Overview of Classroom Systems Arranging for Effective Behavior and Instructional Management.
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Transcript of Overview of Classroom Systems Arranging for Effective Behavior and Instructional Management.
Overview of Classroom Systems
Arranging for Effective Behavior and Instructional Management
Objectives• Understand the relationship between academic
success and classroom management
• Be familiar with various classroom design considerations
• Know the rationale and features of an instructional approach to classroom management
What are Students Doing in Effectively Managed Classrooms?
• Following predictable schedule
• High rates of academic engagement
• High rates of academic achievement
• High rates of compliance
• High rates of student managed behavior
• Using problem solving structures
• Smooth and efficient transitions
Where Did Students Get These Behaviors?
• Learned previously
• Taught directly
• Modeled by staff and students
• Acknowledge regularly by significant others
• Occasioned by the environment
Basic Rule
• Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective need of students.
Guiding Principles
• Teach and manage social behaviors directly and proactively (positively and preventively)...like teaching reading, math, physics, music, etc.
• Integrate social and academic management strategies within and across curricula.
• Maximize academic success to increase social behavior success.
Prerequisites
• Appropriate and relevant curriculum
– Meets needs– Perceived as important
• Appropriate goals and curricula that are fair, functional, and meaningful
– Avoid frustration, dissatisfaction, confusion, rebellion, etc.
Conceptual Framework
Common Student-Teacher Interactions
Teacherpresentation
Correctresponse
Studentperforms:
Incorrectresponse
Non-compliance
Teacherpraise
Teachercorrection
Teacherreprimand
Current Research Findings e.g., Wehby, Symons, &Shores (1995)
• Less than half of student hand raises or correct academic responses were acknowledged by teachers
• About 26 “to do” statements per hour
• Less than 2 praise statements per hour
• 64% of “to do statements wer social in nature
• Most academic work consisted of independent seatwork.
• Inconsistent distribution of attention.
• Compliance to a command generally resulted in the delivery of another command
Common Mistakes
• Students know what is expected of them
– Absence of clear rules – Vaguely stated rules
• Punishing students for failure to exhibit a behavior that they do not know how to do
• Large increases in instructional minutes will not make up for effective instruction (Christenson et al, 1989; Rosenshine & Stevens, 1986)
So What Can We Do?
• Classroom Organization
– Environmentally mediated – Teacher mediated
• Instructional Management
• Behavior Management
Classroom Organization
Use of Space
Classroom Appearance
Physical Organization
Nonacademic
Academic
Classroom Routines
Respecting Differences
Classroom Climate
Use of Time
Monitoring
Classroom Rules
Classroom Organization
Classroom Design Considerations
• Physical environment
• Student routines
• Teacher routines
• Behavior management
• Curriculum and content
• Data evaluation and management
Considerations• How many students will you have in the room at one
time?
• What kinds of activities will be taking place in your classroom?
• Who should students be seated?
• How will you regulate movement/supervise/interact?
• What should my classroom look like?
– Wall space, storage, lighting, etc.
Physical Environment
• Seating/furniture arrangement
• Traffic patterns
• Materials/supplies
• Student areas (e.g., small group, break, time-out)
• Teacher areas (e.g., desk, materials)
• Problem features (e.g., unsupervisable areas, dangerous items/equipment)
Routines
• Increase predictability and consistency
• Both teacher and student routines
• Build into environment/prompts
– “Bear Stops”
• Consider “common” routines
– Lining up– Meeting personal needs
Student Routines
• Start/end of day
• Transitions
• Personal needs (e.g., bathroom, pencil)
• Working in groups and independently
• Special events
• Materials and equipment
• Homework and assignments
• Personal belongings
Teacher Routines
• Planning and implementing instruction
• Classroom movement (circulation)
• Working with assistants, volunteers, student teachers
• Communications
Efficient Transitions
• Teach signal & routine
• Practice in natural context
• Precorrect in problem situations
• Monitor continously
• Positively reinforce contingently
Attention-getting Cue/rule
• Select cue that is effective, efficient, and relevant
• Apply consistently
• Positively reinforce contingently
Classroom Climate
• Develop plan before school starts
• Determine expectations
• Teach expectations directly
• Use first weeks of school to establish:
– expectations and behavior/routines– “climate” (laugh, smile, accept student ideas)
Kame’enui & Simmons (1990)
• Determine expectations
– State positively– Limited to 3-5– Make public/posted
• Teach expectations directly
– Examples and non-examples– Involve students– Teach and re-teach
Instructional Management
Temporal Framework (Kame’enui & Darch)
• Before
– Design of instruction
• During
– Delivery of instruction
• After
– Evaluation of instruction
Before Instruction
• Student outcomes
• Materials/curriculum
– Control for acquisition of misrules– Detail of presentation of content– Maximum student engagement– Correction procedures– Practice activities– Cumulative review
• Task/lesson design
– History (new, familiar, mastered)– Response form (yes/no, choice, production)– Modality (oral, motor, written)– Complexity (easy, hard)– Schedule (long/short, frequent/infrequent)– Variation (uniform/varied)
• Measurement systems
• Follow-up
During Instruction
• Introduction/objective/precorrections
• Delivery of instruction
• Monitoring performance
• Delivering consequences/feedback
After Instruction• Follow-up activities
• Evaluation of student performance against objectives
• Evaluation of instruction
• Modification of instruction
• Preparation of next lesson
Generic Instructional Approach
• Teach
– Identify and explain rule– Model/demonstrate relevant examples– Arrange structured practice, role play,
behavioral rehearsal
• Remind
– Precorrect or prompt rule immediately prior to entering natural context
• Monitor
– Supervise independent application in natural context
– Provide feedback (positive reinforcement & corrections)
– Collect data
• Evaluate
– Examine effect of instruction (i.e., review data, make decisions, follow up)
Review of Proactive Basics
• Teach social behavior like academic skills
– teach through multiple examples– Teach the general case– teach in problem setting– give practice examples– test with new examples without assistance– provide positive feedback
Behavior Management Basics
• Use continuum of strategies to encourage expectations
– teach expected behavior– increase opportunities for academic and social
success– provide positive feedback more often than
corrections and reprimands (e.g., 4 to 1)– move from tangible to social reinforcement– move from external to self-managed reinforcement– individualize reinforcement
Characteristics of Effective Praise
• Good praise follows the “if-then” rule.
– Make sure the student is doing exactly what you want them to be doing.
– Praise them within 1 or 2 seconds after the behavior occurs.
– If it is an on-going behavior, praise during the behavior.
Characteristics of Effective Praise
• Good praise often includes student’s names.
• Good praise is descriptive.
– Simply describe what the student is doing at the time - focusing on actions.
• Good praise is convincing.
• Good praise is varied.
• Good praise in non-disruptive.
Infrequent Errors
• Respond Proactively to infrequent social behavior errors
– Signal– State rule and expected behavior– Ask student to state/show expected behavior– Give positive feedback
Chronic Errors
• Precorrect=prompt for desired behavior in problem context
– go to problem setting/situation– get attention of students– give reminder or opportunity to practice skills– watch child for demonstration of skill– acknowledge demonstration
• Provide positive feedback