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WAREA 2013

By: Matthew Goldsmith

STRUCTURE AND PREDICTABILITY

LEARNING TARGETS

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• Recognize the importance of creating a structured and predictable classroom environment

• Identify three elements for creating a structure & predictability in the classroom environment

• Reflect and evaluate the implementation of these elements within your educational environment

STACK THE DECK

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• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

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RESPONSE TO INTERVENTION (RTI)

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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

ClassroomSetting Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

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EVIDENCE BASED PRACTICES IN CLASSROOM MANAGEMENT

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1. Maximize structure in your 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.

2008. Simonsen, Fairbanks, Briesch, Myers, & Sugai. Evidence-Based Practices in Classroom Management: Considerations for Research to Practice

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RE-ED PRINCIPLES

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Trust between child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together, the beginning point for Re-EDucation.

Ceremony and ritual give order, stability, and confidence to troubled children and adolescents whose lives are often in considerable disarray.

• Clearly Communicate Your Systems and Expectations

• Build Relationships

• Checking Things Out

• Observing

• Determining Social Order

STAGE ONE: THE HONEYMOON

Typical Behaviors Helping Behaviors

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• Avoid Staff Splitting

• Establish a Safe and Predictable Environment

• Good Limit Setting Prompts and Cues

• Differential Reinforcement

• Tests Authority

• Splits Staff

• Disruptive

• Oppositional

STAGE TWO: LIMIT TESTING

Typical Behaviors Helping Behaviors

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TOUGH KIDS HAVE DIFFICULTY MANAGING:

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• Their Time

• Their Attention

• Their Belongings

• Their Energy

• Their Emotions

• Their Behaviors

(1992) Rhodes, Jensen & Reavis. Tough Kid Practical Classroom Management Strategies

The Guardrails on a Bridge

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CLASSROOM STRUCTURE

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• Atmosphere

• Expectations

• Division of Space

• Time Management

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Neat Clean Inviting

OrganizedDisplays

Rules & ValuesSchedule

Student Work/AchievementPersonal Goals

ATMOSPHERE

ATMOSPHERE

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Praise is underused in both general and special education classrooms

Hawkins and Helfin, 2011

It increases:

• On-task behavior

• Correct responses, work productivity and accuracy

• Attention and compliance

• Cooperative play

Can have a huge impact on the climate of a classroomSimonsen et al, 2008

ATMOSPHERE

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• Praise to criticism ratio of 4:1 (Tier 1)Fredrickson, 2010

• Praise to criticism ratio of 10:1 or better is ideal

• Done by all staff members

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DIVISION OF SPACE

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Quiet Corner

Choice Time

Materials

Individual & Group Work

Considers Needs

Considers Distractors

Allows Staff to Monitor Room

PHYSICAL ENVIRONMENT

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• Create a physical environment that:

• Eases traffic flow

• Minimizes distractions

• Provides teachers access to students in order to better respond to questions and behaviors

Oliver, Reschly, 2007

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Carmen

Pancho

Camila

Quincy

Doug

Ali

Murray

Eat wet food before Pancho

Use words or gestures to

communicate needs

Learn wordsLearn gestures

Tighten lids on containers when

finished using them

Turn upside down to see if they leak

Bring personal tupperwarewhen desiring leftovers from brother’s in-laws

Go to bed on time

Snuggle with blanky

Cough up hairballs outside

Listen to my body

Be assertive

8:00 Math

8:45 Reading

9:30 P.E.

10:15 Science

11:00 Lunch

11:45 History

12:30 Social Skills

1:15 Group/Game

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SCHEDULE AS STRUCTUREGood teaching… great parenting!

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TIME MANAGEMENT: THE SCHEDULE IS A MANAGEMENT TOOL

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Premack Schedule

• Readable, Posted Near Clock

Length of Interval Appropriate

• Followed Consistently

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TIME MANAGEMENT:STRUCTURING BREAKS & CHOICE TIMES

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Structure Choice Time• Contingency Based

Timely (Restroom, Lunch)• Sufficient Amount

THE PREMACK PRINCIPLE

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People are more likely

to do something they do not like(Low Probability Behavior)

if they know they have an opportunity to follow it with something they do like

(High Probability Behavior)

(1959). Premack, D. Toward empirical behavioral laws: I. Positive reinforcement. Psychological Review, 66, 219-233.

GRANDMA’S LAW

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When you eat your vegetables, you can have your ice cream.

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PINK FLOYD’S RULE

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If you don’t eat your meat, you can’t have any pudding.

How can you have any pudding if you don’t eat your meat?

—Roger Waters

THE PREMACK SCHEDULE

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• A good daily schedule is the heart of classroom structure. The schedule establishes the events of the day and helps motivate the students through difficult tasks.

• Using the Premack Principle, the day is divided into manageable units of time, so that something considered “difficult” is followed by something that is generally considered “less difficult”.

PREMACK SCHEDULE EXAMPLE

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• 7:30 Breakfast/Goals Group

• 8:00 Math (earned choice)

• 8:45 Reading (earned choice)

• 9:30 P.E.

• 10:15 Science

• 11:00 Lunch

• 11:45 World History

• 12:30 Social Skills

• 1:15 Goals Group/Group Game

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CONTINGENCY-BASED CHOICE TIME

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• Establish contingencies

• Teach, model, role play, and reinforce earned time behavior

• Example contingencies:

• Work is completed to 85% accuracy

• Work is completed within time frame with help from staff for corrections

• Student earns 3.0 or higher on point sheet for academics and behavior

• Student states what they will do and where they will be for choice time

MAINTAIN THE DAILY SCHEDULE

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•The teacher follows the schedule very closely and uses it to cue students to complete tasks.

•Maintaining the daily schedule eliminates any confusion about the planned events of the day and relieves teachers of making arbitrary decisions.

REFLECTION ACTIVITY

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What are some areas in your day where you can use the Premack Principle with your schedule?

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RULESCharacteristics for Success

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WHY RULES?

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According to a recent study on teacher preparation:

• Only 27% of universities have a course devoted to classroom management

• Only 42% of university programs had no courses in which the topic of establishing classroom rules was mentioned.

• (2010). Oliver, R., Reschly, D. Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35 (3), 189—199.

REFLECTION ACTIVITY

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As best you can, make a list of your classroom rules from this past year

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EFFECTIVE RULES

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•Rules are expectations; codes of conduct.

•Rules are most effective when the teacher takes the time with his/her students to brainstorm, discuss, and come up with their own group rules.

•Students must be invested in them to see their value.

EFFECTIVE RULE CHARACTERISTICS

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Understood by All Behavior Specific Posted Clearly

Modeled & Role-played

Revisited Frequently Throughout Day

Drawn from school-wide

expectations/values

EFFECTIVE RULE ELEMENTS

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Are limited in number and stated briefly & positively

Are observable (not vague, clear when violated)

Apply at all times of day in all school locations

Apply to behavior only and not academics

Are selected with democratic student population

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Identify target behaviors

Phrase in the positive

Phrase specifically

Combine like rules

Kostewicz, Douglas E., Ruhl, Kathy L., Kubina Jr., Richard, 2008

RULES MATRIX

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Wording Positive Negative

Specific

1. Raise hand and wait to be called on

2. Keep hands feet and objects to self

3. Have materials ready when class starts

1. No talk-outs2. Don’t hit or kick

anyone3. No getting school

supplies after class starts

Nonspecific1. Be respectful2. Be a good neighbor3. Be responsible

1. Don’t bother others2. Don’t do mean

things3. Don’t waste time

Kostewicz, Douglas E., Ruhl, Kathy L., Kubina Jr., Richard, 2008

REFLECTION ACTIVITY

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What are your rules?Using the guidelines discussed, make changes to your original set of rules

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• Stated Positively

• Stated Briefly

• Limited to 5

• Drawn from group/school values

• Must match setting

• Clear when violated

• List problem behaviors

• Identify replacement behaviors

• What do you want them to do instead?

• Check rule characteristics

EFFECTIVE RULES

Process Characteristics

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LEARNING TARGETS

WAREA 2013

• Recognize the importance of creating a structured and predictable classroom environment

• Identify three elements for creating a structure & predictability in the classroom environment

• Reflect and evaluate the implementation of these elements within your educational environment