Scaffolding Classroom Management

Section 1: Universal Level Systems

Heather Hatton hhatton26@gmail.com

512-789-4890

Table of Contents

1. The Positive Behavior Support Model .................... 1 If fear alters behavior, you're already defeated.

– Brenda Hammond

2. Set Up for Success .................................................... 5 Don't reserve your best behavior for special occasions. You can't

have two sets of manners, two social codes - one for those you admire and want to impress, another for those whom you consider unimportant. You must be the same to all people. – Lillian Eichler

Watson 3. Creating a Positive Environment .............................. 9

Excellence is best described as doing the right things right – selecting the most important things to be done and then

accomplishing them 100% correctly. – Unknown

4. Getting Their Attention .......................................... 13 The ability to focus attention on important things is a defining

characteristic of intelligence. – Robert J. Shiller

5. Providing Predictable Structure ........................... 15 Before beginning a hunt, it is wise to ask someone what you are looking for before you begin. – Pooh’s Little Instruction Book

6. Beginning and Ending Routines ............................. 23 The beginning is the most important part of the work.

– Plato, The Republic

The Positive Behavior Support Model

Notes:

Objectives:• Study the PBS model for classroom management.• Connect the PBS model to the teacher-student interactions

that comprise a classroom management system.• List the teacher skills required to support effective

universal level systems.

Guiding Questions:• How is the consistency of teacher behavior connected to

changing student behavior?

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Universal

Universal Tools

1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

Set Up for Success

Notes:

Objectives:• Define Guidelines for Success.• Identify character traits for student success.• Create classroom Guidelines for Success.

Guiding Questions:• How will you incorporate your Guidelines for Success into

your instructional language?• How will you create a positive environement in your

classroom?

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Able Accepting Accomplished Accurate Active Adaptable Adept Adroit Adventurous Aggressive Agreeable Alert Ambitious Analytical Approachable Apt Articulate Artistic Assertive Astute Attentive Avid Aware

Bilingual Businesslike

Calm Candid Capable Careful Caring Cautious Cheerful Clear-thinking Committed Communicative Compassionate Competent Composed Confident Congenial Conscientious Considerate Consistent Constructive Conventional Convincing Cooperative Creative

Decisive Dedicated Deft Democratic Dependable Detailed Determined Dexterous Dignified Diligent Diplomatic Direct Discerning Disciplined Discreet Distinguished Dominant Dynamic

Eager Earnest Easy-going Educated Effective Efficacious Efficient Eloquent Energetic Enterprising Enthusiastic Equable Ethical Exacting Experienced Expert Expressive Extroverted

Fair-minded Familiar (with) Far-sighted Firm Flexible Focused Forceful Forthright Frank Friendly Frugal

Generous Genuine Goal-setter Good listener Good-natured Gracious Gregarious

Hardworking Healthy Helpful Honest

Industrious Informed Imaginative Incisive Independent Innovative Insightful Inspiring Intellectual Intelligent Intuitive Inventive Investigative

Judgmental

Keen Kind Knowledgeable

Learned Logical Loyal

Mature Methodical Meticulous Modest Motivated Multilingual

Natural

Objective Observant Optimistic Orderly

Organized Original Outgoing

Patient Perceptive Persevering Persistent Personable Persuasive Pleasant Poised Polite Popular Positive Practical Praiseworthy Precise Problem-solver Productive Professional Proficient Profit-oriented Progressive Prolific Prompt Prudent Purposeful

Qualified Questioning Quick-thinking

Realistic Reflective Relate well Reliable Resilient Resolute Resourceful Responsible Risk-taker

Self-confident Self-controlled Self-reliant Sensitive Sincere Skillful Sociable

Social Spontaneous Stable Steady Stimulating Successful Supportive Sympathetic Systematic

Tactful Talented Team-player Tenacious Thoughtful Thorough Thrifty Tolerant Trained Trusting Trustworthy Truthful Undaunted Understanding

Versatile Versed Veteran Vigorous

Well-educated Willing to learn

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Guidelines for Success

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

Creating a Positive Environment

Notes:

Objectives:• Describe behavioral narration and fluent redirection.• Explain when and how to use behavioral narration.• Practice behavioral narration and fluent redirection to increase

positive interactions.

Guiding Questions:• What would happen if you consciously attended to students

meeting expectations instead of those who are off task?• How is a student’s perception of your classroom management

systems connected to consistency of positive reinforcement?

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Behavioral Narration

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

Fluent Re-Direction

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

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Without Narration Ms. Villarreal asks her class to take out their science

books and turn to page 73. Several students immediately follow the instructions. Juan and Carlos are having a side conversation. Julia has put her head down. Jose is looking out the window.

Ms. Villarreal takes a moment to find the handouts for guided notes. After she finds the handouts, she looks up and says, “Juan, I said take out your book.” Juan and Carlos continue to talk. Ms. Villarreal says, “Carlos, where is your book? Get it out, now!” Carlos takes out his book, while continuing his conversation.

Julia continues to keep her head down. Jose continues to look out the window.

With Narration Ms. Villarreal asks her class to take out their science books

and turn to page 73. Several students immediately follow the instructions. Juan and Carlos are having a side conversation. Julia has put her head down. Jose is looking out the window.

Ms. Villarreal takes a few seconds to scan the classroom. She begins to walk around the classroom, checking to see who has followed direction. Ms. Villarreal says, “I see that Maria and Tony have taken out their books and turned to page 73. I see that everyone at table 6 is on page 73.” Jose takes out his book and turns to page 73. As she taps Julia on the shoulder, Ms. Villarreal says, “Juan, please take out your book and turn to page 73. Juan, Carlos, and Julia take out their books.

Getting Their Attention

Objectives:• List possible attention signals.• Choose an attention signal.

Guiding Questions:• How could you alter your attention signal to make it

effective for students with different learning styles (i.e. visual, auditory, kinesthetic)?

Notes:

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Attention Signals

Providing Predictable Structure

Notes:

Objectives:• Define expectations for student response to an attention signal.• Define expectations for core activities.• Explain when and how to use an attention signal.• Explain when and how to use expectations.

Guiding Questions:• What steps would you take to increase the efficiency of students’

response to your attention signal?• How are students made aware of the expectations for each activity?• How is consistency critical to getting students to meet and exceed

expectations?

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Looks Like

Sounds Like

Attention Expectations

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How to Use Your Attention Signal

1. Give the signal 2. Wait & Scan 3. Use Behavioral Narration 4. Use Fluent Redirection 5. Check for compliance

When to Use Your Attention Signal

1. Before giving instructions 2. Changing activities 3. To refocus the class

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Anticipated Misbehaviors

Appropriate Behaviors

Teacher Directed Instruction Expectations

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Anticipated Misbehaviors

Appropriate Behaviors

Independent Work Expectations

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Anticipated Misbehaviors

Appropriate Behaviors

Group Work Expectations

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How to Create Expectations

• Think carefully about what you want students to do during the activity.

• Arrange expectations in a consistent pattern (voice level, movement, activities, help).

• Select behaviorally specific language. • Incorporate visual cues for non-readers

or English Language Learners.

How to Establish Expectations

1. Get students’ attention 2. State and post/refer to the

expectations

3. Wait and Scan 4. Use Behavioral Narration

5. Use Fluent Redirection 6. Check for compliance

Beginning and Ending Routines

Objectives:• Identify activities that routinely occur at the beginning and

end of day/class.• Create a logical sequence of activities for beginning and end

of day/class.

Guiding Questions:• How is the tone of your class affected by your beginning

routine?• How do your beginning and ending routines impact your

instructional time?

Notes:

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Beginning of Class

End of Class

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Beginning Routine

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Ending Routine

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