Major portions of the following material were developed by George Sugai, Rob Horner, Teri Lewis-Palmer, and Geoff Colvin.
www.pbis.orgwww.rc4alliance.org
Objectives
Identify the classroom behavior support practices that blend with school-wide systems
Review critical features & essential practices of behavior management in classroom settings
Identify actions for a school-wide team to improve the quality of classroom management practices
Activity: Effective Classroom Managers
3 minutes (pick recorder & spokesperson) What do effective classroom managers do
daily? Report 2-3 “big ideas” from your team
discussion.
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.
TOP FOUR 20051. Lack of financial support2. Overcrowded schools3. Lack of discipline & control4. Drug use
Achievement & Behavior
“Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.”“Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.”Rutter & Maughan, 2002, pp. 470-471
“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
If Runyon doesn’trespond, we get
TOUGHERIf Runyon STILL
doesn’t improve, weget REAL TOUGH
& enforceBOTTOM LINE!
When behavior doesn’t improve, we “Get Tougher!”
Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming
…..Predictable systems response!
But….false sense of safety/security!
Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic
& social behavior programming
Guiding Principle # 1
Remember that good teaching is one of our best behavior management tools Active engagement Positive reinforcement
INDICATORS OF GOOD TEACHING
Behavior Management· Expected behavior & routines taught &
practiced· High rates of acknowledgements for rule
following behavior· High rates of positive & active supervision· Good instructional teaching
DESIRED STUDENT OUTCOMES· Academic achievement· Social skill development (character education)· Self-control & self-management
INDICATORS OF MAXIMIZED STUDENT OUTCOMES· High rates of active engagement· High rates of correct responding· High number of opportunities to respond· High rates of task & socially appropriate behavior
Instructional Management· Outcome based· Evidence-based curriculum· Well designed lessons· Expert presentation of lessons· On going progress monitoring· Good behavior management
Guiding Principle # 2
Apply the three tiered prevention logic to the classroom setting Primary for all Secondary for some Tertiary for a few
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%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
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 Success
Guiding Principle # 3
Link classroom to school-wide School-wide expectations Classroom v. office managed rule
violations
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
Guiding Principle # 4
Teach social skills like academic skills Tell/model/explain Guided practice Monitor & assess Give positive feedback Adjust & enhance
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Guiding Principle #5
Build systems to support sustained use of effective practices SW leadership team Regular data review Regular individual & school action
planning
Essential Behavior & Classroom Management Practices
See handouts:
Classroom Management Self-Checklist (7r)
&Effective Classroom Management Practices
Refer also to handout “Utilize the ‘Model, Roleplay, Reinforce’ Approach When Teaching.”
1. Minimize crowding & distraction
Design environment to elicit appropriate behavior: Arrange furniture to allow easy traffic
flow. Ensure adequate supervision of all
areas. Designate staff & student areas. Seating arrangements (classrooms,
cafeteria, etc.)
Reflection: Room Design
Does your classroom provide a stimulating, distraction free environment for learning?
What can you do to minimize crowding and distraction?
_______________________________________________________________________________________________________________________________________________________________________________
2. Maximize structure & predictability
Teacher routines: volunteers, communications, movement, planning, grading, etc.
Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Refer to handouts “Common Routines” and “Steps to Initially Teach Expectations/Procedures/Routines.”
Sample Routine - Elementary
A. Exiting the classroom to another activity such as P.E. or Art
Put materials away, clear desk and push chairs in On signal move quietly to doorway Line up facing the door and keep one space
between each person Keep hands and feet to self Listen to the teacher and wait for signal to depart
Sample Routine - Secondary
B. Conducting Quizzes and Tests Put all materials in your desk not needed for quiz Listen carefully to directions (no talking) Raise your hand if you have a question Stay in your seat Complete the quiz without talking Follow directions for completing test (pass papers
forward or give them to person collecting) Begin the designated activity following the quiz
Sample Routine - Specialist
C. Beginning Physical Education Class Students line up at the gym door On signal they enter the gym Students move directly to line on gym floor
(basketball court line) Maintain a space, more than one arm’s length Face the teacher On signal begin to jog in place
Teach The Routines
A. Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review)
B. Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback)
C. Specialist Teachers (use the same three steps-remind, supervise and provide feedback).
Maintaining Classroom Routines
Use maintenance procedures following initial teaching
Maintenance procedures consist of providinga. Remindersb. Supervisionc. Feedback
Return to initial teaching if frequent reminders occur.
Reflection: Classroom Routines
1. What routines do I have?2. How are they established?3. Which routines do I need to include/firm up?
_______________________________________________________________________________________________________________________________________________________________________________
3. State, teach, review & reinforce positively stated expectations
Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to
entering natural context. Monitor students behavior in natural
context & provide specific feedback. Evaluate effect of instruction - review
data, make decisions, & follow up.
Teaching ExpectationsELEMENTARY STUDENTS
Key research finding:
“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)
Teaching Procedures
Use Five Steps for Teaching Expectations
1. Explain
2. Specify student behaviors
3. Practice
4. Monitor
5. Review
(Colvin & Lazar, 1997)
Maintenance Plan
Once initial teaching has been conducted use these three steps for maintenance
Provide
1. Reminders
2. Supervision
3. Feedback
Teaching Expectations
Secondary Students
Key Research Findings:“With older students, researchers have noted that the
best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them” (Cotton, 1990, p.8).
In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assisted in teaching classroom expectations.
Use three steps for teaching expectations to secondary students
Provide systematic:1. Reminders2. Supervision3. Feedback
Note:These same three steps are used to maintain classroom
expectations for elementary students following initial teaching.•Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).
Reflection: Classroom Expectations
1. Are my classroom expectations consistent with the school-wide expectations?
2. How can I teach my expectations directly?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
4. Provide more acknowledgements for appropriate than inappropriate behavior
Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for rule violation with
positive reinforcer for rule following
Managing Consequences
Key Points Consequences follow behavior Consequences may be positive or negative
Positive consequences are delivered to:1. Provide immediate feedback that behavior is acceptable
or desired2. Increase likelihood behavior will BE repeated, i.e.,
reinforced.
Negative consequences are delivered to:1. Provide immediate feedback that behavior is unacceptable2. Increase likelihood behavior will NOT BE repeated, i.e.
punished.
5. Maximize varied opportunities to respond
Vary individual v. group responding Vary response type
Oral, written, gestural Increase participatory instruction
Questioning, materials
6. Maximize Active Engagement
Vary format Written, choral, gestures
Specify observable engagements Link engagement with outcome objectives
8. Respond to Inappropriate Behavior Quickly, Positively, & Directly
Respond efficiently Attend to students who are displaying
appropriate behavior Follow school procedures for major
problem behaviors objectively & anticipate next occurrence
Problem Behavior Selected
1. Off-task behavior
2. Rule violations
3. Disrespectful behavior
4. Agitation
5. Limit testing
6. Threats and intimidation
Off Task BehaviorManagement Steps
1. Attend to students on task and delay responding to student off task
2. Redirect student to task at hand and do not respond directly to off task behavior
3. Present choice between on task direction and negative consequence
4. Follow through on student choice
Rule ViolationManagement Steps
1. State the rule or expectation
2. Explicitly request the student to “take care of the problem”
3. Present options if needed
4. Follow through
Disrespectful BehaviorManagement Steps
1. Studiously avoid reacting personally (such as shouting, challenging, becoming agitated)
2. Maintain calmness, respect and detachment (Teacher modeling role)
3. Pause and focus
4. Focus on the student behavior (“That language…”)
5. Deliver consequence as appropriate
AgitationManagement Steps
Three Steps
1. Re-direct the student to task at hand
2. Recognize signs of agitation
3. Use strategies to reduce agitation
Recognizing Signs of Agitation
Increases in Behavior Decreases in Behavior
Darting eyesNon-conversational languageBusy handsMoves in and out of groupsStarts and stoppingMoves around roomFidgety
Stares into spaceSubdues languageContains handsLacks interactionLacks involvementWithdraws from groupsLacks respondingAvoids eye contact
Strategies for Reducing Agitation
Teacher support and empathy Create space or isolation Provide choices Permit preferred activities (with clear boundaries) Use teacher proximity Provide independent tasks or activities Permit movement (use movement tasks) Use relaxation techniques Use passive activities Involve the student as appropriate
Limit TestingManagement Steps
1. Pre-Teach the procedures
2. Deliver the following information in a calm matter-of-fact manner
a. Present expected behavior and negative consequence as a decision
b. Allow few seconds for decision
c. Withdraw and attend to other students
3. Follow through based on student decision
Threats and IntimidationManagement Steps
Take all threats seriouslyStudent makes threat:1. Pause, delay responding2. Disengage, “Just a second.”3. Depending on student’s state either
a. Send for help (use school emergency procedures)b. Make office referral
4. Monitor till help arrives
Reflection: Responding to Inappropriate Behavior
1. Identify strategies that you might adopt to defuse situations.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
9. Establish Multiple Strategies for Acknowledging Appropriate Behavior
Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed
10. Generally Provide Specific Feedback for Errors & Corrects
Provide contingently Always indicate correct behaviors Link to context
SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)
INDICATORS OF GOOD TEACHING
Behavior Management· Expected behavior & routines taught &
practiced· High rates of acknowledgements for rule
following behavior· High rates of positive & active supervision· Good instructional teaching
DESIRED STUDENT OUTCOMES· Academic achievement· Social skill development (character education)· Self-control & self-management
INDICATORS OF MAXIMIZED STUDENT OUTCOMES· High rates of active engagement· High rates of correct responding· High number of opportunities to respond· High rates of task & socially appropriate behavior
Instructional Management· Outcome based· Evidence-based curriculum· Well designed lessons· Expert presentation of lessons· On going progress monitoring· Good behavior management
MESSAGE: To maximize,achievement, need both good
instruction & behaviormanagement.
Non-example Action Plan Strategies
- Purchase & distribute classroom management curriculum/book
- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day
in-service- Observe in effective classroom - Observe & give feedback
What is likelihood of change in teacher practice?
Action Plan Considerations
+ Build on SW System+ Use school-wide leadership team+ Use data/research to justify+ Adopt evidence based practice+ Make local accommodations/adaptations+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements
Classroom Management
11 minutes Review “Classroom Management Self-Assessment” & discuss
possible application strategies Report 1-2 “big ideas” from your team discussion (1 min.
reports) AttentionPlease
1 MinuteSpokesperson
Main Ideas
Classroom behavior support practices should be blended with school-wide systems.
There should be a melding of classroom practices that promote academic gains with classroom practices that promote behavioral gains.
You should create a setting that is: Predictable Consistent Positive Promotes student independent behavior (reduce
prompts)
References
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.