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Pbis strategies classroom management
- 1. Effective Classroom Management Rhonda J.Harrell Region 4 PBIS/PRC-029 Consultant
- 2. Expectations • Be Responsible –Return promptly from breaks – Be an active participant • Be Respectful – Turn off cell phone ringers – Listen attentively to others • Be Kind – Participate in activities – Listen and respond appropriately to others’ ideas
- 3. Activity: Match.com Directions: Findout who you are by asking “YES” and “NO” questions. Once you find out who you are, find your partner.
- 4.
- 5. SYSTEM S SYSTEM S PRACTICESPRACTICES DA TA DA TA SupportingSupporting Staff BehaviorStaff Behavior SupportingSupporting DecisionDecision MakingMaking SupportingSupporting StudentBehaviorStudent Behavior OUTCOMESOUTCOMES PositivePositive BehaviorBehavior SupportSupport Social Competence &Social Competence & Academic AchievementAcademic Achievement
- 6. Primary Prevention: School- /Classroom- Wide Systems for All Students, Staff,& Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR INTERVENTION & SUPPORT
- 7. Targeted Group Interventions •Smallgroup instruction •Focused academic help sessions Intensive, Individual Interventions •Tutoring •Academic Remediation Plans Intensive, Individual Interventions •Individual Positive Behavior Support Plans Targeted Group Interventions •Social Skills instruction •Reinforcement of specific skills Universal Interventions •School-wide rules and procedures •Systematic reinforcement procedures •Recognition of accomplishments 80%80% 15% 15% 5% 5% Universal Interventions •Effective instructional practices •Recognition of academic achievement School-wide System for All Students Academic Behavioral
- 8. What is EffectiveClassroom Management? Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and student learning can take place
- 9. Effective Classroom Management All things a teacherdoes to arrange and organize the classroom experience for teaching and learning to take place. Transitions Space Routines Procedures Time Students Materials Expectations Incentives Consequences PBISActive Supervision Data Professional Development
- 10. Setting & AchievingHigh Expectations https://www.teachingchannel.org/vide os/prioritizing-classroom- management
- 11. Routines and ProceduresMatter • Routines are: “a habitual performance of an established procedure” • Procedures are: “a series of steps followed in a regular definite order” • Effective routines and procedures help manage behavior because: – Establish predictability – Help promote consistency – Reduce anxiety
- 12. Activity: You have oneminute to brainstorm a list of routines students have to engage in, during the school day. You may want to start with beginning routines.
- 13. Teach your expectations before the activityor transition begins. Monitor student behavior by circulating and visually scanning. Provide feedback during the activity and at the conclusion of the activity. Begin the cycle again for the next activity. Teaching Routines and Procedures 1
- 14. Where to Begin •In order to maximize positive behavior, establish routines and procedures for the following: – Daily Schedule – Physical Space – Attention Signal – Beginning and Ending Routines – Managing Student Work *
- 15. Daily Schedule • Canimpact students with behavioral challenges • Flexibility based on need • Issues to consider: – Words and pictures posted clearly – Balance types of instruction – Consider length of activity – Follow a standard order to increase predictability
- 16. Physical Space • Thephysical environment can hinder or promote successful behavior • To maximize effective classroom set up consider: – Desk arrangement • Type (cluster, rows circle etc) • Accessibility – Bulletin boards • Level of stimulation – High traffic areas – Chill Out Area/Safe Place
- 17. Activity 1. Think aboutyour classroom space and structure-level. 2. Draft your desk arrangement paying close attention to high-traffic areas. 3. Consider placing a time-out area in your space.
- 18. Attention Signal • Establishan attention signal from the first day • Assess the following factors before implementing: – Can it be used consistently across settings? – Is it easy for all students to respond quickly? – How will you teach it to your students?
- 19. Attention Signal • Whenteaching attention signal – Make sure all students are attending before moving on (no matter how long it takes) – Reinforce students who attend immediately – Provide specific verbal praise to peers to redirect students – Be consistent! – Let’s practice...
- 20. Attention Signal Practice •“Give Me Five” • Teacher raises hand and says “May I have your attention please” • Teacher holds up 5 fingers one at a time • Students respond by demonstrating the five components of attention – Eyes on speaker – Quiet – Be still – Hands free (put things down) – Listen
- 21. Pope Panthers inAction
- 22. Video: Get TheirAttention Without Saying a Word https://www.teachingchannel.org/video s/silent-attention-getting-technique
- 23. Activity: 1. Choose anddescribe your attention signal. 2. Is your attention signal portable? 3. How will you teach your attention signal to your students? 4. How will you reinforce students for attending to your signal?
- 24. Beginning and Ending Routines •Beginning Routines – Set the tone for the entire day as students enter class •Students need to feel welcome •Students need to immediately go to seats and start a productive task
- 25. Beginning Routines • Studentsneed to know the procedures for: – handing in work, – dealing with being late – taking attendance – not having needed materials – returning after an absence
- 26. Activity: Give Handout#1 1. Pick 2-3 of the following Beginning Routines: – handing in work – dealing with being late – entering the classroom – not having needed materials – returning after an absence 2. Write your classroom procedures for the routines you chose.
- 27. Beginning Routines Example:Middle/High School When finished, use any additional time to review previous class notes. As you enter the classroom, get a pencil and sheet of paper from your materials or the tray. Place homework on left hand corner of your desk. Sit in assigned seat. Complete the “Do Now” posted on ActivBoard. Pay attention to the timer.
- 28. Beginning Routines Example:Elementary School Go to assigned seat and get out your materials for the day. As you enter the room, hang up your coat. Put book bag in your assigned cubby. Put homework folder in red tray. Put your lunch clip on your meal choice for the day. Get started on your morning work written on the board.
- 29. Ending Routines • Inorder to have a smooth transition at the end of the day, make sure you leave enough time for: – Clean up – Organization of materials and belongings – Feedback about the day •When giving feedback ensure a positive start for the next day, even if behavior has not been ideal
- 30. Managing Student Work •Efficient and effective procedures for managing student work helps to keep classrooms running smoothly and avoids unnecessary interruptions • Make sure you have thought through how you want to handle: • Assigning classwork and homework • Managing independent work periods • Collecting completed work • Keeping records and providing feedback • Dealing with late/missing assignments
- 31. Routines and ProceduresReview • To maximize desired behavior and minimize problem behavior, teach- monitor-feedback your procedures for: – Daily Schedule : Big, Bold, Beautiful – Physical Space : Structure-level Need – Attention Signal : 100% Compliance – Beginning and Ending Routines : Greet and Feedback – Managing Student Work : Save time
- 32. Effective Classroom Management Part 2:Expectations, Reinforcement Systems and Motivation
- 34. Classroom Management: Expectations, Reinforcement,and Motivation • To build upon classroom routine and procedures you need to have clear expectations for student behavior and methods for motivating and reinforcing appropriate behavior • In this section we will cover: – Classroom Rules – Behavioral Expectations – Methods for Teaching Expectations – Systems for Providing Effective Feedback (motivation)
- 35. Building Your Classroom ManagementPlan • Throughout this training you will begin to build your own classroom management plan • Your plan should include – Classroom rules and expectations – Methods for teaching expectations – Procedures for encouraging expected behavior (motivation) – Procedures for correcting behavioral errors (covered in part 3) *Classroom Management Plan and Sample
- 36. Classroom Rules • Classroomrules must be related to school-wide expectations • In order for rules to be effective they need to be – Positively stated – Specific, observable – Posted in a place that is visible from all parts of a classroom
- 37. Classroom Management Plan: Step1 and 2 • If you have already established school wide expectations, use them to develop specific rules for your classroom • If you don’t have school-wide expectations, use some of the sample handouts to develop specific rules for your classroom • Fill in the sections on the classroom management plan handout titled “classroom expectations and rules”
- 38. Classroom Activity Behavioral Expectations •Behavioral Expectations must be overtly taught and practiced as much as academic expectations • Assess how much your expectations change throughout the day • Establish methods for teaching expected behaviors • Use Teach-Monitor-Feedback loop
- 39. Teach your expectations before the activityor transition begins. Monitor student behavior by circulating and visually scanning. Provide feedback during the activity and at the conclusion of the activity. Begin the cycle again for the next activity. Teach-Monitor-Feedback Loop 3
- 40. Behavioral Expectations • Identifyyour expectations in observable terms • In defining your expectations you need to be explicit about: – Communication (can they talk at all, to whom, how loud, how long – Help (how will they get help when they need it) – Activity (what is the specific activity they need to be doing) – Movement (can students get up from their desks for any reason, if so what reasons – Participation (what will be the indicators that will let you know a student is participating appropriately)
- 41. Sample: Expectations forTeacher Directed Instruction • State and post expectations “during this lesson I expect:” – Eyes on board or overhead – Pencils down unless instructed to write – Raise hand if you don’t understand the lesson – Stay in seats – Only person talking is the teacher
- 42. Methods for Teaching Expectations •Once you have established clear expectations for all types of teaching activities, you need to create ways to teach these expectations to your students. • Expectations should be taught and reviewed regularly throughout the school year, especially after scheduled time away from school or if students demonstrate they have not yet learned them
- 43. Methods for Teaching Expectations •Behavioral lessons are most effective if they are integrated into the curriculum throughout the day • Some examples are: – T-Charts – Visual Displays – Flip Charts – Graphic Icons – Demonstrations/Practice
- 44. Classroom Management Plan: Step3 • Using sample handouts think about how you might incorporate behavioral lessons into your daily schedule • Share with your partner. • Write down any good ideas shared.
- 45. Motivation • Motivation iscrucial to getting students to follow your expectations • Key components to motivating your students are – Positive Expectations/Enthusiasm – Non-Contingent Attention – Positive Feedback/Ratio of Interactions
- 46. Motivation Expectancy Rate XValue Rate = Motivation • If a person thinks they will succeed at a task [Expectancy Rate], and they value what they will get as a result of succeeding [Value Rate], then their motivation will be high!
- 47. Positive Expectations/ Enthusiasm YOUset the tone for how students experience the classroom – You can communicate both your level of value and expectation through enthusiasm in the classroom – Students will be more enthusiastic about a task when they: • Understand why it is useful to them • See the big picture of what they will be able to accomplish • Connect it to other skills and tasks they already know
- 48. Video: Setting theTone from Day 1 https://www.teachingchannel.org/vide os/setting-classroom-tone
- 49. Non-Contingent Attention • Non-contingentis attention you give to students that is not dependant on any specific accomplishment • Non-contingent attention decreases problem behavior – Students more likely to respond to directions when they have already established relationships with adults
- 50. Non-Contingent Attention • Waysto increase non-contingent attention: – Greet students everyday – Show interest in student work that is not performance dependant – Show an interest in their experiences and ideas and share yours (with limits) – Ask their perspective of how things are going in the school – Make special effort to greet or talk to students who have been having trouble
- 51. Providing Feedback • Positivefeedback is attention you give students for a specific accomplishment • Feedback needs to be immediate to reinforce positive behavior • 4:1 - Research shows that attention to positive accomplishments must be four times more often than correction Example: Carol I like the way you came in this morning, went straight to your seat, and began working.
- 52. Increasing Opportunities for PositiveFeedback • Often we do not give students as much positive feedback as they need • Habitually we tend to focus on what is going wrong as opposed to what is going right • It takes conscious effort and practice to increase the frequency of positive feedback – Start by assessing current ratio – To increase the ratio need to break habits • Reminders (stickers, rubber bands etc) • Pre-determined time intervals • Random intervals
- 53. Positive Feedback • Positivefeedback can be – Verbal – Physical – Social – Tangible • When giving verbal feedback you should • Be specific • State the behavior they have exhibited • Avoid generic terms like “good job” or “thank you”
- 54. Classroom Management Plan: Step4 • It is important to have a written plan of how you will give feedback to your students both individually and as a group • Complete the section “ Strategies for Encouraging Responsible Behavior” • Use sample as a guide
- 55. Encouraging Responsible Behavior: Sample Ifstudents demonstrate positive behavior the following rewards will be given – Students will receive frequent verbal praise – Students with more than 10 positive comments will get to eat lunch with me – Students will earn points for the table group and tables with most points will get 5 extra minutes of recess – Entire class can earn points towards a pizza party
- 56. Next Steps: SeeHandout #3 • The final component to building a classroom management plan is having effective ways to correct misbehavior • You will complete the plan in the next section “Classroom Management Part 3: Effective Consequences”
- 57. “I have cometo the conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that influences whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Haim Ginott
- 58. References and Resources •CHAMPs; A Proactive and Positive Approach to Classroom Management (Randy Sprick) • The Tough Kids Book-Practical Classroom Management Strategies (Rhode, Jensen, Reavis) • Durham Public Schools PBS Center • University of South Florida PBS Project (Don Kincaid and Heather George) • University of Oregon; OSEP Center on PBS (George Sugai and Rob Horner) • University of Missouri; PBS Modules (Tim Lewis) Websites – PBIS.org – ncpublicschools.org
- 59.