Copyright © 2008 Mississippi Department of Education Classroom and Behavior Management 1

Copyright © 2008 Mississippi Department of Education

Classroom and Behavior Management

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Effective Classroom Management

Behavior management Teaching routines Ratio of 6-8 positive to 1 negative

adult-student interaction Instructional management

Curriculum & instructional design Environmental management


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Nonclassroom Systems

Teaching expectations & routines

Active supervision Scan, move, interact

Precorrections & reminders Positive reinforcement


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Individual Student System

Behavioral competence Function-based behavior support

planning Comprehensive person-centered

planning & wraparound processes Targeted social skills instruction

Self-management Individualized instructional &

curricular accommodations


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Creating Positive School Climates: Some Features

Create continuum of behavior supports from a systems perspective

Focus on behavior of adults in school as unit

Establish behavioral competence


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AntecedentsClassroom


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Areas To Be Observed in the Classroom

Classroom Arrangement Efficient Time Management Smooth Transitions Clear Expectations Active Supervision Consequences for Positive and Negative

Behaviors Clear learning goals communication

through visual or auditory means.


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Classroom Arrangement

Seating arrangement for visibility of all students at all times

Smooth student movement in the room

Accessible equipment/books Instructional displays within

eyesight of the students


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Proactive (Antecedent) Strategies

Structure the Physical Space Seating arrangements Examples?

Use Proximity Control Anticipate problems The “wandering reinforcer” Examples?

Motivation and Encouragement Tell them what you want, what will

happen, and give them immediate positive feedback when you get it

Examples?


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Physical Environment Public/Private

Space Arrangement of

furniture Movement in

the classroom Visual lines Storage Aesthetics


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Time Management and Smooth Transitions

Minimize time spent on organization and transitions

Spend less time on taking roll, students standing in line, time between one activity and the next


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Procedures, Routines, and RulesEffective Teachers Teach Procedures

Using the washroom Fire and Disaster Drills Leaving the building Heading on the paper Collecting papers Bell assignments Sharpening pencils Movement in the class Answering questions


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What variables need to be considered in Organizing the Classroom?

Technology (Powerpoint, computers as tools)

Discussion (Small group vs. Large) Hands On Experience Partnering Seatwork Peer Tutoring Lecture Video/Film “Grouping”


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Increase Academic Engaged (Learning) Time

Three basic components: the percentage of the day scheduled for

academics (should be at least 70%) on-task time of the student (should be at

least 85%) success of the student when

academically engaged (should be at least 80%)


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Clear expectations established and visible in the classroom

Components of the school-wide PBS plan Use of Pre-correction

Antecedent intervention that aims to reduce predictable problem behaviors and increase appropriate replacement behaviors through the daily review of setting specific rules prior to being released into that setting or beginning a new activity.


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Classroom Management

How can this be accomplished? (Prevention?)

Using appropriate instructional strategies.•Deciding whether to group students based

on ability or other special characteristic.Being invested in your own job (e.g., “You

have to like them.”


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Characteristics of Good Classroom Rules: Keep them to a minimum Keep the wording simple Represent basic expectations Keep the wording positive Make rules specific Make them observable & measurable Post the rules in a public place Tie rules to consequences Always include a compliance rule


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Classroom Rules

Designed to catch children misbehaving in order to issue punishments

or

Guidelines that assist children in examining their behavior and how it affects themselves and others


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Developing Classroom Behavior Standards

Key Factors:1. Involve students in process2. State rules clearly, avoid

generalities3. Limit number of standards4. Gain acceptance from the children5. Monitor student behavior6. Communicate


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Developing Standards for Behavior

Discussing the Value of Rules Developing a List Getting a Commitment Monitoring and Reviewing Rules


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Developing Standards for Behavior

Monitor and Review Classroom Rules

Regular review of rules Individual meetings with students New Student Meetings Activities to Review


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Instructional Management Skills That Facilitate On-task Behavior

Giving clear instruction Beginning a lesson Maintaining attention Pacing Using seatwork effectively


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Instructional Management Skills That Facilitate On-Task Behavior

Summarizing Providing useful feedback and evaluation Making smooth transitions Dealing with common frustrations Planning for early childhood settings


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Hype Make a big deal out of desired

behaviors and anticipated reinforcers

Pre-correction Strategies Anticipate problem situations and

provide instructions for behavior; link to anticipated reinforcers and reward immediately


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Active Supervision

Scanning – examining the area for rule followers and rule violators

Moving – consistently traveling around the room where problems are more likely to occur

Interacting – initiating brief prosocial interactions with students (e.g., brief praise)


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Classroom Management

Factors for grouping: Consider the “Good” and “Bad” aspects Should be based on purpose of the lesson Members of “lowest” group need special

attention Teachers need to be “managers” of groups

Consider time factors, explicitly stated rules, & the size of group


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Teachers often dilute the effectiveness of their instructions by:

presenting instructions as questions or polite requests.

Commands have less impact when stated as questions or requests, because the student may believe that he or she has the option to decline. The teacher who attempts, for example, to quiet a talkative student by saying, "Tanya, could you mind keeping your voice down so that other students can study?" should not be surprised if the student replies, "No, thank you. I would prefer to talk!"

stating instructions in vague terms.

A student may ignore a command such as "Get your work done!" because it does not state specifically what behaviors the teacher expects of the student.

following up instructions with excessive justifications or explanations.

Because teachers want to be viewed as fair, they may offer long, drawn-out explanations for why they are requiring the class or an individual student to undertake or to stop a behavior. Unfortunately, students can quickly lose the thread the explanation and even forget the command that preceded it!


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However, effective instructions

can often increase the probability that student will comply by 50% or greater.


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Effective Instructions are brief. Students can process only so much information.

Students tend to comply best with brief commands because they are easy to understand and hard to misinterpret.

are delivered one task or objective at a time. When a command contains multi-step directions, students can mishear, misinterpret, or forget key steps. A student who appears to be noncompliant may simply be confused about which step in a multi-step directive to do first!

are given in a matter-of-fact, businesslike tone. Students may feel coerced when given a command in an authoritarian, sarcastic, or angry tone of voice. For that reason alone, they may resist the teacher's directive. Teachers will often see greater student compliance simply by giving commands in a neutral or positive manner.

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Effective Instructions

are stated as directives rather than questions. Perhaps to be polite, teachers may phrase commands as questions (e.g., "Could we all take out our math books now?"). A danger in using 'question-commands' is that the student may believe that he or she has the option to decline! Teachers should state commands as directives, saving questions for those situations in which the student exercises true choice.

avoid long explanations or justifications. When teachers deliver commands and then tack lengthy explanations onto them, they diminish the force of the directive. If the teacher believes that students should know why they are being told to do something, a brief explanation should be delivered prior to the command.

give the student a reasonable amount of time to comply. Once the teacher has given a command, he or she should give the student a reasonable time span (e.g., 5-15 seconds) to comply. During that waiting period, the teacher should resist the temptation to nag the student, elaborate on the request, or other wise distract the student.


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Basic Premise

Resistance and poor motivation are not student characteristics, they are student cognitions and behaviors and are subject to interpersonal influence. Teachers can (and do) drive resistance levels up and down dramatically by the behavioral responses they choose in the face of resistance and apathy.


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Essential Elements Matrix: Tier 1

Essential Element 13

Follow-up procedures in place for instructional staff who have not met minimal instructional and behavioral criteria

Follow-up procedures that include feedback to instructional staff members that include the following:

a scheduled conference,

written information about problematic key features of the checklist,

a plan for improvement, and

follow-up teacher observations demonstrating implementation.


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Essential Elements Matrix: Tier 1

Essential Element 9System of Behavioral Support

(school and district level)

School-wide behavior support plan that addresses the elements of positive behavior support


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3 TIERS Tier 1: Quality

Classroom Instruction

Tier 2: Focused Supplemental Instruction

Tier 3: Intensive interventions specifically designed to meet the individual needs of students

You’ve seen this before for Academics… It’s the same for BEHAVIOR.

What are teachers doing for ALL students to provide quality instruction for behaviors?


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Example (part 1)

Student A: Beginning of Third grade Teacher reviewing second grade skills Student A can’t quite get it right and

therefore does not complete work


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Example (part 1)

Teacher says, “Ok A, let’s review this.”

Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills

Student A: Beginning of Third grade Teacher reviewing second grade skills Student A can’t quite get it right and



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Example (part 1) Student A: Beginning of Third grade Teacher reviewing second grade skills Student A can’t quite get it right and


Teacher says, “Why aren’t you doing what I told you to do? We’ve reviewed this already. You should follow directions.”

OR• Teacher says, “Ok A, let’s review this.”

• Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills


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Example (part 2)

Student A: Beginning of Third grade Teacher reviewing classroom rules and

expectations Student A can’t quite get it right and

continually forgets to raise his hand before speaking and blurts out loudly


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Example (part 2)

Teacher says, “Ok A, let’s review this.”

Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills

• Student A: Beginning of Third grade• Teacher reviewing classroom rules and

expectations• Student A can’t quite get it right and



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Example (part 2)

Teacher says, “Why aren’t you doing what I told you to do? We’ve reviewed this already. You should follow directions.”

OR• Teacher says, “Ok A, let’s review this.”

• Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills

• Student A: Beginning of Third grade• Teacher reviewing classroom rules and

expectations• Student A can’t quite get it right and



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Tier 1: Academic

Do we recognize that we have many students who do not have enriched environments with language and help from home with homework and other academic tasks?

YES

For some of these students, we realize that additional work must be done to teach these skills.


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Tier 1: Behavior

Do we recognize that we have many students who do not have enriched environments with social skills and help from home with behavioral difficulties?

YES

For some of these students, we realize that additional work must be done to teach the appropriate skill.


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What Are We Doing Now For Behavior?

Where is TIER 1? What instruction for behaviors are we providing to ALL students? Are we teaching appropriate behaviors and HOW are we teaching them?

Not reviewing rules a few times and then providing consequences when they are not followed

ALSO, does demonstration of mastery one time means that the skill will be used 100% of the time and no longer needs practice?


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TIER 1 for Behavior is Positive Behavior Supports (also called Positive Behavior Intervention & Supports)

What does it look like and how is it done?


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What is Tier 1 for behavior (PBIS)?

PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students.

(Sugai, 2004)


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PBIS is… Not specific practices or curriculum…

it’s a general approach to preventing problem behavior

Not limited to any particular group of students…it’s for all students

Not new…it’s based on a long history of behavioral practices and effective instructional design and strategies

(Sugai, 2004)


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PBIS addresses:

High rates of problem behavior Ineffective and punitive discipline

procedures Lack of staff support and cohesion Negative school climate High use of crisis/reactive

management procedures


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Messages!

1. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

(Sugai, 2004)


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Main Message!

School environments that are positive, preventive, predictable, & effective Are safer, healthier, & more caring Have enhanced learning & teaching

outcomes Can provide a continuum of behavior

support for all students Are achievable & sustainable

(Sugai, 2004)


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Nonclass

room

Setting Syste

ms

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems


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What Is Our “Common” What Is Our “Common” Response?Response?

Clamp down on rule violators. Review rules & sanctions. Extend continuum of aversive

consequences. Improve consistency of use of

punishments. Establish “bottom line.”


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A Real Life Common Classroom A Real Life Common Classroom Example . . .Example . . .

Child starts the day with a green light

For every infraction, light is moved from green to yellow to red


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What does PBIS look like?

> 80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

Positive adult to student interactions exceed negative

Data and team based action planning and implementation are operating

Full continuum of behavior support is available to all students

(Sugai, 2004)Copyright © 2008 Mississippi Department of Education

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≈15%

≈5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Primary Prevention:

School-/Classroom-Wide Systems forAll Students, Staff, & Settings

Tertiary Prevention:

Specialized IndividualizedSystems for

Students with High-Risk Behavior

Secondary Prevention:Specialized

GroupSystems for

Students with At-Risk

Behavior

≈ 80% of Students


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School-wide & Classroom Systems

1.Common purpose & approach to discipline2.Clear set of positive expectations &

behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring &

evaluation


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Define Behavioral Expectations

Develop 3-5 inclusive, positively stated expectations Easy to remember Apply to all students in all settings

Define what each expectation means (behaviorally) in each relevant school environment


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School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

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Teach Behavioral Expectations

Directly teach concrete social skills expected in each relevant school environment


60Copyright © 2008 Mississippi Department of Education

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Acknowledge/reward Appropriate Behavior

Appropriate behavior needs to be beneficial to the student

Some use formal systems; Some rely on social reinforcers (e.g., Praise, recognition, privileges)

All students should be acknowledged Goal: 4-5 positives for every aversive


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Monitor and Correct Behavioral Errors

Clear set of consequences for problem behavior

Correct problem behavior quickly Tie correction to the school

expectations (what to do instead next time)


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Use Information for Decision-making

Collect data on office referrals that require administrative involvement Provides useful information for refining

school-wide discipline system Provides objective evaluation of success Provides positive feedback to students,

staff, administration, and families

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Benefits of a good Tier 1

Fewer students in Tier 2 with individual interventions.

Teachers spending less time correcting minor offenses that may or may not lead to an office referral!!! Resulting in more instruction time!

More positive school environmentCopyright © 2008 Mississippi Department of Education

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“I like workin’ at school.”

After implementing PBS, a Principal in Connecticut reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

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“I like it here.”

Over the past 3 years, 0 teacher requests for transfers


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GROUP COST BENEFIT: Administrators

Office Referral Reduction across several schools using PBS = 2000

If one referral = 15 minutes of administrator time, then

2000x15 = 30,000 minutes

500 hours or 71 seven-hour school days of administrator time recovered

and reinvested.


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GROUP COST BENEFIT: Instruction

Office Referral Reduction across a district using PBS = 2000

If students miss approximately 30 minutes of instruction for each office

referral then

2000x30 = 60,000 minutes

1000 hours or 142 seven-hour school days of instruction time recovered!!!


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What could a reduction of ISS and OSS mean?

Let’s just say… One school has 75 referrals

resulting in ISS and 25 resulting in OSS ODR (for each referral) = 30 minutes ISS = 2 days of no instruction (some

kids get 1 day, some may get 3) OSS = 3 days of no instruction (some

getting anywhere from 1-9 days) 216 minutes of instruction per day


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What could a reduction of ISS and OSS mean?

Current loss of instruction 51,600 minutes 860 hours 123 7-hour

school days

If we could just reduce the number of referrals that result in either ISS or OSS by 1/3 we could save

approximately 41 days of instruction!


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What if the teacher doesn’t send the student to the office?

Let’s just say…Teacher A corrects his/her students approximately 20 times per day

Spends approximately 30 seconds per correction.

20x30 = 600 seconds = 10 minutes per day

10 minutes x 180 days = 1800 minutes of lost instruction time!!!


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“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.


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“She can read!”With minutes reclaimed from improvements in proactive PBS discipline, elementary school invests in improving school-wide literacy. Result: >85% of students in 3rd grade are reading at/above grade level.


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Questions so far???


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Example PBIS Proposal

Example School District


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Step 1: Define 3-5 Positively Stated Expectations

Example 1 Respectful

Responsible

Safe

Example 2 Be Respectful of Self,

Other, and Property Be Responsible and

Prepared at all Times Be Ready to follow

directions and procedures


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SETTING

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Expect

ati

ons

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Respectful

Classroom Hallway Cafeteria Playground

1. Follow directions first time given.

1. Follow directions.

1. Follow directions.

1. Take turns.

2. Use inside voice.

2. Use inside voice.

2. Eat your own food.

2. Invite others to play.

3. Talk only with permission.

3. Use polite language.

3. Wait to be dismissed.

3. Put-ups not put-downs.


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ResponsibleClassroom Hallway Cafeteria Playground

1. Be prepared.

1. Stay in line with class.

1. Wait in line. 1. Tell if someone is hurt.

2. Listen during lessons.

2. Watch where you are walking.

2. Clean up after yourself.

2. Get in line to go in when teacher says.

3. Do your work.


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SafeClassroom Hallway Cafeteria Playground

1. Keep hands and feet to self.




2. Sit in chair correctly.

2. Watch where you are walking.

2. Keep food on your tray.

2. Use equipment the right way.

3. Follow teacher instructions.

3. Walk. 3. Walk. 3. Stay in area.


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PPerseverance

Holding to a course of action

despite obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and

behavior

IIntegrity

Adherence to an agreed upon

code of behavior

• Be responsible• Do your own

work• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time

• Meet deadlines; do

your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others


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Create your own rules/expectations matrix


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Step 2: Procedures for Teaching Expectations

Pre-teaching skills DAILY Skill Review: first 15 minutes of the school

day Design brief lessons to teach the rules by:

Teaching the skill Providing examples and non-examples Conducting Activities: Role playing, modeling,

performance feedback Teach in the moment!


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Pre-Teaching ExampleSkill: Getting help (How to ask for assistance for difficult tasks)

Example: If you don’t understand the directions of your assignment, raise your hand and wait for the teacher to call on you.

Non-example: If you don’t understand the directions of your assignment, yell out to the teacher to come help you.

Activities: 1. Ask 2-3 students to give an example of a time when they needed help.2. Ask students to indicate or show how they can get help3. Encourage and support appropriate discussion (PRAISE AND FEEDBACK!!)

After the lesson: During the Day

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (Pre-teaching!)

2. When you see students having difficulty with a task (e.g., off-task, complaining) ask them to indicate that they need help (Reminder!)

3. Whenever a student gets help the correct way, provide specific PRAISE to the student.


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School-wide Response to Appropriate Behavior

CARDS, DOLLARS or BUCKS, TOKENS, TICKETS For any instance of observed appropriate behavior

anywhere in the school building, teacher delivers “Token”.

Delivery: Be in proximity to student, praise for appropriate behavior

(BE SPECIFIC) Put name on card, deliver to student. Praise again

Reward: Could have a drawing per class or per grade Could use as “money” to buy rewards


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Class-wide Response to Appropriate Behavior

Fill up the jar! Each class will have 2 jars. For

appropriate behavior, the class as a whole, and individuals will have the opportunity to fill the jar.

When the jar is filled…everything stops…Class reward…


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Fill Up The Jar: Logistics

What to place in the jar? Marbles Beans

How can they earn the opportunity to fill the jar? ANY instance of appropriate behavior (group

or individual) What is the reward?

Class votes Reinforcer Pool (Choose a few different ideas,

write them down and put in a box. When the class earns the reinforcer, pick from the box)


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Fill Up The Jar: Example

Class walks in from recess quietly, and sits down at desks.

Teacher: I love the way this class came in so quietly and sat in your chairs ready to learn! Let’s fill up the jar! (Place a marble, jelly bean, etc.) into the jar so the class can see.

Teacher: Great job class! We are getting closer to filling up the jar and earning a reward! Excellent work!


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Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.


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Acknowledge & Recognize

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When? Daily! Students may only get to turn in the

tokens every 9 weeks, but they are acknowledged daily for their appropriate behavior.

Why reward students for things they should do anyway? Just because they “should” doesn’t

mean they do or they have the appropriate skills.


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Why?

Reinforcement – a stimulus that will increase the future probability of the behavior.

Football players work for stars on their helmets

Adults work for rewards and praise… They just don’t need it as frequently.

Play video PBS 2.0Copyright © 2008 Mississippi Department of Education

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What about the teachers?

Apply principles to adult behavior! Regularly acknowledge staff behavior “G.O.O.S.E.” (Get Out Of School Early)

Or “arrive late” Procedures

Kids/staff nominate Kids/staff reward, then pick


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Developing Habits

The goal is for students to develop positive behavior habits.

Some students will also have to get rid of bad habits.

Simple habits can be developed in 14-21 days (e.g., remembering to wash hands).

More difficult habits can take several months to a year before you get a final result, especially if a current habit must be replaced!


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How do we Begin?

Develop a School Leadership or PBS Team

Complete a Needs Assessment Survey with Teachers

Schedule Regular meetings with the Team to review progress and troubleshoot


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How do we Begin? (cont.)

Develop/Finalize School Expectations Get input from all staff Staff “Buy-In”

Develop School Wide Response to Positive Behavior (e.g., Cards, Dollars, Tickets) Guidelines of Distribution Details of how student rewards are

provided


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Develop teaching strategies for expectations and provide to teachers

Teacher Rewards Parent Involvement

Budget


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Review of data and use of data to make decisions!!!! Review with team and present to staff What data to review

number of referrals per day and month, location, type, etc.

Teachers’ and students’ perceptions


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You have your rules/expectation matrix…

Develop the following Team Members How to get staff buy-in School-Wide response to

Positive Behavior and Guidelines for Distribution

Teacher Rewards If you currently have a PBS

plan in your district, is there an area that could be improved?


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CRITICAL COMPONENT

TREATMENT FIDELITY/INTEGRITY

INTERVENTION OR POSITIVE BEHAVIOR PLAN MUST BE DONE!!!

ALSO, IT MUST BE DONE IN THE MANNER IN WHICH IS WAS INTENDED

What can happen if it is not done correctly?


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The following slides include two schools that had high treatment integrity followed by one school that did not.


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SCHOOL TWO

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Preparation for the First Day of School or First Day of Implementation

Posters of rules for every area in every school

Materials (cards, tokens, bucks) for all staff members in each school

Materials to Fill Up The Jar (if you choose to use it) Jars and Beans/Marbles for every class

in every school


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QUESTIONS/COMMENTS?


Documents

Copyright © 2008 Mississippi Department of Education Classroom and Behavior Management 1