Preventing Discipline Problems in the Classroom

(The S, T, and O of STOIC) presented by Randy Sprick, Ph.D.

Kansas MTSS Behavior Conference

Manhattan, KS April 26, 2018

This session will examine how to organize the classroom to reduce discipline problems and prompt responsible behavior from students. Specific strategies covered include structural elements such as effective use of classroom rules, effective and ineffective room arrangements, and effective instructional practices for keeping students engaged. In addition, how to teach and re-teach expectations for behavior will be a major focus. This session will assist those already familiar with the CHAMPS approach to evaluate their current practices in order to confirm effective practices and revise other aspects of their classroom organization. Sprick, R. (2009). CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. (2013). Discipline in the Secondary Classroom (3rd. ed.). San Francisco, CA: Jossey Bass.

For more information, contact Safe & Civil Schools

800-323-8819 or info@safeandcivilschools

Foun

datio

ns: A

Pro

activ

e and

Pos

itive

Beh

avio

r Sup

port

Sys

tem ©

201

4 Pa

cific

Nor

thw

est P

ublis

hing

• F

or u

se b

y pu

rcha

sing

sch

ool o

nly

SCla

ssro

om M

anag

emen

t S

TO

IC C

hec

klis

t (p

. 1 o

f 4)

STO

IC V

aria

bles

Task

s fro

m C

HA

MPS

or D

SCY

NC

omm

ents

/Not

es/E

vide

nce

Stru

ctur

e yo

ur

clas

sroo

m fo

r su

cces

s

Phys

ical

A

rran

gem

ent

1. I

hav

e ar

rang

ed th

e ro

om so

I ca

n ge

t fro

m a

ny p

art o

f the

room

to a

ny

othe

r par

t rel

ativ

ely

effici

ently

.

Sche

dule

2. M

y st

uden

ts a

nd I

can

acce

ss a

ll m

ater

ials

, wor

k sp

aces

, and

the

penc

il sh

arpe

ner w

ithou

t dis

turb

ing

othe

rs.

3. M

y sc

hedu

le p

rovi

des t

he a

ppro

pria

te c

onsi

sten

cy, v

arie

ty, a

nd p

hysic

al

activ

ity to

mee

t the

nee

ds o

f my

stud

ents

and

the

acad

emic

con

tent

.

Att

entio

n

Sign

al

4. I

hav

e ch

osen

an

atte

ntio

n sig

nal t

hat h

as b

oth

a vi

sual

and

aud

itory

co

mpo

nent

and

can

be

used

in a

ll se

ttin

gs in

side

and

outs

ide

the

clas

sroo

m.

Cla

ssro

om

Rule

s

5. I

hav

e id

entifi

ed th

ree

to fi

ve sp

ecifi

c, o

bser

vabl

e, a

nd p

ositi

vely

stat

ed

clas

sroo

m ru

les t

hat d

o no

t hav

e re

gula

r exc

eptio

ns. I

hav

e al

igne

d th

ese

rule

s with

our

scho

olw

ide

or c

lass

room

exp

ecta

tions

(e.g

., G

uide

lines

for S

ucce

ss).

6. I

hav

e po

sted

my

clas

sroo

m ru

les i

n m

y cl

assr

oom

.

7. I h

ave

iden

tified

my

teac

her r

espo

nses

to c

lass

room

rule

vio

latio

ns.

Defi

ning

Cle

ar

Expe

ctat

ions

8. I

hav

e id

entifi

ed p

roce

dure

s nee

ded

for m

y cl

ass t

o ru

n sm

ooth

ly.

9. I

hav

e de

fined

step

s and

cle

ar e

xpec

tatio

ns fo

r all

proc

edur

es.

10. I

hav

e id

entifi

ed a

nd d

efine

d cl

ear e

xpec

tatio

ns fo

r all

inst

ruct

iona

l ac

tiviti

es a

nd c

lass

room

tran

sitio

ns (C

HA

MPS

or A

CH

IEV

E Pl

ans).

re

pr

od

uc

ibl

ef

or

m

F-35

1

Foun

datio

ns: A

Pro

activ

e and

Pos

itive

Beh

avio

r Sup

port

Sys

tem ©

201

4 Pa

cific

Nor

thw

est P

ublis

hing

• F

or u

se b

y pu

rcha

sing

sch

ool o

nly

T OCla

ssro

om M

anag

emen

t S

TO

IC C

hec

klis

t (p

. 2 o

f 4)

STO

IC V

aria

bles

Task

s fro

m C

HA

MPS

or D

SCY

NC

omm

ents

/Not

es/E

vide

nce

Teac

h st

uden

ts

how

to b

e su

cces

sful

in

your

cla

ssro

om

Less

on P

lans

11. I

hav

e cr

eate

d le

sson

s on

my

clas

sroo

m ru

les a

nd e

xplic

itly

taug

ht th

em

to m

y cl

ass.

12. I

hav

e cr

eate

d le

sson

s for

my

proc

edur

es, r

outin

es, a

nd G

uide

lines

for

Succ

ess a

nd e

xplic

itly

taug

ht th

em to

the

clas

s.

13. I

hav

e cr

eate

d le

sson

s for

my

maj

or e

xpec

tatio

ns fo

r cla

ssro

om a

ctiv

i-tie

s (e.

g., t

each

er-d

irec

ted

inst

ruct

ion,

coo

pera

tive

grou

ps, i

ndep

ende

nt

seat

wor

k, e

tc.)

and

expl

icitl

y ta

ught

them

to th

e cl

ass.

Teac

hing

and

Re

view

ing

14. I

hav

e cr

eate

d a

sche

dule

of w

hen

I will

teac

h an

d re

view

my

atte

n-tio

n sig

nal,

clas

sroo

m ru

les,

proc

edur

es, r

outin

es, a

nd C

HA

MPS

(or

AC

HIE

VE)

exp

ecta

tions

.

15. I

hav

e ta

ught

(and

revi

ewed

whe

n ne

eded

) unt

il at

leas

t 90%

of s

tude

nts

rout

inel

y co

mpl

y w

ith m

y ex

pect

atio

ns e

very

day

.

Obs

erve

stud

ent

beha

vior

Act

ive

Supe

rvis

ion

16. I

cir

cula

te a

nd sc

an fr

eque

ntly

as a

mea

ns o

f obs

ervi

ng a

nd m

onito

ring

st

uden

t beh

avio

r as i

t rel

ates

to m

y ex

pect

atio

ns.

Posit

ive

Supe

rvis

ion

17.

I mod

el fr

iend

ly, r

espe

ctfu

l beh

avio

r whi

le m

onito

ring

the

clas

sroo

m.

Col

lect

ing

Dat

a

18. I

per

iodi

cally

col

lect

dat

a (e

.g.,

CH

AM

PS v

s. D

aily

Rea

lity

Ratin

g Sc

ale,

Ra

tios o

f Pos

itive

Inte

ract

ions

Mon

itori

ng, e

tc.)

to ju

dge

wha

t is g

oing

w

ell a

nd w

hat n

eeds

impr

ovem

ent i

n m

y cl

assr

oom

man

agem

ent p

lan.

re

pr

od

uc

ibl

e f

or

m F-3

5

2

111Chapter 3: Management Plan | Task 1: Determine the Level of Classroom Structure

Consider your student’s needs.The second consideration in determining the structure level of your management plan is the risk factors of your students. Reproducible 3.1 on p. 112 shows a set of risk factors you will use to evaluate your students. An example is the number of students in your class—you probably need a more structured management plan for a class of thirty students than a class of fifteen. If you have significant numbers of immature or emotionally needy children, the risk factors are probably high and so you need a more tightly structured plan. If your class is composed of predominantly mature and independent students, the risk factors are likely to be low, and a more loosely struc-tured plan may be perfectly adequate.

If your class has high risk factors and you do not orchestrate activities and tran-sitions tightly enough, student behavior tends to be problematic (Barbetta et al., 2005; Huston-Stein, Friedrich-Cofer, & Susman, 1977; Mayer, 1995; Martella et al., 2003). For example, beginning instruction quickly is a good idea regardless of a class’s risk factors. In a class with high risk factors, however, student behavior may

Figure 3.1 Classroom Management and Discipline Planning Questionnaire (Teacher’s Needs)

Read each question, then assign yourself a score from 0 to 20, where 0 represents the answer on the left of the scale and 20 the answer on the right.

1 What is your tolerance for background noise?

I love to have conversations in crowded, noisy restaurants.

Holiday music in department stores drives me crazy after about 30 minutes.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 What is your tolerance for individual voices (volume, pitch, whiny, mumbling, etc.)?

No style seems to bother me—even when there are several at once.

Some voices are like fingernails on a chalkboard.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3 What is your tolerance for interruption?

I would be fine working as a receptionist—managing phones, people, and equipment.

When the phone rings twice during dinner,

I want to scream.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4 What is your tolerance for background movement?

I thrive on the hustle and bustle of downtown in a large city during the holiday season.

I prefer to relax by the side of a lake.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5 What is your ability to multitask without becoming flustered?

I love to do three things at once.

I do not like to talk to anyone while I am collating papers.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Total your score ➜

4 • E s t a b l i s h C o r r e c t i v e C o n s e q u e n c e s 5 • K n o w W h e n t o U s e D i s c i p l i n a r y R e f e r r a l

CHAMPS Book.indb 111 5/9/17 11:01 AM

3

112 CHAMPS

CHAPTER 3 TASKS

ONLINE DOWNLOAD

»C H A M P S

©2009PacificNorthwestPublishing|Reproducible Form

#

n o . 3 . 1MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE ( 2 o f 2 )

INTERPRETING YOUR RESULTS: Use the following scale to interpret your risk factors and determine the most appropriate level of structure for your classroom management plan.

If your total is: Your risk factors are:

0 to 30 Low: Your students can probably be successful with a classroom management plan that involves Low, Medium, or High Structure.

31 to 60 Medium: For your students to be successful, your classroom management plan should involve Medium or High Structure.

61 to 120 High: For your students to be successful, your classroom management plan should involve High Structure.

notes

Reproducible 3.1 Management and Discipline Planning Questionnaire

»C H A M

P S

©2009PacificNorthwestPublishing|Reproducible Form

MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE ( 1 o f 2 )

For each question, circle the number under the statement that best answers the question. If you are unsure about or do not know the answer to a question, circle the middle choice.

When you are done, add all the numbers circled and enter the total on the line provided (you should have a number between 0 and 120).

Questions 1–6 relate to the population of the entire school.

1 How would you describe the overall

behavior of students in your school?Generally quite irresponsible. I

frequently have to nag and/or

assign consequences.

Most students behave re-

sponsibly, but about 10% put

me in the position where I

have to nag and/or assign

consequences.

Generally responsible. I rarely

fi nd it necessary to nag and/or

assign consequences.

10 5 0

2 What percentage of students in your

school qualify for free or reduced

lunch? *

60% or more 10% to 60% Less than 10%

10 5 0

3 What percentage of students in your

school typically move in and/or out

of the school during the course of

the school year?

50% or more 10% to 50% Less than 10%

10 5 0

4 How would you describe the overall

attitude of students toward school?A large percentage hate

school and ridicule the

students who are motivated.

It’s a mix, but most students

feel OK about school.The vast majority of

students like school and are

highly motivated.

10 5 0

5 How would you describe the overall

nature of the interactions between

students and adults in your school?

There are frequent

confrontations that include

sarcasm and/or disrespect.

There is a mix, but most

interactions are respectful and

positive.

The vast majority of

interactions are respectful and

positive.

10 5 0

6 How would you describe the level of

interest and support provided by the

parents of students in your school?

Many parents are openly

antagonistic, and many show

no interest in school.

Most parents are at least

somewhat supportive of

school.

The majority of parents are in-

terested, involved, and support-

ive of what goes on in school.

10 5 0

Questions 7–11 relate to students in your class this year.

Middle school teachers: Evaluate your most difficult class.

7 What grade level do you teach? K or 1 6, 7, or 8 Other

20 10 0

8 How many students do you have in

your class?

30 or more 23 to 30 22 or fewer

10 5 0

9 What is the reputation of this group

of students from previous years (e.g.,

if you teach fi fth grade, what was

the reputation of these students as

fourth graders)?

This is the class from hell. It’s a mix, but most of the stu-

dents work hard and cooper-

ate.

This group is very hard work-

ing and cooperative.

10 5 0

10 How many students in your class

have been identifi ed as Severely

Emotionally Disturbed (SED)? Note:

This label varies from state to state

(e.g., ED, EBD, BD, etc.).

Two or more One Zero

10 5 0

11 Not including students identifi ed

as SED, how many students in your

class have a reputation for chronic

discipline problems?

Three or more One or two Zero

10 5 0

Total

n o . 3 . 1

* While poverty level tells you nothing about an individual student, the percentage of students from poverty has an infl uence on the

teacher’s initial decision about level of structure. Notice that this is weighted the same as Item 8, the number of students in the class.

FOR USE BEFORE SCHOOL YEAR BEGINS

Class is at the high end of the medium-structure range. Start school year with high-structure plan, then evaluate after the first month or so.

60

sample

sample

1 • D e t e r m i n e C l a s s r o o m S t r u c t u r e 2 • D e v e l o p C l a s s r o o m R u l e s 3 • C o r r e c t R u l e V i o l a t i o n s t h e F i r s t W e e k

CHAMPS Book.indb 112 5/9/17 11:01 AM

4

»C H A M P S

© 2009 Pacific Northwest Publishing | Reproducible Form

Can students get out of their seats during the activity?If yes, acceptable reasons include: pencil sharpener restroom

drink hand in/pick up materialsother:

Do they need permission from you?

cHaMps classrooM activitY WorKsHeet

n o . 4 . 2

Activity _________________________________________________________________

Help

Activity

Movement

Participation

Success!

Can students engage in conversations with each other during this activity? Voice Level: If yes, about what? With whom?How many students can be involved in a single conversation?How long can the conversation last?

How do students get questions answered? How do students get your attention?

If students have to wait for help, what should they do while they wait?

What is the expected end product of this activity? (Note: This may vary from day to day.)

What behaviors show that students are participating fully and responsibly?

What behaviors show that a student is not participating?

Conversation

5