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Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: ...
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![Page 1: Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education Orientation August 2013](https://reader035.fdocuments.in/reader035/viewer/2022070501/5681691f550346895de04c18/html5/thumbnails/1.jpg)
Effective Behavior Management Systems in the Elementary Resource Room
Denver Public School: Department of Special Education OrientationAugust 2013
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Do Now
(3 minutes) During your Do Now on the fourth day of school, you refuse to move on until 100% of your students are following your instructions. Within 10 minutes, you have run through your entire consequence system for 2 students and the rest of your class is angry and restless. What do you do?
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Content Learning Objectives
Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after:• Reviewing examples and strategies• Working with a partner and/or group
Participants will identify a ritual or routine and the sequential steps and/or visuals needed using sequential statements after:• Reviewing LE.3 on the LEAP Framework• Working with a partner and/or group• Reviewing classroom examples and recommended practices
Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after:• Working with a partner and/or group• Reviewing classroom examples and recommended practices
![Page 4: Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education Orientation August 2013](https://reader035.fdocuments.in/reader035/viewer/2022070501/5681691f550346895de04c18/html5/thumbnails/4.jpg)
• Introduction
• Positive Classroom Culture
• Rituals and Routines
• Classroom Management Plan
• Closing
Agenda
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Connection to LEAP
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Positive Classroom Culture
Cultural Responsiveness• Use of
multicultural materials
• Use of asset-based perspective
• Honoring first/native language
Classroom Management and Environment• Clear routines
that support transitions
• Involve students in developing classroom culture
• Create a “Shout Out Wall”
• Modeling positive and precise praise
Create a class acronym • Prepared and
Prompt• Respectful to
everyone• In charge of
my own actions
• Devoted to achieving excellence
• Excited to Learn
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• Introduction
• Positive Classroom Culture
• Rituals and Routines
• Classroom Management Plan
• Closing
Agenda
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Connection to LEAP
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Connection to LEAP
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• Entry Routine – Coming in room– Getting out materials– Writing down
agenda/homework– Beginning warm up
• Exit Routine– How students are
dismissed – Putting away materials– Leaving area– Turning in work
• Sharpening pencils• Lining up• Taking breaks
• Walking in the hall• Classroom Jobs• Bathroom/Hall Pass• Getting materials during
class• Asking/Answering questions • Throwing away paper/trash• Collecting Homework• Grading/returning papers• Handing out papers• Needing tissue• Working in groups• Turn and talks• Absent work• Drinking water• Using calculators or other
manipulatives
Common Rituals and Routines
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Example of Taking Break Routine
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Example of Visual for Key Routines
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Example of Visual for Morning Routine
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Example of Visual to Support Voice Level Expectations During Routines
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Example of Visual Schedule for Centers
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Example of Visual for Whole Class Daily Schedule
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Provide visuals (classroom and/or individual) to cue and remind students of key routines
Plan what you want and use the least amount of steps, materials and interruptions as possible
Transfer ownership to students
Observable compliance, especially with supplies
Avoid bottleneck situations/areas
Rituals and Routines Key Ideas
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Rituals and Routines
Work time
(4 minutes) Draft at least one ritual or routine for your classroom that you will teach on the first day of school.
(1 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow.
(1 minute) Review your partner’s feedback and ask any clarifying questions.
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• Introduction
• Positive Classroom Culture
• Rituals and Routines
• Classroom Management Plan
• Closing
Agenda
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“ . . . without a simultaneous focus on promoting self-regulation skills, many children are likely to struggle to keep pace with the academic demands of the early elementary classroom.”
Thernstrom, A. & Thernstrom S (2003) No Excuses Closing the Racial Gap in Learning
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Expectations
Ensure that your classroom rules are observable, specific and supported by
rationale.
Align with school-wide
rules.
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General versus Specific• Be respectful to
everyone• Be respectful to the
classroom.• Be respectful to the
learning environment.
• Be quiet when the teacher is talking.
• Use school and business appropriate language.
• Keep all objects grounded.
• Keep yourself to yourself.• Actively participate in all
instruction and activities. • Use materials correctly.
Expectations
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Common Pitfalls
Rules are not specific.
Rules are difficult to maintain long-term or enforce.– Example: “Bring all supplies to class every
day”
Rules are actually part of a procedure. – Example: “Stay seated during the Do-Now.”
Expectations
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Good Practices to Teach Behavior
Explain the expectation
Solicit its rationale
Have students put the expectation in their own words and/or draw a picture of what it looks like and doesn’t look like
Perform a role-play
Revisit rules daily or weekly and after extended breaks from school
Expectations
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Invest your students with rationale for expectations
Rule Sample RationaleBe quiet when the teacher is talking.
Side conversations distract classmates trying to learn and the teacher trying to teach. I want each you to be prepared for third grade next year, and we have to work together to make that happen.
Use school and business appropriate language.
I want you to be prepared for a successful career. The language you use can affect your professor, boss or customer’s opinion of you and could result in you losing a job or promotion. Inappropriate comments (even when joking) could have legal implications. We need to practice controlling our language.
Expectations
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Posted Rules with Visuals
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Posted Rules with Visuals
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Posted Rules
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Effective Consequences:– Include positive consequences– progress gradually – flow logically and naturally from
the student’s behavior– are convenient–maintain student dignity– developmentally appropriate
Consequences
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Administering Negative ConsequencesPrivate, when possible, and appropriate• Use universal language• Purpose not power• Ask and listen• Avoid the death spiral
Avoid continual verbal warningsAvoid threats or rhetorical contengencies (“If you are out of your seat one more time….” or “I’ll wait” )Document everything• Date, Student Action, Teacher Action,
Resolution
Consequences
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Visual Consequence Tracker
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Positive Behavior Tracker
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Intrinsic Consequences
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Classroom Management Plan
Work time
(8 minutes) Draft at least one ritual or routine for your classroom that you will teach on the first day of school.
(2 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow.
(1 minute) Review your partner’s feedback and ask any clarifying questions.
![Page 36: Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education Orientation August 2013](https://reader035.fdocuments.in/reader035/viewer/2022070501/5681691f550346895de04c18/html5/thumbnails/36.jpg)
• Introduction
• Positive Classroom Culture
• Rituals and Routines
• Classroom Rules and Expectations
• Closing
Agenda
![Page 37: Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education Orientation August 2013](https://reader035.fdocuments.in/reader035/viewer/2022070501/5681691f550346895de04c18/html5/thumbnails/37.jpg)
Content Learning Objectives
Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after:• Reviewing examples and strategies• Working with a partner and/or group
Participants will identify a core ritual or routine for their classroom, and the sequential steps and/or visuals needed to implement it, using sequential statements after:• Reviewing LE.3 on the LEAP Framework• Working with a partner and/or group• Reviewing classroom examples and recommended practices
Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after:• Working with a partner and/or group• Reviewing classroom examples and recommended practices
![Page 38: Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education Orientation August 2013](https://reader035.fdocuments.in/reader035/viewer/2022070501/5681691f550346895de04c18/html5/thumbnails/38.jpg)
Week Zero and One Planning
Where does this work fit in week zero and one planning?• Behavior Management:
– Develop rituals/routines and discipline plan for classroom/classes
– Consult with staff regarding BIPs and specific behavioral needs of students