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PURPOSE Provide an overview of critical features & essential practices for behavior support in classroom settings.
• Guiding Principles
• Behavior Basics
• Essential Classroom
Management Practices
We Can Not Control Someone Else’s Behavior
Controlling environmental conditions well to increase the likelihood that a person will behave in a predictably positive way. All
public places have formal plans to manage conditions and encourage safe
and positive behavior.
3 Minute Turn & Talk Think of some examples.
Why formalize classroom management?
Arrange the environment to maximize opportunities for ▪ Academic achievement ▪ Social success ▪ Effective & efficient teaching
p.95
5 Essential Behavior Basics
3. For every year that a behavior has been in place, we should consider one month of consistent and appropriate intervention for us to see a change.
5 Essential Behavior Basics
4. We can improve behavior by 80% just by pointing out what one person is doing correctly.
Effective Management
▪ 15 minutes ▪ Discuss the guiding principles and/or behavior basics the effective classroom managers understand and/or do? ▪ Record 2-3 “big ideas” from your team discussion that you want to bring back home on your team poster 15
Minutes
Team Time-Effective Managers
Three Basic Classroom Management Elements
1. Environmental Management 2. Instructional Management 3. Proactive Behavior Management
Environmental Management Minimize Crowding/Distractions
● Arrange furniture to allow easy traffic flow ● Adequately supervise all areas ● Designate staff & student areas ● Determine seating arrangement
Use Active & Continuous Supervision
● Scan ● Move ● Interact
■ Provide feedback ■ Remind/pre-correct ■ Positively acknowledge
Environmental Management
BEGIN teaching with the lesson objective and the behavioral expectation
● Create focus or point of reference for assessment/goal/expectation
● Engage through relevancy (explain how this learning links to other learning and to goals students have)
● State and provide visual for how students should respond during the lesson
● Provide visual lesson organizer (overview of the lesson-first, next, then and finally)
Instructional Management
Ensure Work Demand Matches Skill Level
● Ensure that independent work matches the student’s current performance level
● For work completion offer choice:
● Work independently ● Work with a partner ● Work with the teacher in a guided group
Instructional Management
Regularly check for student understanding
● Review previously mastered content ● Check for existing knowledge ● Vary assessment type
Instructional Management
Instructional Management
● Establish & expect behavioral indicator
for how to respond (verbalize & make visual)
● Give students multiple ways to actively
respond in culturally responsive ways ● Vary Respond Type
■ Written v. gestures ■ Choral v. individual
● Use peer-based assistance
● Use Technology
Increase participatory instruction
End lesson with specific feedback ○ Review performance on expected outcomes
● Scheduled activities ● Academic & social/behavioral ● Individual & group
Instructional Management
Provide specific information about what happens next ○ Describe follow-up activities ○ Homework, review, new activity,
choices ○ Immediate vs. delayed ○ Following lesson ○ Describe features of next lesson
Instructional Management
Know how many students met learning objective/outcome ○ Administer probe ○ Oral, written, gesture ○ Immediately graph/display
performance
Instructional Management
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
Instructional Management
Instructional Management
● Take 15 minutes ● Identify 2-3 instructional management strategies that you want to share with staff back home ● Write your thoughts from your team discussion on your team’s poster
15 Minutes
Team Time - Instructional Strategies
Maximize Structure/Predictability
The Classroom Matrix brings school-wide expectations into the daily procedures and routines of the classroom.The Classroom Matrix will be: ● Created with students
● Shared with: ■ Parents, Volunteers, Substitutes, Aides,
Paraprofessionals, Principal or Dean’s Office
● Used during an office discipline referral to reteach routine expectations in the classroom
Proactive Behavior Management
Middle School Procedure Matrix Starting Class
Getting Help
Teaching Time
Group/Partner Work Time
Independent Work Time
Ending Class
Be Safe -Walk in -Turn in your work and go to your assigned spot
-Use our help system
-Stay in your assigned spot -Use our help system when needed
-Push in your chair -Walk to your work area -Focus on your task
-Focus on your task
-Push in your chair -Walk out
Be Kind -Greet your classmates -Greet your teacher -Smile
-Support others
-Be Quiet -Use “I” statements
-Allow others to work
-Leave calmly and quietly with hands and feet to self
Be Cooperative Be on time Be quiet when the teacher gives the quiet signal
Wait Calmly -Listen Attentively -Follow response directions
-Do your part -Accept different opinions -Help clean up
-Do what you are asked to do -Use our help system when needed -Clean up your area
-Write your assignments in your agenda -Make sure your assigned area is clean
Break the matrix down into charts for each routine or procedure and use them to pre-correct and reteach!
Be Safe Be Kind Be Cooperative
Walk in the room Greet your teacher and your classmates Smile
Turn in work on the way to your assigned spot
Go to your assigned Spot after turning in work
Use a quiet voice Be quiet when the teacher gives the quiet signal
STARTING CLASS EXPECTATIONS
Proactive Behavior Management
Team Time-The Classroom Matrix
● Take 15 minutes ● Discuss how you will share the classroom matrix with staff back home. ● Write your thoughts from your team discussion on your team’s poster
Proactive Behavior Management
15 Minutes
Acknowledge Appropriate vs. Inappropriate Behavior
● Ra%o at least 5:1 ● Interact posi%vely once every 5 minutes ● Follow correc%on for behavior viola%on with posi%ve reinforcement for rule following
Proactive Behavior Management
Teachers who stand at the door and greet their students have fewer disruptions throughout the day -
Boynton, M. & Boynton, C.(2005)
True for Elementary and Secondary students!
Use Meet and Greet
Proactive Behavior Management
Vary Strategies for Acknowledging Appropriate Behavior
● Social, tangible, activity, etc. ● Frequent vs. infrequent ● Predictable vs. unpredictable ● Immediate vs. delayed
Proactive Behavior Management
Respond Effectively to Behavior Errors
● Attend to appropriate behaviors ● Approach the student presuming positive intent ● Follow pre-planned procedures
▪ Quit ▪ Taking ▪ It ▪ Personally
Remember behavior has a function… think QTIP
Proactive Behavior Management
Team Time-Positive Acknowledgements
▪ Take 15 minutes ▪ Identify 2-3 formal & 2-3 informal strategies to positively acknowledge student behavior in classroom ▪ Record what you want to bring back home from your team discussion on your team poster
15 Minutes
Proactive Behavior Management
Provide Effective Feedback for Errors/Corrections
● Indicate correct behaviors ● Link to context ● Provide choices
Proactive Behavior Management
Effective Feedback to Behavior Errors ● Speak to student privately ● Remain calm, objective ● View the misbehavior as an error (use an academic approach)
● Refrain from arguing with the student ● Acknowledge concerns/feelings, then redirect to next opportunity for success
Proactive Behavior Management
Avoid Escalating Behavior & Power Struggles DO ▪ Listen carefully ▪ Give personal space ▪ Remain calm ▪ Be aware of the environment ▪ Be alert ▪ Be consistent and focused ▪ Enforce limits ▪ Remain in control ▪ Use “ok” and “not ok” ▪ Follow through ▪ Be aware of your body
language
DON’T ▪ Show fear ▪ Over/under react ▪ Argue or confront ▪ Make false promises ▪ Threaten ▪ Use jargon ▪ Use “right” or “wrong”
Proactive Behavior Management
● Responding to infrequent social behavior errors ▪ Signal ▪ State rule and expected behavior ▪ Ask student to state/show expected behavior ▪ Give positive feedback
Proactive Behavior Management
For Chronic Errors ● Pre-correct (prompt for desired behavior in problem context) ○ go to problem setting/situation ○ get attention of student (s) ○ give reminder or opportunity to practice skills ○ watch student (s) for demonstration of skill ○ acknowledge demonstration
● Provide positive feedback
Proactive Behavior Management
Team Time-Responding to Behavioral Errors
▪ Take 15 minutes ▪ Discuss what strategies you want to share with staff back home ▪ Record your thoughts on your poster in the appropriate section.
15 Minutes
Proactive Behavior Management
The Classroom Management Checklist
▪ 15 minutes ▪ Review “Classroom Management Self-Assessment” & discuss possible practices/systems applications ▪ Record 2-3 “big ideas” from your team discussion
15 Minutes
Team Time - Self/Peer/Admin. Support
WHY DOES IT MATTER?
Students who perceive teachers as creating a caring, well-structured learning environment in which
expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of
engagement are associated with higher attendance and test scores - variables that strongly predict whether
youth will successfully complete school and ultimately pursue post- secondary education and achieve economic
self- sufficiency. Adena M. Klem, James P.Connell Journal of School Health * September 2004, Vol. 74, No. 7