Classroom Management: Systems & Practices
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Transcript of Classroom Management: Systems & Practices
Classroom Management: Systems & Practices
Center on Positive Behavioral Interventions & Suports
February 2006
7
PurposeReview critical features & essential practices of behavior management in classroom settings
Goal: Review of basics & context for self-assessment
Classroom Management Challenges
• Informal & untaught• Reactive & ineffective• Disconnected from SW
• Lack of staff fluency• Lack of durability• Lack of instructional fluency
Why formalize classroom management?
Arrange environment to maximize opportunities for–Academic achievement–Social success–Effective & efficient teaching
Guiding Principles• Remember that good teaching
one of our best behavior management tools–Active engagement–Positive reinforcement
• Apply three tiered prevention logic to 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
Organizational Features
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
• Link classroom to school-wide–School-wide expectations–Classroom v. office managed rule
violations
Nonclassr
oom
Setting Syst
ems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
• Teach academic like social skills–Tell/model/explain–Guide practice–Monitor & assess–Give positive feedback–Adjust & enhance
• Build systems to support sustained use of effective practices–SW leadership team–Regular data review–Regular individual & school action
planning
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
LEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Enhanced PBS Implementation
Logic
Effective classroom managers
• 7 minutes (pick recorder & spokesperson)
• What do effective classroom managers do daily?– 2-3 formal & 2-3 informal strategies
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
AttentionPlease1 Minute
Three Basic CM Elements
1. Instructional/Curricular Management
2. Environmental Management3. Proactive Behavior
Management
Essential Behavior & Classroom Management
PracticesSee Classroom Management
Self-Checklist (6/17)
1. Increase ratio of positive to negative teacher to student interactions– Maintain at least 4 to 1– Interact positively once every 5 minutes– Follow correction for rule violation with
positive reinforcer for rule following
Positive acknowledgements
• Take 5 minutes • Identify 2-3 formal & 2-3 informal
strategies to positively acknowledge student behavior in classroom
• Report sample from your team discussion (1 min. reports)
AttentionPlease1 Minute
• Strategies, e.g.,–Tear card–Self-record–Video taping–Peer observation–
2. Actively supervise at all times– Move continuously– Scan continuously & overtly– Interact frequently & positively– Positively reinforce rule following
behaviors
3. Positively interact with most students during lesson
– Vary type of contact• Physical, verbal, visual contact
– Vary by individual & group – Mix instructional & social
interactions
4. Manage minor (low intensity/frequency) problem behaviors positively & quickly– Signal occurrence– State correct response– Ask student to restate/show– Disengage quickly & early
5. Follow school procedures for chronic problem behaviors– Be consistent & business-like– Precorrect for next occurrence– Follow SW procedures for major
behavioral incidents– Develop individualized plan for
repeated incidents
6. Conduct smooth & efficient transitions between activities
– Teach routine– Limit to time required for student to
be ready– Engage students immediately
7. Be prepared for activity– Have filler activities– Know desired outcome– Have materials – Shift phases of learning
• Acquisition, fluency, maintenance, generalization
– Practice presentation fluency
8. Begin with clear explanations of outcome/objective
– Provide advance organizer– Create focus or point of reference
for assessment
9. Allocate most time to instruction
– Fill day with instructional activities– Maximize teacher-led engagement
10.Engage students in active responding
– Establish & expect behavioral indicator
• Write, verbalize, manipulate materials
– Enable immediate assessment of learning & instructional impact
11. Give each student multiple ways to actively respond
– Vary response type• Individual v. choral responses• Written v. gestures
– Use peer-based assistance
12.Regularly check for student understanding
– Vary assessment type• Immediate v. delayed• Individual v. group
– Review previously mastered content
– Check for existing knowledge
13.End activity with specific feedback
– Review performance on expected outcomes
• Scheduled activities• Academic v. social• Individual v. group
14.Provide specific information about what happens next
– Describe follow-up activities• Homework, review, new activity, choices• Immediate v. delayed• Following lesson
– Describe features of next lesson
15.Know how many students met learning objective/outcome
– Administer probe• Oral, written, gesture
– Immediately graph/display performance
16. Provide extra time/assistance for unsuccessful students
– Determine phase of learning• Acquisition -> re-teach• Fluency -> more practice• Maintenance -> reinforcement/feedback
– Schedule time during/before next lesson
17. Plan activity for next time activity– Consider phase of learning
• New outcome• Reteaching• Practice• Maintenance/generalization
– Modify/select materials
How did I do?14-17 “yes” = Super10-13 “yes” = So So<9 “yes” = Improvement needed
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?
Example Action Plan Strategies
+ Build on SW System+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements
Classroom Management• 15 minutes • Review “Classroom Management
Self-Assessment” & discuss possible practices/systems applications
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
AttentionPlease
1 MinuteSpokesperson
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.