Classroom Management: Systems & Practices

Center on Positive Behavioral Interventions & Suports

www.pbis.orgGeorge.sugai@uconn.edu

February 2006

7

PurposeReview critical features & essential practices of behavior management in classroom settings

Goal: Review of basics & context for self-assessment

Classroom Management Challenges

• Informal & untaught• Reactive & ineffective• Disconnected from SW

• Lack of staff fluency• Lack of durability• Lack of instructional fluency

Why formalize classroom management?

Arrange environment to maximize opportunities for–Academic achievement–Social success–Effective & efficient teaching

Guiding Principles• Remember that good teaching

one of our best behavior management tools–Active engagement–Positive reinforcement

• Apply three tiered prevention logic to classroom setting–Primary for all–Secondary for some–Tertiary for a few

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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

Designing School-Wide Systems for Student Success

Organizational Features

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

• Link classroom to school-wide–School-wide expectations–Classroom v. office managed rule

violations

Nonclassr

oom

Setting Syst

ems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

• Teach academic like social skills–Tell/model/explain–Guide practice–Monitor & assess–Give positive feedback–Adjust & enhance

• Build systems to support sustained use of effective practices–SW leadership team–Regular data review–Regular individual & school action

planning

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBS Implementation

Logic

Effective classroom managers

• 7 minutes (pick recorder & spokesperson)

• What do effective classroom managers do daily?– 2-3 formal & 2-3 informal strategies

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease1 Minute

Three Basic CM Elements

1. Instructional/Curricular Management

2. Environmental Management3. Proactive Behavior

Management

Essential Behavior & Classroom Management

PracticesSee Classroom Management

Self-Checklist (6/17)

1. Increase ratio of positive to negative teacher to student interactions– Maintain at least 4 to 1– Interact positively once every 5 minutes– Follow correction for rule violation with

positive reinforcer for rule following

Positive acknowledgements

• Take 5 minutes • Identify 2-3 formal & 2-3 informal

strategies to positively acknowledge student behavior in classroom

• Report sample from your team discussion (1 min. reports)

AttentionPlease1 Minute

• Strategies, e.g.,–Tear card–Self-record–Video taping–Peer observation–

2. Actively supervise at all times– Move continuously– Scan continuously & overtly– Interact frequently & positively– Positively reinforce rule following

behaviors

3. Positively interact with most students during lesson

– Vary type of contact• Physical, verbal, visual contact

– Vary by individual & group – Mix instructional & social

interactions

4. Manage minor (low intensity/frequency) problem behaviors positively & quickly– Signal occurrence– State correct response– Ask student to restate/show– Disengage quickly & early

5. Follow school procedures for chronic problem behaviors– Be consistent & business-like– Precorrect for next occurrence– Follow SW procedures for major

behavioral incidents– Develop individualized plan for

repeated incidents

6. Conduct smooth & efficient transitions between activities

– Teach routine– Limit to time required for student to

be ready– Engage students immediately

7. Be prepared for activity– Have filler activities– Know desired outcome– Have materials – Shift phases of learning

• Acquisition, fluency, maintenance, generalization

– Practice presentation fluency

8. Begin with clear explanations of outcome/objective

– Provide advance organizer– Create focus or point of reference

for assessment

9. Allocate most time to instruction

– Fill day with instructional activities– Maximize teacher-led engagement

10.Engage students in active responding

– Establish & expect behavioral indicator

• Write, verbalize, manipulate materials

– Enable immediate assessment of learning & instructional impact

11. Give each student multiple ways to actively respond

– Vary response type• Individual v. choral responses• Written v. gestures

– Use peer-based assistance

12.Regularly check for student understanding

– Vary assessment type• Immediate v. delayed• Individual v. group

– Review previously mastered content

– Check for existing knowledge

13.End activity with specific feedback

– Review performance on expected outcomes

• Scheduled activities• Academic v. social• Individual v. group

14.Provide specific information about what happens next

– Describe follow-up activities• Homework, review, new activity, choices• Immediate v. delayed• Following lesson

– Describe features of next lesson

15.Know how many students met learning objective/outcome

– Administer probe• Oral, written, gesture

– Immediately graph/display performance

16. Provide extra time/assistance for unsuccessful students

– Determine phase of learning• Acquisition -> re-teach• Fluency -> more practice• Maintenance -> reinforcement/feedback

– Schedule time during/before next lesson

17. Plan activity for next time activity– Consider phase of learning

• New outcome• Reteaching• Practice• Maintenance/generalization

– Modify/select materials

How did I do?14-17 “yes” = Super10-13 “yes” = So So<9 “yes” = Improvement needed

Non-example Action Plan Strategies- Purchase & distribute classroom

management curriculum/book- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day in-

service- Observe in effective classroom - Observe & give feedback

What is likelihood of change in teacher practice?

Example Action Plan Strategies

+ Build on SW System+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

Classroom Management• 15 minutes • Review “Classroom Management

Self-Assessment” & discuss possible practices/systems applications

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease

1 MinuteSpokesperson

References• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing

for success. Longmont, CO: Sopris West.• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional

strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.

• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.

• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.