Classroom management
-
Upload
steven-vitto -
Category
Education
-
view
2.833 -
download
0
description
Transcript of Classroom management
![Page 1: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/1.jpg)
Susan L. Mack, MASteven N. Vitto, MA
Muskegon ISD
![Page 2: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/2.jpg)
Be ResponsibleParticipate in activitiesAgree try at least 3 things from today’s
session Be Respectful
Turn off cell phones and take calls in hallwayLimit sidebar conversationsFollow Attention Getting Signal
Be SafeTake care of personal needs
![Page 3: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/3.jpg)
Acknowledgements Brandi
Simonsen Rob Horner George Sugia Ed Kame’enui Geoff Colvin Randy Sprick Marzano
Steve Goodman
Mary Bechtal
![Page 4: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/4.jpg)
Brandi Simonsen Rob Horner George Sugia Ed Kame’enui Jeffrey Colvin Randy Sprick Marzano
![Page 5: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/5.jpg)
Partners A and B
First A tell B your name,District you work for and it’s location Your educational role, grade level, Why you are here/ what you hope
to take back from today
Switch and B tell A Share with others at your table
![Page 6: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/6.jpg)
“A Leader is best when people barely know that he exists;…
Not so good when people obey him or acclaim him;….
Worse when they despise or don’t respect him.
Fail to honor people you lead, they fail to honor you…
But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say:
We did this ourselves!”Lao-Tsu, 604 BC
![Page 7: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/7.jpg)
Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school?
Consider your upbringing. How did your parents deal with inappropriate behavior?
![Page 8: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/8.jpg)
Scale of 1-10
1 10
![Page 9: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/9.jpg)
Through what lens do you see your students, classroom, behavior?
Is teaching more or less stressful than in the past or than you thought it would be?
How do you handle frustration? How SHOULD students act?
![Page 10: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/10.jpg)
ParaverbalsPosturePositioningFaceTone of VoiceWhat You Say
![Page 11: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/11.jpg)
![Page 12: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/12.jpg)
MindfulnessHeightened sense of situational
awareness A conscious control over one’s
thoughts and behavior relative to the situation
Read the sentence on the next slide only once and count the number of F’s in it
![Page 13: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/13.jpg)
FINAL FOLIOS SEEM TO RESULT FROM YEARS OF
DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE
DID YOU FIND 8?
![Page 14: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/14.jpg)
With-it-nessThe disposition of the teacher to
quickly and accurately identify problem behavior or potential problem behavior Scanning Roaming Eye contact
![Page 15: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/15.jpg)
Emotional ObjectivityRealistic attitudes toward students
and student teacher relationshipsCalm approach toward student
behaviorA nonpersonalized perspective of
the behavior of student(s)Professional view of students as
young learners Not warm and gushy Not distant and aloof
Eulogy
![Page 16: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/16.jpg)
Why? “They can’t get your goat if they don’t
know where it’s tied” If you exhibit an emotional reaction, it is
highly likely to be reinforcing to certain students ESPECIALLY for students who like power and
control
![Page 17: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/17.jpg)
How? Self-awareness & Self-talk – REHEARSE
“I am the adult” “I am the professional” “I will stay calm” “This is a troubled student and I need to help
him/her” “Hmm, what is the function of this behavior?” “5 cleansing breaths” “Self time-out” “I don’t really like what this kid is doing, but
it’s my job to help him be successful” “What a challenge. I love challenges”
![Page 18: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/18.jpg)
Write down 7 things you know about PBS
A and B compare and explain your list,
Share list with others at your table
![Page 19: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/19.jpg)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
![Page 20: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/20.jpg)
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT
ALL
SOME
FEW
![Page 21: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/21.jpg)
1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-
wide expected behavior5. Continuum of procedures for encouraging
expected behavior6. Continuum of procedures for discouraging
rule violations7. Procedures for on-going data-based
monitoring & evaluation
School-wide
Sugai, Horner
![Page 22: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/22.jpg)
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.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation )
![Page 23: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/23.jpg)
Develop Predictable Routines Teacher routines: attention getting signal,
volunteers, communications, movement, planning, grading, etc.
Seven critical times: Student routines: personal needs,
transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)
![Page 24: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/24.jpg)
The level of student freedom should not be based on teacher preference or familiarity.
The level of student freedom should be based on student need.
When in doubt, always start with a higher level of direction and restriction.
![Page 25: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/25.jpg)
High Level of Freedom Classroom Management Plan
Small class size (22 or less) Students demonstrate a higher level of maturity Students tend to enjoy school Parents are involved and supportive in education No students with behavior problems or emotional
impairments
![Page 26: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/26.jpg)
Medium Level of FreedomClassroom Management Plan
Medium class size (22 to 30) Students demonstrate a moderate level of maturity A mixture of attitudes toward school – most feel “okay”
about it Most parents are somewhat supportive of school One or two students with behavior problems or
emotional impairments
![Page 27: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/27.jpg)
Low Level of FreedomClassroom Management Plan
Larger class size (30 +) Students demonstrate a lower level of
maturity Students tend to feel apathetic or negative
toward school Parents are uninvolved or antagonistic Three or more students with behavior
problems or emotional impairments
![Page 28: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/28.jpg)
Level of Student FreedomExample: Sharpening your pencil High Level of Freedom
1) When someone is not teaching or speaking to the class.2) When you need to sharpen your pencil
Medium Level of Freedom1) When there is no line at the pencil sharpener.2) Sharpen quietly with no talking.3) Respect personal space of others along your way.
Low Level of Freedom/High Direction & Restriction1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.
![Page 29: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/29.jpg)
![Page 30: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/30.jpg)
Establish
Teach
Prompt
Monitor
Evaluate
![Page 31: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/31.jpg)
Establish Expectations 3-5 Expectations
Positively statedShort and simpleAligned with School wide Expectations
Define ExpectationsWhat does it mean to Be Prepared?
MatrixWhat does each behavior look like during
different routines of the day?
![Page 32: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/32.jpg)
Too often, many assumptions are made about what students already know.
Good rule of thumb is to always assume ignorance
Therefore, whenever there is doubt, make sure part of the intervention is a teaching intervention!
Expectations
![Page 33: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/33.jpg)
Teach Expectations Teach expectations in the context of
each classroom routineDefine the rule and explain whyProvide examples and non examplesRole PlayPracticeProvide visual prompts
Actively involve students in the lessonsCheck for understanding
![Page 34: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/34.jpg)
Provide students with visual PROMPTS (posters, illustrations, etc.)
Use PRECORRECTION which includes verbal reminders, behavioral demonstrations rehearsals, or examples of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely (Colvin, Sugai, Good, Lee)
![Page 35: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/35.jpg)
Monitor students’ behavior in natural setting Move around Scan Interact
ReinforceCorrect
![Page 36: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/36.jpg)
Evaluate the effect of instruction Are the rules being followed? If there are errors:
Who is making themWhere are the erros occurringWhat kind of errors are being madeLook for patterns
![Page 37: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/37.jpg)
Establish Behavioral Expectations/Rules
Teach Rules in the Context of Routines
Prompt or Remind Students of Expected behavior
Monitor Student's Behavior in the Natural Context
![Page 38: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/38.jpg)
Establish Procedures for Encouraging Rule Following
Establish Procedures for Responding to Rule Violations
Evaluate the effect of instruction
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
StudentsThese are things you should do in any school environment!!!
![Page 39: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/39.jpg)
Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm,
laughter) Consider various observable ways to engage
students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________
Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)
![Page 40: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/40.jpg)
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
![Page 41: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/41.jpg)
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
![Page 42: Classroom management](https://reader035.fdocuments.in/reader035/viewer/2022062513/5558b268d8b42aa52a8b4919/html5/thumbnails/42.jpg)
• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement