Classroom Management Strategies and Targeted Interventions Terrance M. Scott University of Florida

Classroom Management Strategies and Targeted

Interventions

Terrance M. Scott

University of Florida

Discipline is….

The actions parents and teachers take to increase student success (Charles, 1980).

PreventionRules,

Routines, Arrangements

ReactionPositive and Negative

Consequences

Discipline Works When ….

Prevention creates more Positive than negative consequences

Punishment(failure)Reinforcemen

t(success)

4 : 1

Characteristics of Effective Classrooms

Effective Classrooms

-low incidence of behavior problems

-high success rates (80% or better)

-Academic learning time/engaged time -time with materials or activities related

to the outcome measures that are being used

1. Instruction guided by pre-planned curriculum

learning goals and objectives established. sufficient allocated time for each goal is

established. curriculum calculated to provides kids

several opportunities to learn.

2. Students are carefully oriented to lessons

• specify goals and objectives• modeling• pacing • questioning • prompting• appropriate feedback• praise• corrective feedback• low rates of criticism

4. Established standards for classroom and school

“Characteristics of Effective Rules”

• Expected behaviors are explicit• Rules are stated positively• Rules are stated succinctly• Rules are stated in observable terms• Rules are made PUBLIC…easy to see• Ensure enforceability/reward• Smaller numbers of rules (about 5)• Consistency• Rules need to be taught• Model the rules for the students

5. Teacher/Student Interaction

-high expectation for student learning

-incentives and rewards to promote excellence

-personal interactions between teacher/student are positive

Classroom management

Instruction of both academic and social behavior through teaching important rules and developing routines and physical arrangements to maximize the probability that students will be successful with those rules in school and in life.

Classroom Management Components

Component 1: Teach important behaviors.

Component 2: Facilitate student success in the school and in life.

Component 3: Measure and communicate success of management by the success of individuals. Teach Important Behavior Facilitate Success Evaluate Individual Success

YES YES YES Explicit instruction of key academic and social behaviors

Success is facilitated via the environment (routines, individualized instruction, reminders, assigned seating, etc.)

Success of management is judged by student success. Success is acknowledged and failure leads to re-teaching and facilitating success

Classroom Management:Alternative Perspectives

• No Control– No rules or structure– Students “discover”– What is teacher’s role?

• Over-control– Strict control of all actions– Harsh consequences– Teacher as authority figure

Control refers to our ability to predict behavior under specific circumstances

Logic - Effective Management:Academics

Teach: b-i-k-e spells the work bike and represents a bicycle Situation Behavior Consequence

Classroom1 letters b-i-k-e “bike” “Good reading!” Classroom2 “bike” in book Reads and

understands Good grade on test

Real World

“let’s ride bikes after school” note from

friend

Reads the note and takes bike to friend’s

house

Engages in bike ride with friend

Teach: 2 + 2 = 4

Situation Behavior Consequence Classroom1 T: what is 2 + 2? “4” “Great job” Classroom2 2 + 2 in story

problem Writes “4” Successfully

completes assignment

Real World

Students wants to purchase 2 toys for $2 each but has only

$3

Adds the costs and realizes that he can only afford one –

buys one toy

Successfully completes

transaction and plays with toy

Logic - Ineffective Management:Academics

Teach: 2 + 2 = whatever you want it to Situation Behavior Consequence

Classroom1 2 + 2 “3” “sure, whatever” Classroom2 2 + 2 in story

problem Writes 5 and hands

in “thanks”

Real World

Students wants to purchase 2 toys for $2 each but has only

$3

Adds 2 + 2 and gets 3. Takes toys to the counter and tosses

down $3

Clerk tells student “morons can’t buy these toys – come back with your

mom!”

?

Academic vs. Social Behavior• Academics Skills

– Factual– Static– Immutable

• Social Skills– Age dependent– Culturally dependent– Contextually dependent

Key Question:What will make students successful when the leave the classroom?

Logic for Social ManagementTeach: Say “please” when requesting something

Situation Behavior Consequence Classroom Desire assistance

from peer “Sandy can you help

me please?” Peer: “Yes how can I

help you?” Real World Desire to look at

person’s map on street

“Can I please see your map?”

“Sure” - person shares map

Teach: when you want something, cover your eyes, yell “fish sticks,” and hop in circles

Situation Behavior Consequence Classroom Desire assistance

from teacher Cover eyes,

yell “fish sticks”, hop in circles

Peer: “Yes, how can I help you?”

Real World Desire to look at person’s map on

street

Cover eyes, yell “fish sticks”,

hop in circles

“Step off creep!” - sprayed with mace

Effective Classroom Management

The Components of Effective Management: Generic Skill

(what we want student to do)

Rule (what we teach)

Routines and Arrangements

(what we do to facilitate) The exact behavior that

will mean success for the student and what we will

be assessing

The key rule that is necessary for the student to understand and apply in

order to be successful

• Our “bag of tricks” – things we do in make our instruction more likely to be successful for the student

Assessed Outcome Responses Success = student engages in behavio r as taught

• Provide positive feedback

Failur e = student does not engage i n behavio r as taught

• Provide correction and further facilitation to get success – then provide positive feedback when success is demonstrated

2. routines, prompts, cues, seating arrangements, questioning, scanning, etc.

1. rationale, example selection and sequencing, model, supervised practice, effective feedback, etc.

3. Observe behavior during Instruction and in real world, provide feedback & fade

Academic - Effective

Effective Management: Academic Behavior 2 + 2 Skill




(what we do to facilitate) 2 + 2 = 4 when you see“+” means to

add the two numbers together by counting

• Prompts and reminders • Practice • Authentic examples • Peer tutoring • Manipulatives • Etc.

Assessment Outcome Responses Success = “4” • Yes, that’s right – wow you’re smart! Failur e = “5” • No not 5, look count these fingers – 2 and 2 more equals . . .

Yes, now we know 2 + 2 = 4!

Social - EffectiveEffective Management: Behavior Instruction – Remain in Seat

Skill (what we want student to

do)



(what we do to facilitate) Remain seated during class when class begins you will

remain sitting in your seat with your feet on the floor

• Reminder when class begins “remember to stay in your seats”

• Move about the room and frequently walk by student

• Seat student near the front of the room and away from distracting peers

• Schedule breaks when students can get up and move around

Outcomes Responses Succes s = remains seated • “You’re doing a great job of staying in your seat today”

• “Thanks for remembering to stay seated” Failur e = gets out of seat First response • “Where are supposed to be right now – could

you please show me you can do that.” Second response: • “You are out of your seat again – that

means you’re going to miss some recess and we’ll need to talk about how to help you remember.”

Ineffective Management: Behavior Instruction – Remain in Seat Skill




(what we do to facilitate) Remain seated during class when class begins you will

remain sitting in your seat with your feet on the floor

• (no facilitation)

Outcomes Responses Success = remains seated • (no response) Failur e = gets out of seat • I told you to sit in your seat – now you’re going to stay in at

recess

Ineffective Social Management

2. no facilitation of success In the environment

1. just a rule - no models, no Thought to examples or practice

`

3. Ignore positive behaviorand no correction for errors

Classroom Management

Component 1

Instruction

Ineffective Instruction: Sets the

Occasion for

Student Failure

Effective Instruction

•Effective example selection and sequencing•Task analysis•Facilitate success•Delivered at the level of the student

Effective instruction is:

Instructional Sequence• Presentation - tell and model• Recitation - student Q & A• Individual Work - with teacher feedback

-make sure students get it• Group work

-activities, experiments, etc.-chance to discover application to real

world• Test

- Make sure they have skill fluency

Let’s try non-explicit social instruction:

What is Zore?

The concept is ZoreSocial ConceptAll examples are accurate

ACTIVITY

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE

-

TESTING OUTCOMES

-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

EFFECTIVE MODELS

EFFECTIVE PRACTICE

TESTING OUTCOMES

EFFECTIVE INSTRUCTION

= osh = osh= osh

Osh =

= not osh

= not osh = osh

RED SIDED RECTANGLESUCCES

S

= osh

Rule Guidelines

Development-small number-state positively-concise-concrete - (can model)

Implementation-be consistent-be business-like

-reinforce compliance

Create Matrix

Respect Self Respect Others Respect PropertySidewalk • Walk

• Sta y i n line• Mov er direct ly to

you r destination

• Hands and fe et toself

• Arm’ s lengthbehin d next person

• Quiet andrespectful

• Sta y tot he rightRestroom • Tak e on ly yourself

• Mus t hav e arestroo mpass

• Go qu icklyandquietly

• Leav e i t a s n iceasy ou f oundit

Respecting Others

WHAT YOU SAY TO OTHERSUse nice words and actions

Examples: please, thank you, may I, excuse meNon-Examples: put downs, name calling

HOW YOU SAY THINGSUse a pleasant tone and volume of voice

Examples: calm voice, quiet voice, explainNon-Examples: yelling, growling, arguing

WHAT YOU LOOK LIKEShow that you are calm and interested

Examples: open posture, nodding, eye contact, personal spaceNon-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists


Component 2


Smooth and Effective Transitions

1. teach transition rules

2. avoid disruptive practices/routines

3. schedule to minimize transitions

4. Pre-correction - advance organizers

5. create routines

Routines: Classroom Transition Examples

Rules for Transition out of Classroom

Use: insures clean-up and prevents riot on way out of class

• put items in desk• sit quietly• wait for teacher to dismiss• reinforce quiet/compliant students with first dismissal

Routines: Classroom Transition Examples

Transition LotteryUse: efficient lesson transitions to undesired subjects

• teacher numbers all books• at transition time, teacher gives directions and gives

signal for a lottery• teacher pulls numbers from a jar and provides a prize

for the student whose number was pulled

• Select the least intrusive prompt necessary• Plan to fade

prompts• Try to first use

prompts as prevention

• Use prompts as first level of correction

Prompts, Cues, & Pre-corrects

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Chris

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Arrangement





Prompt

Pre-Correction

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Prompts






Component 3

Assessment and Consequences

• Use the least amount necessary• Approximate and/or pair with natural

reinforcers• Make part of

routine and systems

• Pre-plan and teach consequences

Effective Reinforcement

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• Use the least amount necessary• Pre-plan and teach• Use only with

reinforcement for replacement behavior

• Should defeat function of problem behavior

Effective Punishment

Chris: Punishment

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Avoid Power Struggles



Ignoring

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Targeted Groups

Social Skills Instruction to Small Groups

3.1

3.1

Teach

• teacher gives clear set up explanations• definition of essential rule• description of skill components and variations



Skill:Impulse Control

2.8

2.3

Discuss and Engage





Skill:Impulse Control

1.2

Teach Listening



Key rules are madeexplicit

Model

• model / demonstrate the skill– select competent and respected students and adults

– only the teacher models incorrect responses

– select examples from natural context

– at least two positive demonstrations of each example

0.20.2

Model Listening



Make clear what the key rulesare by pointing themout in each modeling episode

2.4

Model Positive Example



Skill:Impulse Control1. Stop2. Think3. Pick an action4. Go

1.3

Prompts and Pre-Correction



1.91.8

Non-Examples





Leave a step out and make students identify it1. Stop2. Think3. Pick an action4. Go

2.7

2.6

Connect Negative and Positive Examples





1.5

1.4

Prompting





2.1

Prompting and Reinforcement



Practice

• role play activities – focus on relevant features – have student "think aloud"– teacher can provide coaching during lesson– teacher may need to prompt appropriate

responses– involve all members of the group by assigning

tasks / questions– have student self evaluate after activity

0.3

Practice Listening



Involve all students in each practice session by giving them jobs and engaging them afterward

1.7

Set-Up Role Play Practice



Review & Test

1. review essential rule for the day

2. test on untrained examples through role plays

3. test each student as often as possible (daily)

4. request demonstration of skill whenever possible (verbally or role play)

5. lesson homework

3.3

3.2

Impulse Control





1. Stop2. Think3. Pick an action4. Go

3.5

3.4

Impulse Control





1. Stop2. Think3. Pick an action4. Go

4.044.03

Responding to Teacher:Teaching & Modeling

Rule: Keep a calm voice and explain





4.07

Responding to Teacher:Practice


are needed to see this picture.4.08



4.09

Engaging a Reticent Student in the Modeling



Promoting Maintenance and Generalization

• Strategies To Use During Training– Use naturally occurring examples within

role plays– Use naturally occurring reinforcers– Use appropriate language– Pinpoint activities students likely to engage

0.6

Train for Generalization



4.05

Train for Generalization



The University of FloridaDoctoral Program In Behavior

DisordersTerry ScottDept. of Special EducationPO Box 117050Gainesville, FL 32611-7050

(352) 392-0701 x [email protected]

Documents

Classroom Management Strategies and Targeted Interventions Terrance M. Scott University of Florida