Classroom ManagementBoot Camp for New Teachers!

Regina M. Oliver, Ph.D., BCBA-D & Troy Baker

Advanced Organizer• Positive Behavior Interventions and Supports (PBIS) and

Behavior Intervention Support Teams (BIST) Overview• Why is Classroom Management Important?• Effective Classroom Management• Principles of Behavior• Student-Teacher Relationships• How to Access Help in your Building

BIST Main ComponentsBehavioral Intervention Support Team

2 School-wide Rules

3 Life Skills

Grace and Accountability

Early Intervention

Triage

2 School-wide Rules

It’s never OK to be disruptive.

It’s never OK to be hurtful.

Three Life Skills

I can have an uncomfortable feeling and not get in trouble.

I can be OK even if others are not.

I can do something even when I don’t want to.

What students need to change:

Graceand

Accountability

Grace is: Giving Responsibility and

Accountability to Children in Education Providing what students need, “You’re

too important to let you behave this way.”

Having a relationship when students reject you

Having the courage to hold students accountable

Grace is not: Being permissive, that’s enabling Lowering standards Giving more chances Rigid, but there are clear boundaries

Accountability is: Guiding students to look at what

problem the behaviors create in the students’ lives and how they can develop the 3 life skills

Providing consequences to protect them and a plan to practice missing skills

Waiting for students to partner with adults

Accountability is not: Using anger to get to compliance Punishing students Withholding attention, the

relationship is a means to accountability

Lecturing kids

The 5 Steps to Accountability: I did it. I’m sorry. It’s part of a problem in my life. I accept the consequences. I accept and need help.

Four Questions the Adult Community Must Answer

What does the student’s repetitious behavior tell us s/he can’t manage?

What restrictions does s/he need based on what s/he can’t manage?

What skill do we need to teach them while s/he is restricted?

What will the integration process from restrictions to no restrictions look like?

Discussion Questions How do you feel about GRACE and

ACCOUNTABILITY? What information do you need?

Do you feel that the students can reach all 5 Steps to Accountability?

What are the purposes of restrictions? What should restrictions look like at Everett? What shouldn’t they look like?

Early Intervention Stop the behavior when you see it,

don’t wait until you feel it. Be intrusive Deal with “Gateway Behaviors” What good classroom managers do

all the time (proximity, the evil eye, etc.)

Gateway Behaviors What are the gateway behaviors

that you see in your classroom? On the playground? In the hallways? In the cafeteria?

What classroom management techniques do you use to stop them?

Three Levels of Triage Building level

Classroom level

Individual or small group

Building Triage Arrange supervision so every child is

greeted.

The best way to keep problems out of the building is through personal contact.

Classroom Triage A quick glance at the class.

Teachers already do this, but we need to be consistent and intentional.

It takes 5-7 minutes

Be sure to include a way to know how students are doing emotionally.

Individual Triage Designed as a proactive measure to

meet individual student needs. Increase relationships for student

within the building. Develop student’s skills to identify

feelings and problem-solve. Can be prior to the start of the day

and/or throughout the day.

Caring Confrontation What do you think of when you hear

the word confrontation? Confrontation is frequently

associated with negative emotions Never confront with anger We want to use language that will

allow the student to partner with us as we strive towards change and growth.

Caring Confrontation Use phrases that focus on the

student “I see… (disruptive behavior)” “Can you… (desired behavior)” “Even though… (student’s feeling)”

Practice these at your table…

Placement Continuum Regular Seat Safe Seat Buddy Room Recovery Office Home

DECIDE WHERE THEY GO BASED ON WHERE THE ACTING OUT STOPS.

Processing Build relationship--”How are you?” Find out what happened-- “Can you tell me what

happened?” Identify the missing skill-- “Sounds like you weren’t OK

when...” Validate-- “I would be mad too if…” Connect the feeling to the behavior-- “What did you do

when you were mad?” Set standard and goal-- “At this school it’s never going to

be OK to …” Plan to manage the missing skill--”Next time you’re mad,

what will you say/do? Where will you go? Who will you talk to?”

Practice Guide an Apology & Restitution

ProcessingProcessing always goes back to the 3

Life Skills:

I can have an uncomfortable feeling and not get in trouble.

I can be OK even if others are not.

I can do something even when I don’t want to.

How students move through the continuum… Moving to the safe seat Moving to the buddy room Moving to recovery (what and where

is recovery)

Key is Building Relationships with StudentsWe do this through: Triage

Closure for students (handshake, goodbye, high five, hug, etc)

What else? Brainstorm and share ways that you build relationships in your classroom.

What is PBiS?

● STUDENTS

• 5 %

• 5-10%

• 80-90%

The purpose of school wide PBiS is to establish a climate in which appropriate behavior is the norm.

PBiS is not...➢a specific practice or curriculum…it’s a

general approach to preventing problem behavior

➢limited to any particular group of students…it is for all students

➢new…its based on long history of behavioral practices & effective instructional design & strategies

Three Tier Prevention Model Logic•Primary/Universal interventions

implemented with ALL to prevent inappropriate behavior

•Secondary/Targeted interventions implemented with SOME to reverse inappropriate behavior patterns

•Tertiary/Individualized interventions implemented with a FEW to reduce harmful effects of severe behavior

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

Multi-Tiered Systems of Support

CLASSROOM MANAGEMENT

Why is Classroom Management Important?• Single most common request for assistance from

teachers is related to behavior and classroom management (Rose & Gallup, 2005)

• School discipline issues such as disruptive classroom behavior increase teacher stress and burnout (Burke, Greenglass, & Schwarzer, 1996; Smith & Smith, 1996)

• One of the top reasons teachers leave the profession

Insufficient Classroom Management Competencies

• Higher rates of discipline problems in the classroom (Berliner, 1986; Espin & Yell, 1994)

• Lost instructional time and decreased academic engagement (Gunter et al., 1993)

• Teachers find it more challenging to meet the instructional demands of the classroom (Emmer & Stough, 2001)

• Teachers will be less effective in improving student outcomes in academics (Tooke, 1997)

Prevention Efforts• Children’s behavior is shaped by the social

context of the environment during the developmental process

• The progression and malleability of maladaptive behavior is affected by classroom management practices of teachers in the early grades (Greer-Chase et al., 2002)

• Aggressive students in aggressive, disruptive classroom environments are more likely to be aggressive in later grades (Greer-Chase et al., 2002)

Apply the 3-Tiered Model to Your Classroom

Effective Classroom Management Plans

• Daily Schedule• Physical Organization• Class Rules• Class Routines• Managing Student Work• Accommodating Diversity• Collecting Data and Adjusting Plan

Evidence Based Practices in Classroom Management1. Maximize structure2. Post, Teach, Review, Monitor, and reinforce a small

number of positively stated expectations3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior5. Establish a continuum of strategies to respond to

inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

1. Maximize structure in your classroom

• Develop Predictable Routines• Teacher routines: volunteers, communications,

movement, planning, grading, etc.• 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.)

Classroom Physical Arrangement

• Visibility• Teacher see students at all times• Students see teacher, instructional materials, and displays

• Accessibility• Teacher movement and access to all students• Students and teacher easily access materials• Keep high traffic areas free of congestion

• Distractibility• Students seated away from obvious distractors• Separate disruptive students

Evertson & Harris (2003)

2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

•Establish behavioral expectations/rules.•Teach rules in context of routines.•Prompt or remind students of rule prior to

entering natural context.•Monitor students’ behavior in natural

context & provide specific feedback.•Evaluate effect of instruction - review data,

make decisions, & follow up.

A Little Clarification About Expectations and Rules…

SW Expectations

Class Expectations

Expectationsfor Routines

CHAMPS helps

with this

Classroom Rules (Behavioral Examples of

Expectations)

Establishing Expectations

Expectations/Rules • expected norms of behavior• Function: to prevent or

encourage certain behaviors• Rules are limited in number

and do not change

Routines • ways of getting classroom

activities completed• Function: to establish routines

for predictability, reducing problem behavior, and saving time

• Procedures are unlimited in number and may change

Classroom Expectations vs. Classroom Rules

• Expectations: behaviors expected of all students and staff in all settings

• Rules: specific skills you want students to exhibit and the procedures you want students to follow in specific settings

Similarities Between Expectations and Rules

• Both should be positively stated – tell students what you want them to do

• Both should be limited in number• Both should line up with your school’s

school-wide expectations• Both will clarify criteria for success

Rules within Routines Matrix

Routines

Expectations

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe • Rules

Be Respectful

Be Responsible

Develop a Plan for Teaching Students to Engage in Routines

Conversation: How much & what type?

Help: How do they let you know they need it?

Activity: What is it? How long should it take?

Movement: How and when can students move?

Participation: How will students be active and show engagement?

onversation

• What does it sound like?• Can they engage in conversations?• How loud? How will you judge this? (Zone

system?)

elp• Hand Signal (1 finger, 2 fingers, 3 fingers)• Colored toilet paper tube (red and green)• Styrofoam cup on a string• Flags on the desk• Cardstock pyramid: “Please help me” and “Please

keep working”• Stand up your textbook• Post-It for Help• “Red Folder” of alternative work

Tip: Students always continue to work while waiting

ctivityovement

articipation

• What does it look like?

Teach Rules in the Context of Routines

• Teach expectations directly.

• Define rule in operational terms—tell students what the rule looks like within routine.

• Provide students with examples and non-examples of rule-following within routine.

• Actively involve students in lesson—game, role-play, etc. to check for their understanding.

• Provide opportunities to practice rule following behavior in the natural setting.

Teaching Your Rules and Routines

• Explanation• Define in concrete terms• Rationale• Demonstrate/Model: examples & nonexamples

• Rehearsal• Practice• Determine if re-teaching is necessary

• Feedback• Specific praise• Error correction

• Reteach

Lesson PlanNAME OF RULE

Students will use a question card when they need my help during independent work time.

ROUTINEStudents will be taught how to use a question card during independent work time.

OPERATIONAL DEFINITION OF EXPECTED BEHAVIOR WITHIN SPECIFIC ROUTINE

When students need my help during independent work time they will flip there question card up on their desk. This signals to me that they have a question while I am circulating around the room. Students will be taught to skip that problem and work on another problem until I can get over to them to answer their question.

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POSITIVE EXAMPLESStudent flips up question card and continues working on another problem.

PRACTICE OR ROLE PLAY ACTIVITIESStudents will practice using question card. Students will blurt out answer and I will prompt them to use the question card.

WAYS TO PROMPT EXPECTED BEHAVIOR

Go over to student and point to question card.Quietly remind student to use question card.Respond to students who use question card.

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NEGATIVE EXAMPLESStudent flips up question card but does not continue working.Student blurts out question instead of using question card.

Lesson Plan

PROCEDURES FOR MONITORING STUDENT BEHAVIORNumber of times students use the question card. Number of times students blurt out question or get out of their seat.

PROCEDURES FOR RECOGNIZING APPROPRIATE BEHAVIORPositive praise: thank you for using the question card.Responding to students that use question card.

PROCEDURES FOR CORRECTING INAPPROPRIATE BEHAVIORQuietly reminding student to use question card.Responding quickly to students that use the question card. For some students this might be a quick touch (John I see you have a question, I will be right there. Remember to go on to the next problem).

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Social Skills Lesson Plan

3. Actively engage students in observable ways.

● 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)

Range of evidence based practices that promote active engagement

● Direct Instruction

● Computer Assisted Instruction

● Class-wide Peer Tutoring

● Guided notes

● Response Cards

4. Establish a continuum of strategies to acknowledge appropriate behavior.

•Specific and Contingent Praise

•Group Contingencies

•Behavior Contracts

•Token Economies

Specific and Contingent Praise•Praise should be…

• …contingent: occur immediately following desired behavior

• …specific: tell learner exactly what they are doing correctly and continue to do in the future• “Good job” (not very specific)• “I like how you are showing me active listening by

having quiet hands and feet and eyes on me” (specific)

Praise Guidelines(Source: Reavis, Kukic, Jensen, Morgan,

Andrews, Fister, 1997)

I-Feed-VI = immediateF = frequentE = enthusiasmE = eye contact (?)D = describe the behaviorV = variety

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STUDENT-TEACHER RELATIONSHIPS

What Does 4 Positives to 1 Negative Mean?

• Students should experience more positive interactions (ratio of 4 positives for every negative) on all locations of school.

• Positive Interactions=• Behaviorally specific feedback as to what the student did

right (contingent)• Smile, nod, wink, greeting, attention, hand shake, high

five (non-contingent)• Negative Interactions=

• Non-specific behavioral corrections• Ignoring student behavior (appropriate or inappropriate)

Examples• High Fives, Gotchas• Traveling Passport• Super Sub Slips, Bus Bucks• Back/front of bus• Free homework coupon• Discount school store, grab

bag• Early dismissal/Late arrival• First/last in Line• Coupon to store or restaurant• Positive Office Referrals• Extra dessert

1-Free PeriodFile stufferCoffee CouponGolden PlungerGive Em’ a HandKudos

Success is more likely in the longer term when….

Prevention creates more positive than negative consequences

Adults may need a tangible tool for monitoring ratios of praise to reprimands

How to Access Help!• PBIS coach (1 x week)• School Psychologist• BIST Consultant (1 x month)• SAT process• Special Education