Classroom Management for BTSA Participants
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Transcript of Classroom Management for BTSA Participants
Welcome!
While you settle in, Write your class rules on a sheet of pink paper Connect to the internet Download materials from the email from Nicole
Darabi Write a postcard to a student and their family to
praise him/her for positive behavior
P R E S E N T E D BY: A M Y I N G E R S O L L A N D N I C O L E D A R A B I ,
P B I S C O A C H E S
A C K N O W L E D G E M E N T S T O :
L O R I N E W C O M E R , P H . D. , U N I V E R S I T Y O F M I SS O U R I
T H E I R I S C E N T E R ; VA N D E R B I LT U N I V E R S I T Y
Classroom Management
Welcome
IntroductionsMeeting NormsExpectations for tonight-
What would you like to take away? What are you hoping to learn?
Acknowledgements
Positive Behavior Support for the Classroom
Classroom Management System
Behavioral
Environmental
Components of a Classroom Positive Behavior Support Plan
Set of 3 to 5 Classroom RulesPhysical Classroom LayoutProcedures/RoutinesContinuum of positive consequencesContinuum of negative consequencesBehavior Crisis PlanMedical Crisis Plan
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we ... teach? punish?
Why can’t we finish the last sentence as automatically as we do the others?”
- Herner, 1998
Communicating Expectations
Rules Expectations
A rule is an “an authorative principle set for the guide behavior”
Clearly stated rules identify, define, and operationalize concepts of acceptable behavior specific to the classroom setting that are necessary to maintain order and a well-functioning environment
An expectation is defined as a “confident or strong hope that something will happen”
The expectation is that students will develop and exhibit the characteristis that lead to success both in and out of school (ie. To be responsible, respectful and to do their best)
Sample School-wide Behavior Matrix
Developing Classroom Rules
It is essential that they:Are positively statedUse simple, specific termsAre measurable and observableConvey expected behaviorMost behavioral expectations can be conveyed in five rules or fewer.
Problem Behavior Replacement Rule
TardiesOff-task
Not following directions
Unruly transitions
In seat when bell rings
On-task during work time
Follow directions the first time
Transition quickly and quietly
Common Classroom Behavior Problems
Guidelines for Classroom Rules
Consistent with school rules
Understandable/ age appropriate
DoableManageableAlways applicableStated positivelyKept to a minimum
(<5)
More Sample Rule Posters
Are these rules observable, measurable, positively stated, and convey expected
behavior?
Walk at all times in the classroom. Be a good citizen. Be on task during work times. Keep hands, feet, and objects to yourself.Be safe. Do your best. Follow directions the first time.
Partner Talk
What are your current classroom rules?With your partner determine if the rules are:
ObservableMeasurablePositively statedConvey expected behaviorKept to a minimum (5 are usually
sufficient) Identify a problem behavior and the aligned
replacement rule
Action Plan
Use the action plan template to write your rules and check the guidelines.
Share Out and Questions
Examples of classroom rulesHow did you modify a classroom rule-what
was the before and after?Tell us how and when you will teach.
Physical Classroom Environment
Video
Classroom Management in Action Planning and Organization
Organize Physical Classroom
Classroom Layout Rationale
How does information from the video and your current classroom layout support learning and student behavior?
Furniture Materials Activities
Student proximity Immediate reinforcement/redirection
Engagement Safety
See all students
Procedures
Procedures explain the accepted process for carrying out a specific activity such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the bathroom.
Procedures and Routines
Determine the desired outcome (ie. Homework turned in).
Decide how students need to complete the task.
Consider what errors students are likely to make.
Consider problem areas or problem times- often a well designed routine can smooth things out.
Attention Signal
Choose a locationChoose a visual and auditory signalTeach the signalGive rewards and positive reinforcement
when students respondGive mild consequence if students do not
respondFade out rewards and consequences over
time
Elementary Example
Elementary Example
Elementary Example
Secondary Example
Turning in Assignments
The last persons in each row pass their paper to the person in front of them.
The next person does the same until the papers reach the first person in each row.
First person in the row pass papers to the right.
The first person in the last row places all papers in the basket on the teacher’s desk.
Secondary Example
Step by Step Procedures
Handouts: List of Procedures Step by Step Procedure
Guided Work Time
Identify your Attention Signal on page 1 of Action Plan Independently review and highlight procedures
needed in your class (on list of procedures). Write in any others needed at the bottom.
Select 2-3 procedures that can be improved in your classroom and list them on your step by step procedures sheet in the left column.
Discuss with your partner the steps involved in 1 of the procedures.
Write down in student-friendly, concise wording what is expected for each step of this procedure. Continue working on the 2nd and 3rd procedure if there is time.
Communicating Expectations
Rules Positively stated Measurable and
achievable 3-5
Routines Transitions Movement Procedures
PostTeachPracticeFeedback Reinforce
Teaching Rules and Procedures
Introduction State the rule or procedure Explain the rationale for the rule or procedure
Instruction Describe examples and non-examples Demonstrate or act out the rule or procedure Ask for student feedback about the demonstration
Was this an appropriate example of following the rule? Did the student exhibit all the steps in the procedure?
Teaching Rules and Procedures, cont.
Teach Rules and Procedures Practice Elementary: Have each student role-play the rule or
procedure (can be done in small group activities).
Feedback Use formal and informal feedback Reinforce/Acknowledge compliance Schedule for teaching rules and procedures
Schedule for Teaching Rules and Procedures
First Grading Period Teach rules and procedures for all areas of school
during the first week Provide opportunities for review and practice Provide frequent reinforcement/acknowledgement After the first week, review rules two or three times
per week Build in opportunities or activities for students to
review and practice the rules
Schedule for Teaching Rules and Procedures
Second Grading Period Review rules and procedures once per week
Students Return from School Breaks (October, January, February, April) Review rules and procedures the first day that
students returnRemainder of the Year
Review rules and procedures periodically as needed
Rule Reminders and Helpful Hints
Signs and posters with pictures or icons associated with each rule
Student-drawn pictures depicting the rulesDigital pictures of students displaying rule
following behavior
Tape on floor to designate where students are to line up, where desks are to be placed, or where students are to sit.
Procedure Helpful Hint Example
Questions posted in key places (“Do you have your book, notebook, and calculator?”)
Procedure Helpful Hint
Procedure Reminders and Helpful Hints, cont.
Step by step picturesTimers to indicate allowed for transitions,
playtime, work time, and other activities.Music playing during transitions. The music is a
reminder not to talk, and the gradual decrease in volume is a signal that the transition is about over.
Music playing quietly during independent work time (a signal that no talking is allowed).
A special word or phrase that is only used to get student attention or signal a particular behavior.
Work Time
Choose a template from the email attachment for a procedure poster.
Create a the poster using your step by step procedures handout.
Print to…Make a poster using the poster making
machine.
Big Bang Theory Video Clip
Continuum of Positive and Negative Consequences
Understanding Principles of Behavior
“Behaviorists did not invent positive reinforcement. They systematized and named it. Positive reinforcement is a naturally occurring process that wise
teachers understand and learn how to use to promote effective management of groups and
individual students.”
(Schuermann and Hall, 2008)
Consequences
Behavior is strengthened or weakened by its consequences
Teachers often reinforce the very behaviors that disrupt the class.
Frequent teacher attention in the form of praise is more effective than rules or reprimands in increasing appropriate behavior.
Consequences, continued…
Consequences are teacher-based actions that respond to appropriate (POSITIVE consequence) or inappropriate (NEGATIVE consequence) student behavior.
Consequences work best when they: Are clear. Relate directly to rules and procedures. Possess a range of intensity or hierarchy of
alternatives. Are natural and logical.
Positive Consequences
Used to recognize and increase the frequency of appropriate behavior.
Recognize on an intermittent (unpredictable, ever-changing) schedule that students are following rules and procedures.
Can be used to develop self-managed behavior.
Effective when they target a specific behavior and are applied immediately, with eye contact and genuine enthusiasm.
Positive Reinforcement for appropriate behavior
Thumbs upSmileVerbal praise (Specific)Notes/phone calls homeNote to the principalStudent of the hour/day/weekHigh five/elbow bumpComputer timeSpecial privileges
Levels of Positive Consequences
Positive Consequences
Action Plan
Negative Consequences
Used to decrease problem behaviorFunctionalApplied in an educative rather than vindictive
fashionPresented in a hierarchy ranging from lesser
to greater intensityBest applied in combination with positive
consequencesImportant to ensure that they are logical and
preserve a student’s dignity
Negative consequences
Verbal reprimandPlanned ignoringRedirection-corrective teaching procedurePhone call homeResponse-costOvercorrectionTime-out from positive reinforcement
When delivering consequences, keep in mind that you need to:
Apply consistencyUse the power of proximityMake direct eye contactUse a soft voiceBe firm and anger-freeLink the consequences to the expected
behaviorsNever accept excuses, bargaining, or whiningBe educative, not vindictive
Avoiding the Negative Trap(Latham, 1998)
CriticismArguingRidiculeQuestioningSarcasmDespair and pleadingThreatsPhysical force
Sample Hierarchies of Negative Consequences
Elementary School
Level 1: Class rule reminderLevel 2: Individual rule
reminderLevel 3: Modifications
(change seat)Level 4: Time away in
another classLevel 5: Parent contactLevel 6: After-school
detentionLevel 7: Office referral
Middle School and High School
Level 1: General reminderLevel 2: Individual reminderLevel 3: Second individual
reminder or “see me” Level 4: Time out I (goes to in-
class time-out area and completes think sheet)
Level 5: Time out II (goes to alternative room to complete think sheet)
Level 6: Parent contactLevel 7: Loss of
privilege/detentionLevel 8: Referral
Action Plan of Negative Consequences
Effective Classroom Management
Unless what you are about to say or do has a high probability for making things better,
don’t say it and don’t do it.
Effective Classroom Management
Helpful hints and reminders:
Stop, then redirect inappropriate behavior The single most commonly used but least effective
method for stopping consequential behavior is to verbally scold and berate the student.
How can you instead acknowledge the students who are doing the appropriate behavior?
4:1
4 positive acknowledgements for every 1 corrective feedback/reprimand
Behavior and Medical Crisis Plans
In the event of a behavior or medical crisis, know: The process of what to do Who to call How/if to evacuate students Be knowledgeable
At your school, create a written behavior and medical crisis plan Have it by the phone In your sub binder/folder
Thank you for your participation!
Certificates for professional development hours completed
Evaluation/feedback forms