Section II: Time Efficient Procedures and Classroom Organization

Section II:

Time Efficient Procedures and Classroom Organization

Behavior Support Through

Environmental Structuring and Teaching

Time� Pacing� Closure/Student Systems� Transition Structuring

(Cueing -Provide Tasks)� Shorten/Lengthen Tasks� Time on Preferred/Non-

preferred ActivitiesInteractions

� Support for Individuals• Choicemaking• Solicit input• Valueing/intimacy• Reinforcement• Teach coping skills

� Foster Group Membership• Acknowledge

individualcontribution & skills

• Foster peer inclusion• Have fun

Space� Container Organization� Desk Placement� Notebook Organization� Privacy/Inclusion Options� Time Away Options� Ways toMove From Place

to Place� Posted Procedures/Rules at

Locations

Materials� Access Procedures & Rules� Manipulatives - and “Every

Pupil Response” Techniques� Vary Input/Output

• Texts/Activities/Audio/Visual

• Computer/Augmentative

MOD

EL

CUE

SH

APE

What is the difference between effective and ineffective teachers?

Proactive - “Effective teachers MANAGE their classroom.”

Reactive - “Ineffective teachers DISCIPLINE their classrooms.”

Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

A Well Managed Classroom has Four Observable Characteristics


1 – 2 – 3 – 4

Characteristic #1

High level of student involvement with work. Effective: Students are

working Ineffective: Teacher is

the only one working


Characteristic #2 Clear student expectations

Effective: Students know assignments based on objective and know tests based on objectives

Ineffective: Teacher says, “Read chapter 3 and know all the material or you’ll fail the test and get an F in this class.”

Goal:______ Why:________


Characteristic #3 Relatively little wasted time,

confusion, or disruption Effective: Teacher teaches

behavioral expectations, starts class immediately, has assignments posted.

Ineffective: Teacher makes up rules and punishes according to his or her mood, takes roll and dallies, students asks for assignments repeatedly.


Characteristic #4

Work-oriented but relaxed and pleasant climate.

Effective: Teacher has invested time in practicing procedures until they become routines, knows how to bring class to attention, knows how to praise and encourage.

Ineffective: Teacher tells but does not rehearse procedures. Teacher yells and flicks light switch and uses generalized praise or none at all.


How does one achieve these four characteristics?

Through 4 structures:

Interactions

Space

Time

Materials

Space, Materials, Time, Interactions

Prepare: Floor Space Work Area Student Area Wall Space Bookcases Teacher Area


Seating Assignments: Purposes?• Roll taking• Name memorization• Separation• Peer Support

Space, Materials, Time, InteractionsTaking Roll Without Lost Learning Time

Fast Easy Roll Taking Methods Seating chart Folders or materials taken Clothespin Student leader

Seating Chart Method

Frank Janet Steve Josi Laura Juan

Mandell Ben Ashley Derek Kobe Lindsay

Diana Mary Hector Min Ki Clara Mark

Dimitri Long Jackie Danny David Maria

Kathy Steve Mariah Anthony Luis Cynthia

Folder or Material Method

Clothespin Method

Student Leader Method

Check for group members present.

Time, Space, Materials, Interactions

Organizing Materials Teacher materials Student materials

Notebooks, desk, paper, pencils Assignment submission

Manage classroom with procedures

Lack of procedures and routines = reduced productivity and learning and an increase in

behavior problems


Initial Evidence of Culture of Productivity

Students enter room quickly and courteously. Students go to seats and take out materials. Students look for their assignment. Students begin work immediately.


What is the difference between discipline and procedures?

Discipline = How students behave Procedures = How things are done

Discipline: Has penalties and rewards Procedures: Have no penalties and rewards

“You can not punish or reward all behaviors you want to address.”

We are their frontal lobes! We teach forethought and planning

6 Steps to Teach Classroom Procedures:

1. Explain

2. Rehearse

3. Reinforce

4. Repeat

5. Repeat

6. And repeat

See handouts teaching a new behavior


Get immediate time on task• Assignment location taught• Assignment rationale posted


Consistent Daily Posting• Before students enter• Same location daily• Teach location

Assignment Calendar


Single Period Schedule/Agenda

Today’s work: 9/30/05

• Begin assignment on your desk

• Presentation on civil war battles

• Discussion group work

• Activity to choose your report topic

Daily Schedule/Agenda


Picture Schedule


Procedures in Movement to Rehearse with Students

1. Entering the classroom2. End of period class dismissal3. Changing groups4. Going to the office5. Getting materials without disturbing others6. Handing out playground materials7. Moving about room8. Going to library or career center9. Walking in hallways as a group10. Walking in hallways individually11. Responding to fire drill, earthquake or weather

alert

#9. Demo: A Beach Ball Techniqueto Teach Line Movement to Elementary

Students Using Backward Training

Procedures in Managing Assignments to Rehearse with

Students

1. Getting to work immediately

2. Attending

3. Knowing schedule

4. Finding directions for assignment

5. Passing in papers

6. Correcting work7. Returning student work

6. Correcting work

Phase One:

Do the work in pencil or black or blue pen

Phase Two:

Green pen – correcting for right/wrong

Phase Three:

Purple or red pen – what I meant to say

Procedures in Managing Assignments to Rehearse with

Students (cont.)8. Headings on papers

9. Finishing early – now what?

10. Interruptions during tasks

11. School wide announcements

12. Visitor in the classroom

13. Teacher out of the classroom

14. Tardiness

15. Absences

16. Keeping a progress report

Procedures for Requests and Participation to Rehearse with

Students

1. Listening to and responding to questions

2. Participating in class discussions

3. Indicate understanding

4. Working cooperatively

5. Needing help or conferencing request

6. Asking a question

7. If you are suddenly ill

8. Saying “thank you”

5. Needing help or conferencing request

Hand signal: Student signals with different number fingers

Toilet tissue tube: Student signals with colored tube

Styrofoam cup: Student signals with position of cup.

Index Card: Student signals with message on index card.

Textbook: Student signals with upright textbook.


PLEASE HELP ME

PLEASE KEEPWORKING

Procedures for Materials to Rehearse with Students

1. Organizing and keeping notebook

2. Organizing and keeping desk clear

3. When you need pencil or paper

4. Sharpening pencils

5. Checking out classroom materials

6. When you don’t have materials

Organizing and Keeping a Notebook

NOTEBOOK ORGANIZATION MONITORING

Student: Teacher:

Date:

Date:

Date:

Date:

Date:

1. Brought notebook into class.

+

-

+

-

+

-

+

-

+

-

2. Papers are filed correctly.

+

-

+

-

+

-

+

-

+

-

3. Extra paper is in the notebook.

+

-

+

-

+

-

+

-

+

-

4. All materials are present (pen/pencil,

etc.) in pouch.

+

-

+

-

+

-

+

-

+

-

5. Calendar in the notebook.

+

-

+

-

+

-

+

-

+

-

6. Assignments are up to date on calendar.

+

-

+

-

+

-

+

-

+

-

Total:

Initial:

Date:

Date:

Date:

Date:

Date:

1. Brought notebook into class.

+

-

+

-

+

-

+

-

+

-

2. Papers are filed correctly.

+

-

+

-

+

-

+

-

+

-

3. Extra paper is in the notebook.

+

-

+

-

+

-

+

-

+

-

4. All materials are present (pen/pencil,

etc.) in pouch.

+

-

+

-

+

-

+

-

+

-

5. Calendar in the notebook.

+

-

+

-

+

-

+

-

+

-

6. Assignments are up to date on calendar.

+

-

+

-

+

-

+

-

+

-

Total:

Initial:

Documents

Section II: Time Efficient Procedures and Classroom Organization