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Connecting Behavior Management with Academic
Success: Designing Classroom Supports in Secondary Schools
Dr. Patti [email protected]
Objectives
• Identify connect points between SW expectations and classroom critical features
• Identify classroom best practices• Define student engagement and review
strategies to increase it
What the Research Says about Classroom Management
• Linked with positive student outcomes (academic and behavior)
• Increased risk of preventing more serious problems among at-risk kids
• Supports all students in the prevention of possible current and future behavior problems.
• Strong management signals to kids that the class is a safe place to learn.
• Well managed classrooms are rated as having more positive 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)
Behavior/Classroom Management is a School-wide Consideration: Guiding
questions– Why?– Is there a clear delineation of office-managed
versus classroom-managed problems– Training on effective teaching and behavior
support strategies– Students move from class to class and carry the
‘energy’ with them.
Self Assessment: What are we doing about student behavior
problems? • Review Data- Office Referrals by location
– Where are most referrals coming from in your school?
• What are the current structures in place that support teachers? – FORMAL: process in handbook, teams, paperwork,
flowchart, professional development– INFORMAL: What really happens?
• How would you change current system?
How do we view classroom management?
• Teacher’s responsibility and ability• Student deficit • Student skill development : whose job is this? • Function of behaviors
1. Expectations & Rules : Teamwork, Respect, Responsibility2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior
5. Maximize Student Engagement 6. Academic Success & Task Difficulty7. Activity Sequence & Offering Choice
What are EB Classroom Practices?
1. Classroom Expectations & Rules
Identify, Teach, Practice, Reinforce
3-5 positively stated expectationsalign with school wide expectations
teach replacement behaviorshave students practice
provide visual reminderspre-correctionsupervise
provide feedback
Evaluate problems Who? Where?What? When?
Basic Logic
What are Expectations and Rules?
• Expectations are outcomes• Rules are the specific criteria for meeting
expectation outcomes• Rules identify and define concepts of
acceptable behavior• Use of expectations and rules provides a
guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards
Discuss: Importance of expectations & rules?
• 2-Minute Frenzy –
– Why do you think it is important to clarify classroom rules?
– How could clarifying schoolwide/non-classroom setting rules impacted student behavior?
Guidelines for Writing Classroom Rules
Consistent with schoolwide expectations/rules
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable – Something the teacher will consistently enforce
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 Responsible
– Rules are…
• Keep hands and feet to self
• Use materials correctly
Which of These Follow the Guidelines?
• Keep hands and feet to yourself
• Turn in completed assignment
• Respect others
• Walk in the hallways
• Don’t run
Activity 1 Classroom Rules Survey
• Write expectations from the SW matrix.
• List classroom rules for each expectation.
• Check if rules meet 5 criteria.– Observable, Measurable, Positive, Understandable,
Always Applicable
• Use survey questions to consider how expectations and rules are used throughout the building.
Handout
3-5 positively stated expectationsalign with school wide expectations
teach replacement behaviorshave students practice
provide visual reminderspre-correctionsupervise
provide feedback
Evaluate problems Who? Where?What? When?
Basic Logic
Replacement behavior….APPLE PIE
CHOCOLATE CAKE
Schedule for Teaching Classroom Rules
• First Grading Period– Teach rules for all areas of school, including
individual classrooms, during first week of school
– After first week, review rules 2 or 3 times / week
• Through Second Grading Period– Review rules once per week
• Remainder of the Year– Review rules periodically as needed
Classroom Procedures & Routines
Identify, Teach, Practice, Reinforce
Why Focus on Classroom Procedures and Routines?
• Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day. (Leinhardt, Weidman, & Hammond, 1987)
• As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated (Evertson, Emmer & Worsham, 2003; Good & Brophy, 2003)
What Are Procedures & Routines?
• 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 restroom.
• Classroom procedures are patterns for accomplishing classroom tasks.
• Procedures form routines that help students meet expectations stated in the rules
What Are Procedures & Routines?
• Procedures should be succinct, positively stated and in age-appropriate terms
• Keep “Who, what, when, where, why, and how” in mind
• Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment
• Define and teach classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.
– “Show me you are listening”• How to determine if you are doing well in class
• Establish a signal for obtaining class attention• Teach effective transitions.
Procedures and Routines
Procedure & Routine ExamplesElementary Secondary
•During Lessons
–Sit in a learning position
–Raise your hand for a turn to talk, if you
have
a question or if you need help
–Wait for the teacher to come to you
–Finish all of your work
–Read your book if you finish your work
early
–Take restroom or water breaks during
independent time
•Class Discussion
–Prepare for discussion by reading the
required
assignment in advance
–Wait until the other person is finished
speaking before you talk
–Stay on topic
–Respect other’s opinions and contributions
–Use appropriate expressions of
disagreement
Designing Classroom Routines
Routine Desired Behavior
Signal
Entering Class Walk in, sit down, start work
Instruction on board
Obtaining class attention
Orient to teacher, be quiet
?
Getting Help during seat work
? ?
Classroom Routines Matrix
Routine What do you expect?
What is the signal?
1
2
3
Effective Learning Environments
• Develop Predictable Routines– Teacher routines– Student routines
• Design an environment that..– elicits appropriate behavior– minimizes crowding and distraction
Design a Functional Physical Layout for the Classroom
• Different areas of the classroom designed for different purposes
• Traffic Patterns• Visual access
– Teacher access to students at all times– Student access to instruction
• Density• Teacher desk
Guiding Questions for Planning Physical Space
How many students will you have in the room at one time?
How should your pupil’s seats be grouped?What kinds of activities will be taking place in
your classroom?Do any students need to be isolated? If so, is it
for certain activities or for most of the day?How is movement in the classroom to be
regulated?What can you do to create a sense of well-being
and safety for your students in your classroom?
Secondary Example
• Class Discussion– Prepare for discussion by reading the required
assignment in advance
– Wait until the other person is finished speaking before you talk
– Stay on topic
– Respect other’s opinions and contributions
– Use appropriate expressions of disagreement
Secondary Example
• Entering the Classroom– Enter the classroom before the bell rings
– Take your seat and get out the materials you need for class
– Talk quietly until the bell rings
– Stop talking and be ready to listen when the bell rings
Secondary Example
• Turning in Assignments– The last person 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
– The first person in each row passes papers to the right
– The first person in the last row places all papers in the basket on the teacher’s desk
Writing Procedures to Develop Routines
• Make a list of every task a student does in the classroom
• Determine the desired outcome• 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
Effective Classroom Procedures (Newcomber & Lewis)
List Classroom Rules:
1.
2.
3.
4.
5.
Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations?
Identify Procedures for Teaching Classroom Rules: How and when will they be taught?
Record dates taught & reviewed
Identify your attention signal: Date taught
Determine your daily/hourly schedule
Is your schedule posted?
Activity 3
Map School-wide Rules & Expectations to Classroom Routines
School Rule Be Safe Be Respectful Be Responsible
Expected Student Behaviors
Walk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriately
Use kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned off
Be on timeBring binder and book everydayTake proper care of all personal belongings & school equipmentBe honestFollow game rules
Classroom RoutinesStarting the day put personal belongings in designated areas
turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30
Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class
Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished
Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help
Schedule for Teaching Classroom Procedures
• First Grading Period– Teach rules and procedures for all areas of school,
including individual classrooms, during first week of school
• Provide opportunities for review and practice• Provide frequent reinforcement/acknowledgement
– After first week, review rules and procedures 2 or 3 times per week
• Rapid pace, oral review during first or last few minutes of class
• Surprise quizzes about procedures for extra credit points• Divide into teams, ask questions about rules and procedures,
award points
Schedule for TeachingClassroom Procedures
• Second Grading Period– Review rules and procedures once per week
• Remainder of the Year– Review rules and procedures periodically as
needed
Teach Students to Self-Manage
• Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts.
• Teach self-management– The target behavior– The self-management behavior
– Prompts– Consequences
Effective Classroom Practice
“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment for enhancing their growth, using research-based strategies that guide students toward increasingly responsible and motivated behavior.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
Techniques for maximizing academic engagement during lectures
• Provide ample opportunities to respond• Two minute pause• Think-write or draw• Outcome starter sentence• Reaction diagram• Compare/contrast diagram • Repackage it!
Techniques for maximizing student engagement in cooperative learning
structures
• Jigsaw • Student learning teams• Think-pair-share• Three step interview• Toss-a-question
Response Cards Increase Opportunities to Respond
• Link to Terry Scott’s videoshttp://louisville.edu/education/srp/abri/training.html
Effective Classroom Practice
“Managing a classroom is part art and part science, conceptually simple enough to reduce to a handful of critical variables, yet so intricate and complex it is a lifelong learning task. Even the best and most experienced teachers must continually refine their classroom management plans.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
Student Engagement
• How do you define it? ACTIVITY • Common themes? • Student engagement linked directly to
– Attendance– Relationships with an adult
School Engagement
• Poor attendance• Low educational expectations• Lack of effort• Low commitment to school• No extracurricular participation
• © 2007 National Dropout Prevention Center at Clemson University and Communities In Schools, Inc.All rights reserved.
Your data…….
Self-Determination and PBIS:Keeping Kids in School
Teresa Cogar&
John McNaught
Virginia Departmentof Education
Why???Why is a students’ perceived
competence and self-determined motivation the greater influence to stay in school?
Statistics
In the U.S. every school year approximately 1.3 million students- that’s 7000 every school day, do not graduate from high school as scheduled
www.silentepidemic.org
What we know….
• “Most dropouts are students who could have, and believe they could have succeeded in school.”
Bridgeland, Dulio &Morison, 2006
Question??????
• Could we help prevent this…..
Supports we can give them….
• Build a school climate that fosters academics• Improve communications between parents
and schools• Improve instruction and access to supports for
struggling students• Make curricula engaging, relevant and
connect school to work
Bridgeland, Dulio &Morison, 2006
Biggest support…..
• Ensure students have a strong relationship with at least one adult in school
• http://www.hsd401.org/parentinfo/hsredesign/studentvoices.htm
Bridgeland, Dulio &Morison, 2006
How Do PBIS and SD work together?
Helping All Students
School approaches to encouraging self-determination skills can promote interventions that will help reduce their dropout rates and thus positively effect the lives of individuals, their families and our communities.
Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success
What skills do we need to be self-determined?
Brainstorm
Core Components(combination of skills, knowledge & beliefs)
Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy
and outcomes expectancy
Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy &
Leadership Self-Awareness Self-Knowledge
We need to develop ALL of these skills
What is Self-Determination?
Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.
»Wehmeyer, 1996
What is Self-Determination?
Knowing & believing in yourself
Knowing what you want your future to be like and how to make plans to achieve this future.
Knowing the supports that you need to take control of your life.
Self- Determination 5 Interventions/strategies
• 1 Pagers• Good Day Plan• Student led conferences/IEPS• Lesson Plans based on core components• Goal Setting & Attainment
1 pagers
Learning Preferences• I like to have new concepts
modeled• Enjoy working in groups• I often get the “big” picture
and have to work to note the details
Accommodations that Work• Extended time• Help from my friends• Working with people with
different learning styles
I Want You to Know• I don’t like timelines• I work hard• I play hard
Interests• Animals• Cooking• Outdoors
Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75
You’re InvitedDate: 08-04-09 Time: 10:00 am
My Hobbies/ Interests
Name: Address:Phone: DOB:
You’re Invited To:Date: Time:With:
What Got Me to DLC
Changes I’d Like to Make
Courses I’m Working On
Goals I Want to Achieve
What Helps Me Work
Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered
Logic to Logic to Your SchoolYour School
Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered
Logic Logic
Entire 9th grade class during1st week of school
Students at-risk for failing classCreate one for teachers
Individual students sends one to allTeachers prior to school year starting
Good Day Plan
Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered
Logic to Logic to Your SchoolYour School
Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered Intervention Intervention
Logic Logic
Entire 10th grade English class Creates class wide GDP
Student gives to CICO coordinator
Student presents GDP as part Of FBA/BIP meeting
Guiding Questions for Building Systems to Support Best Practices in
the Classroom• How will staff get ideas for ?• How will staff get feedback?
– build ongoing structure- buddy system, assigned core master teachers
• Develop Training Calendar of PD-orientation, annual staff development days, staff meetings
• Develop Access for Teacher Support- Request for Assistance
• Mini-lessons/discussions about behavior management concerns.
References
• Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.
• De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.
• Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.
• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.