Classroom Management

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this [product] and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Look at BOQ criteria for implementation Look at Team Role Provide ideas and resources for professional

development Identify issues and begin to dialogue for

solutions

Objectives

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

Classroom Hallway CafeteriaAll School Settings

Respectful

Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells

Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self

Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume

Responsible

Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines

Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell

Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times

Ready

Carry supplies appropriatelyBe aware of people around you

Leave books/binders/coats in lockerGo directly to café Have money & number ready

Arrive on time and restedBe ready to participateKnow and follow school expectationsP

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EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

• Listen to others• Use inside

voice • Use kind words• Ask permission

• Enter/exit classroom prepared

• Use inside voice

• Listen to others• Acceptdifferences• Use kind words• Encourageothers

• Use quiet voice

• Follow directions

• Eyes/ears on speaker

• Raise hand to speak

• Contribute to learning

Be Responsible

• Be prepared• Follow

directions• Be a problem

solver• Make choices

that support your goals

• Place materials in correct area

• Begin warm-up promptly

• Use Time Wisely

• Contribute• Complete your

part

Be a TASK master

• Use your neighbor

• Follow directions

• Take notes• Meet your

goals

Be Safe

• Keep hands, feet, and objects to self

• Organize your self

• Walk

• Walk • Use Materials Carefully

• Keep hands, feet, and objects to self

• Stay at seat• Keep hands,

feet, and objects to self

Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities.

“Show me you are listening” How to determine if you are doing well in class

Establish a signal for obtaining class attention

Teach effective transitions.

Procedures and Routines

Map School-wide Rules & Expectations to Classroom Routines

School Rule Be Safe Be Respectful Be Responsible

Expected Student BehaviorsWalk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriately

Use kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned off

Follow school rulesRemind others to follow school rulesTake proper care of all personal belongings & school equipmentBe honestFollow game rules

Classroom RoutinesStarting the day put personal belongings in designated areas

turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30

Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class

Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished

Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

Lining Up

Neatly place books and materials in your desk.

Sit quietly when you hear the “quiet” signal.

Quietly stand up when your name (or row) is called

Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward, use your bubble

Elementary Example

Class Discussion 1. Prepare for discussion by reading the required

assignment in advance. 2. Wait until the other person is finished speaking before

your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions: Use

appropriate expressions of disagreement.

Entering the Classroom 5. Enter the classroom before the bell rings. 6. Take your seat and get out of materials you need for

class. 7. Talk quietly until the bell rings. 8. Begin the morning assignment on the side chalk board

when the bell rings.

Secondary Examples: Routines

When do you use it?

How do you transition ?

What is your attention signal?

Look over activity 9a and 9b, and the Maps on the following pages of your handout.

How could this be used in a staff meeting/grade level meeting?

How will you get buy in so it is used to support teachers and students in ALL classrooms!

Team Time

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

What is your feedback ratio?

Positive environment established a) 5 positive comments to every

correction/negative b) First comment is positive/ celebrations

Invite buddy to observe for 10 minutes to take data

Record yourself and take the data

5:1 Feedback Ratio

Handout

Interdependent Group-Oriented ContingencyDefinition: Reinforcement of the class/group is

contingent on the behavior of the whole class/group.

Pros: Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices.

Cons: Scape-goating may occur. Students may blame one student for the class/group not earning the reward. One student may sabotage earning the reward for the whole group.

Group Contingencies

I am now responsible for another person’s success….

Everyone is responsible for managing behavior◦ “Hey- that’s not cool”◦ “We don’t do that here…”

Group Contingencies

General overview◦ Students divided into teams◦ Points allocated based on student behavior when

game is in effect◦ Rewards delivered periodically (end of day, end of

week) based on points earned

Team Support: Overview

1. Determine when game will occur2. Break class into teams3. Review rules for Team Support4. During game, provide points 5. Game ends, deliver recognition

◦ What is the goal? Pre-announced versus hidden

◦ Who wins Team with highest points versus everyone “over the

bar”

Team Support

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

Time & effort

Unpleasant feeling

Lesson disruption

The Continuum of Redirection Redirecting student attention

should involve the LEAST amount of:

What is your continuum of redirection?

Group Work:

Create a continuum of redirection.

Start with the least interruption to learning.

Select theleast intrusive

strategy to gainstudent cooperation.

Ignore

No LessonBreak

LESSON BREAK

Change seating

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

The education community knows what works: professional development, consistent and thorough classroom observation and using results to help good educators become great.

Mary Bell, president of the Wisconsin Education Association Council

Milwaukee Journal Sentinel editorialOct 25th, 2011

Wisconsin Teacher Discipline Bill

IMPORTANT:

Performance Feedback = Evaluation

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How will staff get skills?

“If you don’t feed the teachers, they will eat the children”

Leadership Team will:◦ Conduct needs assessment- make professional

development decisions based on results Self assessment, Classroom Check-up Walk through

Building Systems to Support Best Practices in the Classroom

Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer

Effective Classroom Management PracticesCurrent Status

Not In Pl0

Partial 1

In Place 2

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations)

ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIRONMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding

a) Classroom activities have locationsb) Teacher able to monitor whole class c) Traffic patterns established

FEEDB ACK4. Active supervision of classrooma) moving through classroom, scanning, interacting 5. Positive environment establisheda) 5 positive comments to every correction/negativeb) First comment is positive/ celebrations

MAXIMIZING STUDENT ENGAGEMENT6. Maximize academic engagement a) Opportunities for student responses (0.5/min) 7. Promote academic successa) Academic success rate matches level of learningb) Curricular adaptations available to match student ability 8. Vary modes of instruction

ADDRESSING PROBLEMATIC BEHAVIOR9. Hierarchy of responses to problem behaviora) Do not ignore moderate/intense problem behaviorb) Specific feedback for social/academic errorsc) Responses to problem behavior allow instruction to continue10. System available to request behavioral assistance

Summary Score Total Points = ______ X 100% = % 20

◦Develop Annual Training Calendar ◦Created timelines for implementation of each

feature Weekly skill and/or feature mini-lessons Cool Tools

◦Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Dedicated time during staff meetings

◦Planned booster session◦Orientation for new staff

University of MissouriAdapted from Lori Newcomer, Ph.D.

Develop system to present best practice and encourage teacher engagement and implementation

Create small learning communities◦ Ability for teachers to observe each other◦ Get access to data- performance feedback

Team builds structure- Grade level teams provide support Buddy system Core master teachers

How will staff get feedback

• Observation, Take Data, Provide Feedback

• Periodic self-assessment for progress monitoring and fidelity check

IMPORTANT:

Performance Feedback = Evaluation

Data System

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