Designing Effective Classrooms Cynthia M. Anderson University of Oregon.

Designing Effective Classrooms

Cynthia M. Anderson

University of Oregon

C. M. AndersonUniversity of Oregon

In a Well-Managed Classroom

Students are actively involved in their workStudents know what is expected of them and are

generally successfulThere is relatively little wasted time, confusion, or

disruptionThe climate of the classroom is work-oriented, but

relaxed and pleasant


Well-Managed Classrooms Are…

Correlated with positive student outcomes (academic and

behavior) and more engagement

Important for preventing more serious problems among

at-risk kids

Able to prevent the development of problem behavior

Strong management signals to kids that the class is a

safe place to learn.

Rated (by students, teachers, parents, administrators) as

having more positive climates.


In Ineffective classroomsWehby, Symons, & Shores (1995)

Less than half of student’s hand raises or correct academic responses were acknowledged by teachers

Less than 2 praise statements per hour

Most academic work consisted of independent seatwork

Inconsistent distribution of teacher attention

Compliance to a command generally resulted in the delivery of another command


Effective Teachers Have


Expectations and Rules

Expectations are a foundation for the classroomExpectations definedSchool-wide expectations are foundation for classroom



Expectations are a foundation for the classroomDerive rules from expectations

Relevant for YOUR classroom• What are problem routines, settings?• What behaviors would you like to see more of?

Your Classroom Vision

1. What do you want your classroom to look like?

2. What should it feel like to a class member?

3. What do you want your students to accomplish?

4. What do you want to accomplish?

5. What should a visitor see?

6. How would you like a visitor to summarize your classroom? Would they say this now?



Expectations are a foundation for the classroomDerive rules from expectations

Relevant for YOUR classroomPositively stated & succinctTarget observable behaviorsPosted in public, easily seen place


Mr. Wilhelm’s room

Be Safe Be Respectful Be Responsible

•Walk facing forward•Keep hands, feet & objects to self•Get adult help for accidents & spills•Use all equipment & materials appropriately

•Use kind words & actions•Wait for your turn•Clean up after self•Follow adult directions•Be silent when lights are turned off

•Follow school rules•Remind others to follow school rules•Take proper care of all personal belongings & school equipment•Be honest•Follow game rules



Develop general classroom rulesDevelop rules for problematic routines

Rules for Routines1.What is the expected behavior?2.What is the signal/cue for the expected behavior?

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

• use a conversational or ‘inside voice’• keep hands, feet, objects to self• walk• move directly to desk or assigned area

Working independently

• 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• put materials away & 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


Elementary Example

Lining Up

Neatly place books and materials in your desk. Sit quietly when you hear the “quiet” signal. Quietly stand up when your name (or row) is

called Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward,


Secondary Examples: Routines

Class Discussion 1. Prepare for discussion by reading the

required assignment in advance. 2. Wait until the other person is finished

speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and

contributions: Use appropriate expressions of disagreement.



Linked to school-wide programPositively stated & succinct (3-5)Observable behaviorsPosted in public, easily seen placeEnforced consistently


Action Planning

What are your classroom rules?Do 80% of students consistently follow rules

without reminders or prompts?Are there other problems occurring in your

room?Consider:

Are your rules linked to the Tier I school intervention?Do your rules reflect common discipline problems?Do all students know and understand your rules and

consequences?Are your rules clearly stated, positively worded, and

few in number?What changes could you make to your rules?


Teaching Expected Behavior

Build off School-wide expectationsWhen to teach

Beginning of yearBefore and after natural breaksWhen the data suggest teaching is neededFor individual students…after rule violations

How to teach….

Teaching Matrix


Evaluate effects of instruction

Collect dataAre rules being followed?If not ask..

who is making them?where are the errors occurring?what kind of errors are being made?when are they being made?

• Summarize data (look for patterns)

• Use data to make decisions


Acknowledgement Tips

Simple systems are bestHigh frequency of acknowledgement is keyAcknowledgement contingent on behaviorAvoid threats and response costAvoid removing opportunity for acknowledgement


Acknowledgement Systems

Whole class systemsSmall-group systemsIndividual student systems


Whole-Class Acknowledgement

Best for….Discrete activitiesSituations when each instance of correct behavior can

be acknowledgedEmbed within other systems

Examples


Small Group Acknowledgement

GeneralStudents divided into teamsPoints allocated based on student behavior when game is

in effectRewards delivered periodically (end of day, end of week)

based on points earned


Rationale for use

Large body of empirical supportEasily modified for

Different class sizesAge groupsAbility levelsActivitiesDaily variations in the classroom


Using TGBG

1. When will TGBG be used? Times when all students are expected to meet established

behavioral expectations Times that are difficult in your room

2. What behaviors will you target? Define 1-3 appropriate behaviors and/or 1-3 inappropriate

behaviors

TGBGIndependent Work

Hurray! Oops.

RespectfulSafeResponsible

Out of seatDisruptiveTalking out

TGBG Group Work

GOs STOPs

RespectfulSafeResponsible

Out of seatDisruptiveTalking out


Using TGBG

1. When will TGBG be used?

2. What behaviors will you target?

3. What will you use for rewards and what is the schedule?


Sample Rewards

StickersLine up firstBreak/special activityQuiet break at end of dayPoints toward large reward


Using TGBG




Begin with n points—lose points for rule violations Begin with 0 points—earn points for rule following Combination


Using TGBG




Team with most (fewest) points wins Everyone “over the bar” wins


Using TGBG




4. Introduce game to your class

5. Use the game


TGBG: When Things Go Wrong

SabotageConsider forming separate team

It used to work but now it doesn’tConsistent use?Verbal arguments about contingencies?Considerations

• Random reinforcers and criteria• Have someone observe your implementation to problem solve

One student ruins it for the rest


Acknowledgement Systems

Whole class systemsSmall-group systemsIndividual student systems

Acknowledgement contingent only on that student’s behavior

Examples


Individual Student Systems

Acknowledgement contingent on individual student behavior

ExamplesRace carRed lightCard system

AdvantagesAllows system to be tailored for specific students

LimitationsLess opportunity for positive peer influenceDifficult to be consistent


Individual Student Systems

ConsiderationsIf you use a “response cost” be sure students can

earn positives as wellIs it working—are the same students doing well

and doing poorly each day?Watch out for “shaming” as a strategyAvoid drawing attention to negative behavior


This is the second time you have poked Jason, go flip your card.I didn’t poke him, I just touched him.

It looked like a poke to me, go flip your card.You are SO unfair! What about Bernie? She is messing with Lia’s

hair! Right now I am talking to you, go flip your card.

Mumbles under breath Tonya, please go flip your card now or you will need to go to the

principalSlowly gets up, stomps to front of room in exaggerated manner and

turns cardI don’t care about your cards anyway!


Common Strategies

Verbal reprimandTime outDemerit or fineDetentionWriting assignmentDeprivation of some reward/response costOffice referral


When They Don’t Work

1. Intervention is in place without the…Systems

• For defining and teaching expectations and rules• For responding to errors• For acknowledging appropriate behavior

Data• Strategies for monitoring student behavior

2. Consequence doesn’t match function


Why do we behave?

Modeling? Accident? Instinct?

Why Do we keep behaving?

IT WORKS!

C Anderson U Oregon March 2010


Effective Consequences for Misbehavior Require a System

Applied consistentlyImmediate feedbackPre-determined plan for major, minor, repeat

violationsLinked to context

Requires a plan developedBEFORE the problem occurs for

Major, minor, and repeatedproblems


Strategies: Tips for Teachers

Avoid stopping lesson to respond to student misbehavior

Use immediate consequences when feasible

Pick your battles

Is Your ClassroomManagement System

Working?


Are My Changes Making a Difference?

Collect “baseline” data Implement new program with fidelityCompare baseline performance to intervention

outcomes


When Your System doesn’t work

“Basics” are not in place Rules are known by all and viewed as fair Classroom is orderly and “works” Curriculum matches academic level Needed materials are available

Problems with acknowledgements Not reinforcing Schedule of delivery is too thin

Problems with arrangement (e.g., classroom, groups)Problems with rule enforcementSystem is confusing

Schedule is complicated Competing classroom management systems

Plan for disruptions (e.g., substitutes)

Establishing Effective Classrooms Across the

School


Why Involve the PBIS Team?

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002


Classroom Management Should be Part of SWPBS

Classrooms are part of schoolsRole of SWPBS team

Delineate office-managed versus classroom-managedProvide clear and efficient process for documenting time

out of classTraining on linking Tier I of SWPBS to classroom

managementCreate climate for positive and proactive focus on

classrooms

Office vs room

Time out of class


Roadblocks (Real and Imagined)

Some teachers don’t want help (and they are the ones who REALLY need it)

No one on the team is skilled in classroom management

We don’t have the resources to do thisWho has time for this?What do we do?


Developing a System for Addressing Classrooms Across the School Requires….

Knowing what areas to focus onAn action planAccess to toolsAccess to resourcesKey person who oversees implementation


What Areas to Focus on

Deriving rules from expectationsClassroom routinesUsing instruction to facilitate desired behaviorEffective acknowledgement systemsGood instructional practicesConsequences for problem behaviorRoom layout


Determining Where to Start

Let data be your guideConduct assessment of your school

Teacher self-assessmentPeer- or administrator-conducted observations

Great…how do we use this for our whole

school?


GoalObtain information about classroom functioningProgress monitoring

Key considerationsWho observes

• Administrator• Peer

When does observation occur• Random times• Teacher-determined

Peer or Administrator-Conducted


Next Steps

Assessment: Now you know what to focus onChanging classrooms requires that classrooms are

a priorityUse faculty meetingsUse grade-level meeting structure

Changing systems requires effective instructionDescription of what to do and whyOpportunities to practiceFeedback


Step 1. Instruction

ModalitiesModulesReadings and discussionSmall group workshops

DeliverySpace out delivery—focus on one topic at a timeUse good instructional practices


Other Resources to ConsiderCoaching Classroom Management: Strategies

and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).

Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to

classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific

Northwest Publishing.


Other Resources (on your site)

Expectations and rulesClassroom rules worksheetSample rules

Teaching rules and routinesDesigning classroom routines matrix

Acknowledgement systemsAcknowledgement ideasImplementing the Good Behavior Game procedures manual

Consequences for problem behaviorConsequences for problem behavior matrixFlowchart for office- versus classroom-managedTime out of class form


Step 2: Provide Opportunities to Practice

Be sure all teachers understand what is expected after each lesson

Consider grade level collaboration around lessonOpportunities for discussionShare ideas about implementationProblem-solving & brainstorming


Step 3: Feedback

Create small learning communitiesPossibilities:

• Grade level team• Buddy system• Core group of “master teachers”

Teachers observe one anotherTeachers may provide feedback and helpful hints

Administrator walk-throughRe-administer self assessment Feedback

Corrective feedback—tipsHow will you acknowledge behavior change?


Develop an Action Plan

Guides implementation of classroom systemsBegin with obtaining teacher buy-inIdentify steps to be under-taken

Who is in charge?What will occur?What is the timeline?What is the outcome?


Summary & Next Steps

Effective classroom management is a skillFoundation: Apply instructional expertise to

behavior managementSWPBS: Really implementing means

Designing Effective Classrooms Cynthia M. Anderson University of Oregon.

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