research Says about Classroom Management
• Linked to success (academic and behavior)
• Prevention of escalation/problems among “at-risk”
• Supports all students in prevention
• Screams “This classroom is SAFE” to all
• Speaks of positive school climates
(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)
• Teachers experience greater efficacy– Increased student achievement– Creative and flexible instructional delivery– Teacher longevity (Woolfolk, 2002)
Component 2c: Managing Classroom Procedures
• Management of instructional groups • Management of transitions • Management of materials/supplies • Performance of non instructional
duties • Supervision of volunteers and
paraprofessionals Component 2d: Managing Student
Behavior • Expectations • Monitoring of student behavior • Response of student misbehavior Component 2e: Organizing Physical
Space • Safety and arrangement of furniture • Accessibility to learning and use of
physical resources
Teacher Evaluation & Environment
Domain 2: Classroom Environment
Component 2a: Creating an Environment of Respect /Rapport
• Teacher interaction with students • Student interaction
Component 2b: Establishing a Culture for Learning
• Importance of the content • Student pride in work • Expectations for learning and
achievement
TO MANAGE YOUR CLASSROOM
Evidence Based Practices
Evidence Based Practices in Classroom Management
1. Maximize structure in the classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
• C – can you talk? Honest, out loud and on topic Cells phone Side comments
• H - How to get Help? Questions are GOOD! Raise hand Talk to neighbor quietly
• A – What about Activities? Minimal today due to time
• M – can you Move? Quietly – yes!
• P – How will I know you are Participating? SLANT:
Sit up, Lean forward, Activate your thinking, Note important info, Track the talker
CHAMP’s - My Expectations
Kids & Fleas
RtI/PBIS
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%
OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org
A Look at School-wide
PositiveBehavior SupportSystems
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Why PBIS?Why not whip them into shape?
Expectations/Rules are “Universal”
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
80% of StudentsUNIVERSAL
OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org
Classroom OR Schoolwide?
• School wide are overarching–Everyone – Every place–Think “BIG PICTURE”
• Classroom linked to School wide– My kids – specific settings– Specific, Observable, Measureable– Often referred to as “Rules” in PBIS
Where to Focus?
• Data is the KEY!• Focus on _______ systems if:
–More than 60% of referrals are from _____ settings
• Look specifically at classrooms if:–50% or more of ODRs (office
discipline referrals) come from less than 10% of the classrooms
Focusing on Setting Clear Expectations will. . .
• Improve general classroom and school climate
• Decrease dependence on reactive disciplinary practices (ODR’s)
• Maximize impact of instruction to affect academic achievement
• Improve behavioral supports for students with emotional and behavioral challenges
Expectations: Guiding Principles
• Good teaching is one of our best behavior management tools– Active engagement– Positive reinforcement– Pre-correction
Just A Word About Structures
• Environment• Routines
Think of your favorite store.
What is it you like about it?
Why do you keep going back?
Maximize Structure in Your Classroom.
• Develop Predictable Routines– Teacher routines: volunteers, communications,
movement, planning, grading, etc.– Student routines: personal needs, transitions,
working in groups, independent work, instruction, getting, materials, homework, etc.
• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (groups, carpet, etc.)
» SEE HANDOUT (Kagan)
Design A Positive Environment
• Four instances of praise for every correction (4:1) minimum
• Begin each class period with a celebration
• Your first comment to a child establishes behavioral momentum
• Provide multiple paths to success/praise
2. Post, Teach, Review, Monitor, and Reinforce a Small Number of Positively Stated Expectations
1. Establish behavioral expectations/rules
2. Teach rules in context of routines3. Prompt or remind students of rule
prior to entering natural context4. Monitor students’ behavior in natural
context & provide specific feedback.5. Evaluate effect of instruction - review
data, make decisions, & follow up
1. CLASSROOM EXPECTATIONS & RULES
Identify, Teach, Practice, Reinforce
What are Expectations & Rules?
• Expectations are outcomes• Rules are the specific criteria
for meeting expectations• Rules identify/define concepts of
acceptable behavior• Use of expectations and rules
provides a guideline for students to monitor their own behavior & remind/motivate students to meet certain standards
Guidelines for Writing Classroom Rules
1. Consistent with school wide expectations/rules
2. Observable
3. Measureable
4. Positively stated
5. Understandable/Kid friendly
Guidelines for Writing Classroom Rules
6. Always applicable
- Intend to consistently enforce
7. A small number 3-5
8. No “Dead Mans Rules”
9. Posted Clearly
Other Considerations…
• Students play a role in formulating rules
• Rules displayed prominently; easily seen
• Teacher models and reinforces consistently
• Rules that are easily monitored
Expectations and RulesExample…
• Expectation is:
“Students will be Safe”
–Rules are…
• Keep hands and feet to self
• Use materials correctly
Which of These Follow the Guidelines?
Keep hands and feet to yourselfTurn in completed assignmentRespect othersWalk in the hallwaysDon’t run
• Do the rules you mentioned to your partner earlier meet these criteria?
Turn and Talk
• Operationally define what the rules look like across all the routines and settings in your classroom.
• One way to do this is in a matrix format.
Establish Behavioral expectations/Rules
Elementary School’s Matrix Hall Rules
Cafeteria Rules
Recess Rules
Be safe Keep hands, feet & objects to self.
Keep all food to self without sharing.
Use equipment safely.
Follow game rules.
Be prepared
Have planner signed.
Have lunch money ready.
Be dressed out & in place on time.
Be respectful
Use polite language at a respectful volume
Keep hands, feet & objects to self.
Face forward & keep the line moving.
Use polite language and respectful tone of voice.
Expectations
36
Establish Behavioral expectations/Rules
• Close your eyes and visual your perfect classroom on a perfect day. What do you want to see and hear?
• Open your eyes. Write down the four most important things you saw and heard.
• Transfer the behaviors to a sample classroom matrix.
Rules within Routines MatrixRoutines
Expectations
Entering Classroom Seat Work Small Group
ActivityLeaving
Classroom
Be Safe
Be Respectful
Be Responsible
Be An Active Learner
RULES
Teach Rules in the Context of Routines
• Teach expectations directly– Define rule in operational terms—tell
students what the rule looks like within routine
– Provide students with examples and non-examples of rule-following within routine
• Actively involve students in lesson- game, role-play, (assess their understanding)
• Provide opportunities to practice
Skill Name
Getting Help(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
“Cool Tool”
Expectations & behavioral skills are taught & recognized in natural context
Prompt or Remind Students of the Rule
• Provide students with visual prompts (e.g., posters, illustrations, etc).
• Use pre-corrections, – verbal reminders– behavioral rehearsals– demonstrations – socially appropriate behaviors when or before
settings were problem behavior is likely” ~ Colvin, Sugai, Good, Lee, 1997
• Get in, Prompt/Correct, and GET OUT– Think “Drive-by prompting”
Monitor Students’ Behavior in Natural Context
• Active Supervision (Colvin, Sugai, Good, Lee, 1997): – Move around– Look around (Scan)– Interact with students
• Provide reinforcement to those following rules.• Catch errors early and provide specific,
corrective feedback to students who are not following rules.
Think about how you would correct an academic error
When they get it right……
Acknowledge & Recognize
http://www.freeprintablebehaviorcharts.com/behavior_bucks.htm
Establish a continuum of strategies to acknowledge appropriate behavior
• Specific and Contingent Praise• Group Contingencies• Behavior Contracts• Token Economies
Establish a Continuum of Strategies to Respond to Inappropriate Behavior.
• Be clear about what behaviors are to be dealt with in the classroom vs. those that should be sent to the office
Evaluate the Effect of Instruction
• Collect data– Are rules being followed?– If there are errors,
• who is making them?• where are the errors occurring?• what kind of errors are being made?
• Summarize data (look for patterns)• Use data to make decisions
West Central High School
Minor-Other
Minor-Definance/Disrespect/Insub/Non-Compliance
Other Behavior
MinorTardy
Skip class/Truancy
Minor-Disruption
Definance/Disrespect/Insub/Non-Compliance
Disruption
Minor-Inappropriate Lang.
Abusive language/inappropriate language
Minor-Unknown
Staff :22 Referrals: 2208
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Referrals By Staff
RECAP
1. Maximize structure in the classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.4. Establish a continuum of strategies to acknowledge
appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
WHY SET EXPECTATIONS AND REWARD POSITIVE BEHAVIORS?
You get more of what you focus on.
Reinforcement works.
QUESTIONS??