passport to class room english
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Improving Student Improving Student Achievement Achievement
through Effective through Effective Classroom Classroom
ManagementManagementAsif Amin Khokhar 2011 (ELC – English Language
Centre) 1
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.
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Students are deeply involved in their work
Students know what is expected of them and are generally successful.
There is relatively little wasted time, confusion, and disruption.
The climate of the classroom is work oriented, but relaxed and pleasant.
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Rules Procedures Rewards Consequences Classroom Layout Teacher Organization Parental Involvement The First Day
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Rules are expectations of appropriate student behavior
The function of a rule is to prevent or encourage behavior by clearly stating student expectations
Keep the number of rules to a minimum (3-5)
If possible, state rules positively
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Follow directions the first time they are given
Raise your hand and wait for permission to speak
Stay in your seat unless you have permission to do otherwise
No cursing or teasing
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Be in your seat when the bell rings
Bring all books and material to class
No personal grooming during class time
Sit in your assigned seat daily Follow directions the first time
they are given
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Consequences are what result when a person abides by or breaks the rules
Rules must have consequences Consequences can be positive or
negative Positive consequences are called
REWARDS Negative consequences are
called PENALTIES
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The best consequences are reasonable and logical
Students will be more likely to rebel if the consequences don’t make sense
A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed
The best logical consequences teach the students to choose between acceptable and unacceptable actions
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Time Out Demerit or Fine Detention Assignment to write six ways to
correct the problem Being the last to leave Deprivation of some reward Exclusion from class
participation
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Do not stop instruction when giving out the consequences
When you see a violation of one of the rules, immediately give out the penalty
Give out the penalty quietly as you continue with the lesson or class work
Always deal with the behavior, not the person. You leave a person’s dignity when you deal only with the behavior or the issue
Include a “severe clause” in your consequence list
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The best reward is the satisfaction of a job well done
Use praise, recognition, and honors often
Use tangible rewards sparingly Explain your reward system when
explain your rules and consequences Post your reward system in the
classroom
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Free time on Friday Student of the week/ semester Tickets used for a drawing or other “
monetary” system PRAISE – be specific Extra Credit Good work posted First to be dismissed Homework Pass
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A pat on the back, high five, handshake
A note A note home A phone call home Pencil/ Eraser Candy Answer on a test
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Move a seat Class ice cream party Marble jar
Don’t Forget That Positive Reinforcement is Your Greatest Tool for Management of Student Behavior
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A procedure is a method or process for how things should be done in a classroom
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Classroom procedures allow many different activities to take place efficiently during the school day
Classroom procedures increase on-task time and greatly reduce classroom disruptions
Classroom procedures tell student how things operate in a classroom
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All procedures must be rehearsedSpend time the first few days of school teaching, modeling, and practicing procedures
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Entering the classroom Morning routine When you are tardy Dismissal Participation in class discussions When you need a pencil or paper Checking out class materials Coming to attention When you are absent Working cooperatively Changing groups Saying “thank you”
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Keeping your notebook Going to the office Going to the restroom Passing in papers Returning student work Headings on papers When you finish early Asking a question Walking in the hall Fire drills, earthquake, etc. When visitors are in the classroom If the teacher is out of the classroom
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Good classroom rules are the backbone of Good classroom rules are the backbone of classroom managementclassroom management
There should be a minimum expectation There should be a minimum expectation for behavior for every student in the for behavior for every student in the classroomclassroom
All students should be expected to follow All students should be expected to follow the rules, even special students. Once the rules, even special students. Once rules exceptions are made a double rules exceptions are made a double standard exists and rules become standard exists and rules become worthlessworthless
It is essential that students understand It is essential that students understand the resulting consequences (both positive the resulting consequences (both positive and privilege loss) of the rulesand privilege loss) of the rules
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Read a posted rule Discuss and/ or role play why the rule is important Explain what will happen if the rule is followed Explain what will happen if the rule is not followed
Student should be allowed to question the utility or fairness of a rule during discussion periods but it is the teacher who makes the final decision. Rules cannot be questioned at other times, especially when a rule is broken.
Teachers should select and post the core of the classroom rules before the first day of school. They can be fine tuned during discussion the first two weeks of school .
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Keep the number of rules to a minimum – about five rules for each classroom
Keep the wording of rules simple – pictures or icons depicting the rules help the understanding of younger students
Have the rules logically represent the basic expectation for a student’s behavior in the classroom
Keep the wording positive if possible. Most rules can be stated in a positive manner; some rules cannot. However, the majority of classroom rules should be positive
Make the rules specific. The more ambiguous (i.e. open to several interpretations) the rules are, the more difficult they are to understand. Don’t give any loopholes
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Make the rules describe behavior that is observable. The behavior must be observable so that an unequivocal decision can be made as to whether the rule has been followed.
Make sure the rules describe behavior that is measurable. That is, behavior must be able to be counted and quantified in some way for monitoring purposes.
Publicly post the rules in a prominent place in the classroom (e.g., in front of the classroom, near the door). The lettering should be large and block printed.
The following the rules to consequences. Spell out what happens positively if students follow the rules, and what they lose if they do not follow the rules.
Always include a compliance rule. You get the behavior that are posted in the rules. If you want to improve compliance in the classroom, include a rule such as “Do what your teacher says immediately”.
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Be responsible Be a good citizen Pay attention Be ready to learn Demonstrate respect for others Respect other’s rights Respect authority Treat school property appropriately Do your best Take care of your materials Maintain appropriate behavior in the
classroom Be kind to others Be polite
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Turn in completed assignments on time
Bring paper, pencil and books to class Sit in your seat unless you have
permission to leave it Raise your hand and wait for
permission to speak Work when you are supposed to Do not bother or hurt others Walk, don’t run, at all times in the
classroom Keep hands, feet and objects to
yourself Bring books, notebooks, pens and
pencils to class
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Disruptive students should be placed in the front of the classroom near the teacher, but not separated from rest of class
Two disruptive students should not be allowed to sit next to each other
Disruptive students need more frequent reinforcement than other students. Having them close to the teacher makes this possible
If there are a group of difficult students, have the most difficult one sit close to the teacher and spread the others out. Place appropriate students next to disruptive students
Students should have only relevant materials on their desk
Do not place easily distracted students near the window or other location where distraction is likely
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Moving around the classroom frequently is the best proactive strategy
The more time the teacher is behind her/ his desk, the more opportunity students have to misbehave
Walking around lets the teacher more easily detect problems before they get out of hand
Walking around allows the teacher to subtly reinforce students (e.g., a touch on the shoulder, leaning down to look at their work, saying “good job”).
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Make sure you mean it! – Never issue a command you do not intend to see followed through to its completion
Do not present command as a question or favor. – State it simply, directly, and in a businesslike voice
Use a quite voice, do not yell. – Getting you upset may be reinforcing to them. Try to maintain your composure.
Give the student time. – When giving a command allow 5 to 10 seconds to respond before (1) giving the command again or (2) giving a new command.
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Do not nag – Issue a command only twice, then follow through on the preplanned consequence. The more you ask, the less likely they are to comply.
Do not give too many commands at once – Give only one or two commands at a time.
Make sure student is paying attention to you – Make sure you have eye contact.
Describe the behavior you want – It helps to give specific well-described commands that are not open to interpretation.
Make more start requests than stop request – “Do” requests are better than “Don’t” requests.
Verbally reinforce compliance – It is easy to forget and not socially reward a student when he/ she complies to your request.
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Definition – A School-Home note is an informational note that goes from the classroom to home, and back to school. It provides information between the parents and teacher about a student’s classroom behavior and academic performance.
Step 1: Decide what type of home note is necessary. Daily notes are helpful when the program is first started. Weekly notes can be used once things stabilize.
Step 2: Set up a conference with the student’s parent (s). Solicit their cooperation, ask them their goals, and help them decide on positive and negative consequences at home.
Step 3: In the conference with the parent(s) decide on the behaviors that should be included on the home note. It is best to mix classroom behavior and academic behavior. Include no more than five behaviors for elementary school students.
Step 4: In the conference with the parent(s), decide on how the behavior should be rated.
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Step 5: In the conference with the parent(s), decide what type of reductive consequences and positive reinforcement should correspond to each rating. Remember, the note should be mostly positive.
Step 6: In the conference with the parent(s), suggest that no excuse is accepted from the student for not bring the note home. No note means a bad note.
Step 7: Explain the procedure with the student after meeting with the parent(s).
Step 8: Begin the home note program on a Monday. After the note has been rated, initial the note and give it to the student.
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Definition – Contracting involves placing contingencies for reinforcement, and sometimes punishment, into a written document which is agreed to and signed by the student, the teacher, and any other individual (i.e., parents) involved with the contract.
Step 1: Define the specific behavior for which the contract is being implemented.
Step 2: Select the contract reinforce with the help of the student.
Step 3: Define the contract criteria. Include the amount of behavior required, the amount of reinforcement to be provided, and the time limits for performance.
Step 4: If possible, include a bonus clause for exceptional performance or behavior completed before the time limits set nonperformance.
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Step 5: Negotiate the contract with the student.
◊ Indicate why a contract is necessary. ◊ Discuss the target behavior, reinforcement, and
performance criteria. ◊ Indicate that aspects of the contract are
negotiable but the need for it is NOT. ◊ Tell the student what you suggest and ask for
his/ her input. ◊ Don’t allow the student to set unrealistically
high standards. ◊ Indicate that the contract may need to be
renegotiated in the future Step 6: Put the terms of the contract in
writing. Step 7: Set a date for reviewing and possibly
renegotiating the contract. Step 8: Have all participating parties sign the
contract. Keep a copy and make a copy for each participant.
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Is a group contingency really necessary? ◊ Do peers contribute to problem student’s behavior
through encouragement? ◊ Is improved student cooperation necessary? ◊ Have other positive approaches failed to change this
behavior? Define the target behavior. Is it observable,
measurable, and easily tracked? Is/ Are the student(s) capable of performing the
target behavior? Specifically define the behaviors expected and not
tolerated (e.g., no one is to laugh when another student talks back to the teacher, everyone must raise his/ her hand before speaking out in class).
Interdependent Group Contingency probably best. Reinforcement is based on class average/ criteria, not on any individual’s behavior.
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Describe to the class the positive reinforcer that can be gained as a group. Ask for the group’s input (e.g., the class can select a reward from a reinforcer menu.) Also Mystery Motivators.
Describe to the class the consequences if the behavior you want to reduce is exhibited. Not always necessary.
Post the rules for the group contingency. Include these rules:
◊ No threats or making fun of a student who has difficulty will be allowed.
◊ Students should encourage others to do their best. Publicly post the group contingency information: ◊ The criterion for gaining a reward or losing a
privilege. ◊ How the students are doing (e.g., marks on the board
for the number of talk outs.) ◊ What the students will win or lose. Emphasize the positive and cooperative aspect of the
group contingency.
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Effective Teachers Have …
The Room ReadyThe Work ReadyThemselves Ready
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Assign seats the first day Keep your seating chart posted Keep materials accessible Bulletin boards should be attractive and
functional Rules, consequences, rewards, and
important procedures should be posted Display student work Clear traffic paths
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Have your basic materials ready for the first week of school.
Find and organize containers for your materials. Label containers and keep an index card in each that lists its contents.
Keep extra file folders in your filling cabinet to use for handouts, tests, quizzes, notes for each unit you teach. Label the folder with the unit/ topic so it is ready for next year.
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Have an emergency kit (tissue, gloves, bandages, paper towels etc. )
Familiarize yourself with your teacher’s manuals and other subject materials.
Make copies of important forms and keep a file for each (attendance forms, tardy slips, hall passes, referral forms, etc. )
Generate a class list and keep multiple copies in a file.
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Assign each student a number. Create a homework file for absent
students. Number desks for seating. Create a seating chart. Keep a documentation folder for every
student. Keep a contact sheet in each folder.
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Create substitute folder that includes a class list, schedule, discipline policy, assignments, and names of helpful students and teachers.
Color code everything (binders for each subject, grade book, etc. )
Get to know the secretary, custodians, and other helpful school staff.
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Create a parent handbook including class list, discipline policy, brief outline of course content to be covered, text book information, and your contact information.
Call every parent to introduce yourself during the first week of school.
Word as a partner with the parents. Always start and end every parent phone call
with a positive comment. When you have to make a “negative” call, get
in the habit of then making a “positive” call. If possible, present parents with opportunities to
volunteer in your classroom.
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Parent ConferencesEncourage parent/ teacher conferences throughout the year. Make a list of points you want to cover before the conference begins. Start and end every conference on a positive note. Have samples of the student’s work to show parents. Let the parents know you want their child to succeed. Document the conference by jotting down what happened and what was said after the conference. Keep this in the student’s folder.
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Greet everyone you encounter with a smile and greeting.
Greet every student at the door with a smile and a cheerful “Good Morning!” or “Good Afternoon!”
Make sure your name is on the board with the room number, section/ period, and subject.
Communicate as the walk in how you would like them to sit.
Have some work for them to do as soon as they sit down.
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State your name and your expectations for the upcoming year/ semester.
Point out that every morning will start the same way (entering quietly, taking their assigned seat, and getting to work on the posted assignment.)
Clarify for the students what materials they will need for your class.
Show them where things are located in the classroom.
Go over your rules and consequences (Point out where they are located in the room).
Introduce your most important procedures (the ones that will be used during the first two or three days of school).
Model each procedure and have students practice them.
Get busy on your first assignment.
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1. Am I in the right room?
2. Where am I suppose to sit?
3. What are the rules in this classroom?
4. What will I be doing this year?
5. How will I be graded?
6. Who is the teacher as a person?
7. Will you treat me as a human being?
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Begins the first day of school attempting to teach a subject and spends the rest of the school year running after the students.
From H. Wong, The First Days of School
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Spends the first weeks of school
Establishing a positive learning community (climate) Getting to know the studentsTeaching classroom routines & procedures
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How do you begin to build sense of belonging (inclusiveness) How do you build an environment where students feel they can contribute? How do you help students feel safe? (Physically and emotionally)
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“Climate gives all students the sense that can learn and succeed, that they can collaborate and question, that they are all valued as part of a learning community …”
Gayle Gregory Differentiating Instruction
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Students learn best when learning opportunities are natural, meaningful, and context-laden. Lynn (Erikson, Concept-Based Instruction)
Students learn best when classrooms and schools create a sense of community in which students feel significant and respected.
Linda (Albert, Cooperative Discipline)
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Students learn best when classrooms and schools create a sense of community in which students feel significant and respected.
Students Need to Feel: CapableConnectedCared for
Linda Albert, Cooperative Discipline
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Learning Styles Inventory
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At the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year.
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What to do and when to do it… How to enter the classroomWhat to do firstWhat to do nextWhere and how to store materialsHow to finish class and exit the roomWhat to do when they finish a projectOptions they have for learningWhat to do when they do not know what to do
Taken from America’s Choice, Rituals, Routines and Artifacts, p.3
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That set up the class for achievement to take place. Informs students what you want them to do, how things are to be doneAre steps to be learned
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What the students do automatically… Overall structure of the class
activities “The absolute predictability of this
routine communicates to students that the work of the class is important and well planned”
From America’s Choice, Routines, Rituals and Artifacts
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1. Clearly define classroom procedures and routines
2. Effectively teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing procedures until they become routines.
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Is not discipline; it is the lack of procedures and routines.
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Then you’re planning to fail.
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Clearly define classroom procedures and routines
Effective teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing until they become routines.
H. Wong, The First Days of School
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Provide Structure Help curb impulsive behavior Provide a safe environment Reinforce rights of all individuals Define limits Identify appropriate/
inappropriate behaviors Provide consistency and fairness
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Discipline: Concerns how students BEHAVE
Procedures: Concern how things are DONE
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Discipline has
penalties and rewards
Procedures have NO
penalties or rewards
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RulesConsequencesRewards
H. Wong The First Days of School
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Observable Measurable Obtainable Positively Stated Clearly Defined Practices, reinforced,
rewarded No more than 5
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CompliancePreparationTalkingIn/ Out of Class BehaviorTransitions
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Follow your teacher’s directions
Do what your teacher ask S
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Have books, pencils and paper for class
Have your homework completed and ready to hand in
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Raise your hand to speak
Talk to your friends only during free time
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Keep hands and feet to yourself
Ask permission to leave your seat
Respect other people’s property, space and ideas
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Be in your seat before the bell rings
Be in class and prepared by 7:00 AM
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Walk down the halls with hands and feet to yourself
Use “inside” voices in the hall
Walk on the right side of the hall
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Punishment
Exclusion
Counseling
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Social skills training Academic curricular
restructuring Behaviorally based intervention
Expert, define, instruct, model, practice, reinforce, reinforce, reinforce……
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Examples of Prevention
PrimaryReduce new cases of problem behavior
Secondary Reduce current cases of problem
behaviorTertiary
Reduce complications, intensity, severity of current cases
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Instructional Approach
Focus on teaching social behavior like academic skills
Emphasis on teaching & encouraging prosocial behavior that competes with development & displays of rule-violating behavior. Dr. L. Eber
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How Important Are You?
Researchers estimate that students typically gain about 34 percentile points in achievement during one academic year. A student who scores at the 50th percentile in math in September will score at the 84th percentile on the same test given in May. Average teacher: 34 percentage points Effective teacher: 53 percentage pointsLess effective teacher: 14 percentage points
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How Important Are YOU?
The highly effective teacher Knows their students. Employs a variety of instructional
strategies to meet the many needs of their students.
Has well defined, consistent classroom Management techniques Possesses a solid understanding of
curriculum and designs instruction in a fluent, seamless fashion.
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The role of a teacher…
Is not to grade a studentThe main role of the
teacher: Is to help every student reach the highest possible level of achievement.
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The highest form of Teaching Occurs…
When Students Are:
Working cooperatively Solving open-ended problemsUse higher-order thinking skills
The greater the time students work together and the greater the
responsibility students take for their work, the greater the
learning. 84
Complete “Critical Attributes for the First Day of
School”
Write down three attributes you will
Develop
Change
Refine
Place this list into an envelop
Seal the envelop and sign your name across the back
flap
On the front, write your name and school
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Background – 1943 Abraham Maslow published
his Hierarchy of Needs
Divided needs into two groups – deficiency
needs and growth needs
Within the deficiency needs each lower need
must be at least partially met before moving
to the next higher need
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MASLOW’SHierarchy of Needs
1. Physiological – Life Support
Hunger, Thirst, Air, Bodily comforts,
Elimination, Sex
2. Safety – Security/ Out of danger
Peers, Curriculum, Teacher – Administrators
3. Sense of Belonging – Being affiliated with, and
accepted by, others
Physically and psychologically safe haven.
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4. Esteem – To achieve, be competent, and be
recognized – has both an internal and an external
component.
(You as the teacher have the most control
over helping students meet this esteem need.
You control the extent to which work is challenging
and rewarding. )
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Once the deficiency needs have been at
least partially met individuals are ready to
act upon growth needs. Maslow originally
conceptualized only one growth need: Self-
actualization – To find fulfillment and realize
one’s potential – a concern for personal
growth.
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Self-actualization – To find fulfillment
and realize one’s potential – a concern
for personal growth. Su
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Maslow later added two growth needs prior to self-
actualization and one after it. The needs added
prior to self-actualization are:
Cognitive – a need to know, understand, and
explore
Aesthetic – a need for symmetry, order, and
beauty
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The need added after Self-
Actualization was Transcendence – To
help others find self-fulfillment and
realize their potential. Su
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Since 1943, when Maslow published his
hierarchy, other psychologists such as
William James, Gordon Allport, and other
developed other hierarchies.
Ironically, Maslow’s hierarchy remains the
most popular despite the lack of any
empirical evidence to support the idea.
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Credited to B.F. Skinner (1953). Classical
conditioning/ behaviorism. Manipulating the
environment (providing rewards or punishments)
to bring about a behavior change in someone
else.
Someone else is the prime mover.
Regardless of how benevolent the reason, the
student’s opportunity to make a free choice is
reduced or eliminated.
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1. Credited to William Glasser (1965) and used in
clinical psychiatry.
2. Past events not allowed to excuse current
behavior.
3. Student Identifies consequences of behavior and
decides if it is acceptable.
4. Student is the prime mover in deciding on and
implementing, a plan to avoid unacceptable
consequences.
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1. Assumes that if there is a behavior
problem, the student wants to minimize
the number of others who get involved.
2. Depends on keeping anecdotal (written)
records, i.e., name, date, problem, and on
the approval of your principal to use this
approach.
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3. Involvement goes from a
a. Student and teacher; to
b. Student, teacher, and parents; to
c. Student teacher, parents, and school
counselors and/ or administrators.
4. Anecdotal records document systematic attempt
to solve problem without administrative
assistance.
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Illegal to give a student a zero for management
issues
Other possibilities:
1. After-school detention
2. Break detention
3. Corporal Punishment
There has to be an intermediate step between
your initial consequence and an office referral
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Things you can Control
Things you can’t Control
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Class Size (this is the determining
factor)
Students
Time of Day
Interruptions
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Seating
Procedures
Rules and Consequences
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The Goal:
Increase the variety of learning activities but
decrease transition time.
Student engagement and on-task behaviors
are dependent on how smoothly and efficiently
teachers move from one learning activity to
another.
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Withitness refers to a teacher’s
awareness of what is going on in the
classroom
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When discipline problems occur, the teacher
consistently takes action to suppress the
misbehavior of exactly those students who
instigated the problem
When two discipline problems arise concurrently,
the teacher deals with the most serious first
The teacher decisively handles instances of off-
task behavior before the behaviors either get out
of hand or are modeled by others
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When handling misbehavior – make sure
all students learn what is unacceptable
about that behavior
Getting angry or stressed does not reduce
future misbehavior
Deal with misbehavior without disrupting
the learning activity
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Eye contact, facial expressions, gestures, physical
proximity to students, and the way you carry
yourself will communicate that you are in calm
control of the class and mean to be taken
seriously.
Be free to roam
Avoid turning back to class
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Verbalize descriptions of behaviors and never value
judgments about individuals
Verbalize feelings but remain in control
DO NOT USE SARCASM
Do not place labels (good or bad)
Do not get students hooked on praise
Praise the word and behavior – not the students
themselves
Speak only to people when they are ready to listen
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… Or, “Do not smile until
Eid”
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Take advantage of the first days of class
Establish an environment in which
achieving specified learning goals takes
priority over other concerns
It is much easier to establish this
environment from the beginning rather
than later
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1. Take advantage of the new school year or term
to set the stage for cooperation
2. Be particularly prepared and organized
3. Minimize transition time
4. Utilize a communication style that establishing
non-threatening, comfortable environment
5. Clearly establish expectations for conduct
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Take advantage of initial uncertainty
Ride your “fences”
PLAN for a favorable beginning
Classroom/ lab organization
Ongoing routines
Use learning activities with easy-to-follow,
uncomplicated directions
Use a disclosure statement
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Used to clearly communicate
expectations to students and parents
Refer back to the guidelines
throughout the term
Not a legally binding document
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Basic Course Outline
Grading Procedures
Include procedures for making up missed work, extra
credit, homework expected, etc.
Attendance Policies (Should be consistent with school
policy)
Other class rules, policies, procedures
Safety considerations as necessary
Accommodation for disabilities statement
Signature of student and parent/ guardian
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Make sure all students can see and hear clearly
(and you can see them clearly)
Arrangement is determined by learning activity
(lecture, class discussion, small group work, etc. )
Allow room and easy access for proximity control
Think through class procedures and learning
activities and arrange the room in the best
possible way
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Every behavior has a function
Four primary reasons for disruptive behavior in
the classroom
Power
Revenge
Attention
Want to be left alone (i.e., disinterest or
feelings of inadequacy)
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Many misbehaviors exhibited by students are
responses to a behavior exhibited by the teacher
Do not tolerate undesirable behaviors no matter
what the excuse
Understanding why a person exhibits a behavior
is no reason to tolerate it
Understanding the function of a behavior will help
in knowing how to deal with that behavior
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Remain focused and calm; organize thoughts
Either respond decisively or ignore it all together
Distinguish between off-task behaviors and off-
task behavior patterns
Control the time and place for dealing with off-
task behavior
Provide students with dignified ways to terminate
off-task behaviors
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Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Utilize the help of guardians
DO NOT USE CORPORAL PUNISHMENT
A form of contrived punishment in which physical
pain or discomfort is intentionally inflicted upon an
individual for the purpose of trying to get that
individual to be sorry he or she displayed a
particular behavior
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Use the principle of “Extinction”
Whenever the positive rein forcers for a person’s voluntary
behavior pattern are removed or cease to exist, the person
will begin to discontinue that behavior
Specify the exact behavior pattern to extinguish
Identify positive rein forcers for the behavior
Plan to eliminate positive reinforcement
Establish a realistic time schedule
Implement the plan
Evaluate the effectiveness by observing behavior
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Use the principle of “Shaping”
Reinforce behaviors that are similar to the
behavior to be learned
Subsequent actions that are more like the
behavior to be learned than previous actions
are reinforced
Subsequent actions that are less like the
behavior to be learned than previous actions
are not positively reinforced
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Attention-seeking students prefer being punished,
admonished, or criticized to being ignored
Give attention to this student when he or she is
on-task and cooperating
“Catch them being good!” – and let them know
you caught them
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Power-seeking students attempt to provoke
teachers into a struggle of wills
In most cases, the teacher should direct attention
to other members of the class
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POSSIBLE RESPONSES:
Refocus attention by restating relevant point
Direct questions to group that is back on the subject
Ask how topic relates to current topic being discussed
Use visual aids, begin to write on board, turn on
overhead projector
Say: “Would you summarize your main point please?”
or “Are you asking …?”
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POSSIBLE RESPONSES:
Change teaching strategies from group discussion
to individual written exercises or a videotape
Give strong positive reinforcement for any
contribution
Involve by directly asking him/ her a question
Make eye contact
Appoint to be small group leader
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POSSIBLE RESPONSES:
Acknowledge comments made
Give limited time to express viewpoint or feelings, and
then move on
Make eye contact with another participant and move
toward that person
Give the person individual attention during breaks
Say: “That’s an interesting point. Now let’s see what
other people think.”
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POSSIBLE RESPONSES:
Admit that you do not know the answer and
redirect the question the group or the individual
who asked it.
Acknowledge that this is a joint learning
experience.
Ignore the behavior.
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POSSIBLE RESPONSES:
Redirect question to group or supportive
individuals.
Recognize participant’s feelings and move on.
Acknowledge positive points.
Say: “I appreciate your comments, but I’d like to
hear from others,” or “It looks like we disagree.”
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POSSIBLE RESPONSES:
Say: “You are entitled to your opinion, belief or
feelings, but now it’s time we moved on to the next
subject,” or
“Can you restate that as a question?” or
“We’d like to hear more about that if there is time
after the presentation.”
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POSSIBLE RESPONSES:
Hostility can be a mask for fear. Reframe hostility as
fear to depersonalize it.
Respond to fear, not hostility.
Remain calm and polite keep your temper in check.
Don’t disagree, but build on or around what has been
said.
Move closer to the hostile person, maintain eye
contact.
Always allow him or her a way to gracefully retreat
from the confrontation.
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POSSIBLE RESPONSES: Say: “You seem really angry. Does anyone else feel this way?”
Solicit peer pressure.
Do not accept the premise or underlying assumption, if it false or
prejudicial, e.g., “If by “queer” you mean homosexual…”
Allow individual to solve the problem being addressed. He or she
may not be able to offer solutions and will sometimes undermine his
or her own position.
Ignore behavior.
Talk to him or her privately during a break.
As a last resort privately ask the individual to leave class or for the
good of the group.
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POSSIBLE RESPONSES:
Point out that we can’t change policy here.
Validate his/ her point.
Indicate you’ll discuss the problem with
the participant privately.
Indicate time pressure.
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POSSIBLE RESPONSES:
Don’t embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by discussion is
near the talkers.
As a last resort, stop and wait
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Policies relating directly to students:
Attendance/ Tardy Policy
Academic/ Grading Policies
Telephone use (school phones, cell, papers)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation verbal abuse, etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy
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Internet/ Email use policies
Policies regarding the reporting of abuse, neglect, suicide
threats, etc.
Emergency procedures
Fire, earthquake, bomb threat, intruder, etc.
Field Trip policies
Accident reporting procedures
Reporting academic progress
Purchasing guidelines
Substitute teachers
Requests for, planning, etc.
Use of videos, movies, and instructional materials
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Engaging Students
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In order for students to understand
what teachers are trying to say, they
have to hear what the teachers are
saying! Task, but there are ways to get
your information through to them!
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Lead-In-Activity: This will get your
students’ brains warmed up before you
begin the day’s lesson. Consider these
activities “Jumping Jacks for the Mind!”
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“When will I use this?” – Students always want
to know how class topics will relate to them in the
“real world”. Make the subject matter practical.
Present the information as the students might see
it on tests or assignments, and then relate it to
their lives. Make it seem real to them instead of
spouting off some abstract concept.
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“There was this one time…” Students love to hear
stories. Use your personal experience in your
lessons, as they relate to the topics being
discussed. Allow the students to visualize
concepts through your stories. Su
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Activities, Activities, Activities!
Activities are the one way to trick students into
learning important concepts without them realizing
they are (oh no!) learning!
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Don’t be a Dictator!
Students always unfairly compare
being in schools to being in prison.
Avoid this in your classroom by
offering choice of assignments. (i.e.
present an assignment and allow
students to choose how they
answer the same problem from
three different methods. )
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“I didn’t get it because I’m a visual person.”
– All students learn differently. Try to present
your ideas or concepts in multiple ways, exploring
multiple modalities of learning. Expose all the
senses by giving the information to students so
that they hear it, see it, feel it, and hopefully
understand it. Use different colors, sounds or
music, and/ or hands-on examples to reinforce
lessons.
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If you can’t beat ‘em, join ‘em! – How do a
majority of students spend their free time???...
Playing video games! Students can easily wire
and install elaborate entertainment systems in
their cars, most have hi-tech communication
devices.
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Take advantage of this by incorporating
technology into your classroom. Use multi-media
systems to show informative web pages, videos,
and power points that enhance lessons. Have
students do assignments on the internet instead
of in their textbooks.
Your school media specialists can help you
implement these technologies into your classes.
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If they want to talk, let them talk!!! –
Encourage student responses in class. They may
help you relate information in a way. This is more
easily retained by other students. Group
assignments are great because students are able
to communicate and talk, yet in a more
constructive way.
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Mix it up! – You can’t expect to keep your kids’
attention for ninety minutes by making them sit
and listen to you lecture. You can provide variety
without sacrificing structure. Break the class
period down into sections, were information is
explored in different ways (i.e. lead-in activity,
notes, lecture, group work, assignment, hands-on
activity review.)
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Don’t be afraid to have fun! – It’s ok to make your
class fun. If your kids enjoy their time with you,
they are more likely to be successful. Your class
might be the only time of the day that they feel
important, or the only time they smile. Su
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Using the research on the first-week management
behavior of effective classroom teachers, state what
you would do during your first week as a new
teacher and why you would do that. Discuss the
difference between focusing on increasing on-task
behavior or decreasing off-task behavior (Give
specific, original examples, not just generalities.)
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The most important factor in classroom
management is getting off to a good start.
In general, this means to develop and
implement a classroom management plan
that will prevent problems from occurring.
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In general, teachers who get off to a good
start in terms of classroom management
generally have more orderly classroom in
January as well as better student
achievement (e.g., Emmer, Everston &
Anderson, 1980; Everston & Emmer, 1982)
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One of the most important activities during
the first week is to establish and teach
classroom rules (guidelines for appropriate
and inappropriate behavior) and procedures
(specific routines for accomplishing daily
activities).
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A second guideline is to work with the whole
class during the first two weeks to establish
group cohesiveness and solidarity.
If groups are to be used, every student
ought to be engaged in the same activity.
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A third guideline is to provide many opportunities
for students to respond appropriately.
If you want students to write their names and the
date on their papers I a certain place, give several
assignments each day where students will have to
practice this activity.
Then provide corrective feedback to help students
accomplish the task successfully.
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A fourth guideline is to use a variety of activities
during the first week or two in order to capture and
maintain student’s attention.
These should be relatively easy and enjoyable and
should probably engage students in reviewing
previously learned material.
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A fifth guideline is to keep track of each student’s
progress and insure, as much as is possible, that
each student is engaged and successful in learning
activities.
Any student that seems to demonstrate an inability
to keep up should be dealt with us quickly as
possible.
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Increasing student involvement in
classroom activities (or time-on-task)
is one way to think about getting off to
a good start. Su
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However, since
Total allocated time = Time-on-task +
Time-off-task
Another perspective is to focus on how to
decrease time-off-task
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Huitt, Caldwell, Traver & Graeber (1981) found that
student off-task (unengaged) behaviors could be
classified in one of five categories:
Management/ transition
Socializing
Discipline
Unoccupied/ observing, and
Out of the room
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The acronym of Ms. Duo can be used to help
remember these categories
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Management/
Transition
Daily, routine classroom
activities or “in-between”
activities
Distributing, setting up, or
gathering equipment,
supplies, materials, etc.
The acronym of Ms. Duo can be used to help
remember these categories
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Management/
Transition
Taking roll
Students standing in line
Waiting for teacher’s help
Turning pages in book
Listening to nonacademic
directions
Waiting for next activity to begin
The acronym of Ms. Duo can be used to help
remember these categories
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Socializing
Two or more
persons are
interacting socially
The acronym of Ms. Duo can be used to help
remember these categories
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Socializing
Whispering nonacademic
comment to neighbor
Passing notes
Watching someone else
whispering
The acronym of Ms. Duo can be used to help
remember these categories
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Discipline
Adult is reprimanding a
student, a student is
being punished, or
student is watching other
student being scolded
The acronym of Ms. Duo can be used to help
remember these categories
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Discipline
One student is being
scolded and other
students are listening
Head on desk as
punishment
The acronym of Ms. Duo can be used to help
remember these categories
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Unoccupied/
Observing
Sitting or standing alone,
wandering about with no
evident purpose or goal,
watching other people or
unassigned activities, or
playing with materials
The acronym of Ms. Duo can be used to help
remember these categories
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Unoccupied/
Observing
Staring out the window
Aimlessly wandering
around the room
Watching another student
do a different assignment
The acronym of Ms. Duo can be used to help
remember these categories
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Out of the
room
Temporarily out of
the room
The acronym of Ms. Duo can be used to help
remember these categories
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Out of the
room
Gone to the
Bathroom
Nurse
Library
Principle’s office
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Work in schools helping teachers
improve student engaged time (e.g.,
Caldwell, Huitt & French, 1981) showed
that two of the five categories were
used to classify almost 90% of the
unengaged behaviors:
Management/ transition and
Unoccupied/ observing
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Management/ transition occurred
mainly when the teacher was
working with the whole class.
Unoccupied/ observing occurred
more often when students were
involved in seatwork.
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A larger than normal amount of
socializing generally meant that
the teacher was involved in the
social interaction process (e.g.,
discussing a recent sports activity
or the upcoming dance.)
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When a larger than normal amount of
discipline occurred it generally was a
result of a “cease and desist” classroom
management strategy.
That is, the teacher waited until an
inappropriate behavior occurred and
then tried to stop it rather than
attempting to establish appropriate
behavior in a proactive manner.
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A larger than normal amount of out-of-
the-room behavior usually meant that
either
Then teacher was not paying
attention to the number and lengths
of trips to the bathroom
OR
Some person outside of the
classroom was requesting that
students leave the classroom on a
regular basis
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Specific research-based management strategies
focused on the most often occurring
management problems in a classroom are
provided in your handouts.
Close attention to dealing with these problems in
a proactive manner will reduce time-off-task,
thereby increasing time-on-task.
[Notice that the management/ transition
category has four subcategories with
suggestions for each. ]
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Introduction
Behavior & Learning
Setting up your Students for Success
Defining & Teaching Behavioral Expectations
Reinforcing Expected Behavior
Effective Scanning and Monitoring
Instructional Variables related to Behavior
Participation
Student Success
Responding to Misbehavior
Review & Tools
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“There are no bad boys, there
is only bad environment, bad
training, bad examples, and
bad thinking”
William Tames
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Early Childhood Middle Childhood
Late Childhood
Poor parental discipline
& monitorin
g
Child Conduct Problem
s
Rejection by
normal peer
group
Academic failure
Commitment to
deviant peer group
BAD NEWS: Long-term risk increases with each
stageGOOD NEWS: We can take Kids off this developmental
pathway
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Assumption of Behavior Theory:
People are constantly engaged in learning and every
experience adds to a person’s knowledge base and
influence his/ her subsequent actions.
Therefore, effective teachers
1.Spend more time promoting responsible behavior than
responding to irresponsible behavior
2.Recognize that misbehavior occurs for a reason, & take
this into account when determining how to respond to
misbehavior
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Are NOT born with “bad
behaviors”
Do NOT learn when presented
contingent aversive consequences
Do learn better ways of behaving
by being directly & receiving
consistent positive feedback.
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Student(s) don’t know expectations
Student(s) don’t know how to exhibit
expected behavior
Student is unaware he/ she is engaged in the
misbehavior
Misbehavior is providing student with desired
outcome:
Obtaining attention from adults/ peers
Escape from difficult task or non-desired
activity
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Students who chronically engage in
problem behavior have:
Learned that it is a functional
response for getting what they want
In many cases avoiding academic
tasks they struggle with
Often do not have practiced
alternative, more appropriate
behaviors to fall back on
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Are we setting students up to misbehave?
Every time a student engages in problem
behavior, escalation, or a power struggle
they are further practicing that response
As educators, we need to:
Prevent students from practicing habits of
problem behavior & escalation
Teach more appropriate alternative
behaviors
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Views students behavior as a
teaching problem, in which
errors need to be eliminated
and correct responses need to
be taught and strengthened
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We need to explicitly teach expected and
desired behavior rather than take the risk, or
expect, that students “should know”, or they
will figure it out on their own
Our tendency when students don’t follow
behavioral expectations is to punish students
rather then teach students…
Would we punish a student for not reading
a word correctly?
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We cannot prescribe medication
We cannot change the students previous
experiences
We often cannot change the parenting practices
in the home
Some venting is good, but too often it takes over
leading to less productive meetings, instruction
& supports for students
There is a LOT we can do in the classroom to change
student problem behavior
This starts with student learning… …
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Primary Prevention:
School/ Classroom – Wide Systems for All Students, Staff, & Settings
CONTINUUM OF SCHOOL-WIDE
POSITIVE BEHAVIOR SUPPORT
Secondary Prevention:
Specialized Group Systems for
Students with At-Risk Behavior
Tertiary Prevention: FBA BSP for
Students with High-Risk Behavior
For MPS Teachers
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If students are repeatedly engaging in a
behavior, they are most likely doing it for a
reason, because it is paying off for the
student.
Behavior is communication, students can
learn either that (a) expected behavior or (b)
problem behavior is the best way for them to
get their needs met
Students will use which ever behavior
works most effectively and most
efficiently for them to attain their desired
outcome
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What happen before (A or antecedent)
the behavior occurs?
What is the behavior (B)?
What happens after (C or consequence)
the behavior occurs?
A B C
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What happens Immediately preceding the
problem/ target behavior?
What triggers the behavior, be specific…
What activity?
What peers?
What tasks?
Describe in detail
If you wanted to set up the student to engage in
the problem behavior, what would you have do?
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What happen Immediately following the
behavior?
How do peers respond?
How do the adults respond?
What are the consequences for the student?
How many times out of 10 do each of these
responses occur following the problem
behavior?
What is the student gaining as a result of
engaging in the behavior?
How is it paying off for the student?
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Student Learns through repeated
experience, that under these specific
Antecedent condition, if I engage in
this
Behavior, I can expect this
Consequence
A B C
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A B C
A B CIn reading class,
student is asked to read the word aloud
on the board
Student tries, but reads slowly,
struggles, and gets the word wrong
Peers laugh at the student and one
students says, “That word is so easy”
What did the student learn?NEXT DAY
Student is asked to read the word aloud
on the board
What happens today?
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If the consequence is rewarding/
desired, the subject learns the
behavior is functional for getting
what they want
Behavior Increases in the Future
Rewarding or
Desired
Consequence
A B C
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If the consequence is punishing/
undesired, the subject learns the
behavior is not fictional for getting
what they want
Behavior Decreases in the Future
Punishing or
Undesired
Consequence
A B C
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(A) When sitting at the lunch table with group of
‘cool’ peers (B) If I try to get their attention
appropriately by offering to share (C) peers
ignore me and don’t respond – do not get
desired attention
Behavior is punished – less likely to occur in
future
(A) When ‘unlucky girl’ comes to table with
‘cool’ peers and student wants attention (B) If
I make fun of ‘unlucky girl’ (C) peers will
laugh and give me attention
Behavior was rewarded – more likely to occur in
future
A B C
A B C
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Student Learns through repeated
experience, that under these specific
Antecedent conditions, If I engage in
this Behavior, I can expect this
Consequence
A B C
Consistent
Responding is the
Key!!!
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Consistent Responding is Key when new skills
(academic or behavioral) are first being learned.
1. Consistent praise and acknowledgment for
correct behavior
2. Consistent error correction with practice
performing the correct response
3. Frequent Review and Pre-Correction
Praise and error correction should follow
nearly every response during Acquisition of
a New Skill
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Antecedent
Hold flashcard up w/ word CAT, “What word?”
Behavior
Student Response
Say word correctly – “Cat”
Say word incorrectly – “Car”
Consequence
“Nice job, this word is Cat.”
“No, this word is Cat, we can sound it out c-a-t,
cat.”
Return beginning and practice word again
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When leading a class we’re always teaching
something… we often get into trouble from
what students are learning that we don’t
know we’re teaching.
We need to be aware of what we’re
teaching that aren’t a part of our
curriculum.
Not just what comes out of our mouth,
but what our actions are teaching
We must also be aware of what we are
not teaching.
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What are students learning when…
They are sitting idly and not doing their
work for 3-5 minutes with no teacher
response
They are continually asked to complete
assignments that they cannot be
successful with
They are not provided opportunities to
practice corrections to errors they are
making – academically or behaviorally
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Explicitly Teaching
Expected
Behavior
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Teachers set and Teach Clear Standards for
classroom Behavior and Apply them fairly and
Consistently
Teachers Establish Smooth, Efficient Classroom
Routines
Teachers Interact with Students in Positive,
Caring Ways
Teachers Provide Incentives, Recognition, and
Rewards to Promote Excellence
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Before we can teach, reinforce,
and enforce anything in our
classrooms…
We must clearly define:
1. Fair behavioral expectations
&
2. Effective behavioral routines
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Identify Classroom rules and expectations, use School
Rules if applicable
Unit # of Rules to 3-5
Rules should be broad enough to cover all potential
problem behaviors
Make rules positive
Post them in your classroom
Common Examples
Be Safe, Be Responsible, Be Respectful
State specific behavioral expectations as a subset of
the most appropriate Rule
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Easier to learn and remember then a
long list of specific behavioral
expectations
Positively stated rules can cue staff to
respond to acknowledge positive, not
only negative behavior
Posting rules creates a visual cue for
students and staff to remind them of the
rules
As well as a tool for accountability
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Those common activities that are
completed by students with minimal
assistance from the teacher
Common routines in reading groups
How to enter class and get started
Raising hand to speak (how & when)
How to work Independently
Unison responding (how & when)
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Carefully plan routines to minimize problems
This may require planning of the physical set
up of the environment as well
Examples:
Working independently & getting started in
reading centers – accessibility of materials
Transitions between reading centers – traffic
patters, routine for turning in homework or
independent work
Be cautious not to inadvertently set up students
to misbehave through unclear or ineffective
routines
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Identify what routines will allow students to perform independently
in the 90 min. reading time:
What are your Reading centers?
Should small groups of students be able to succeed in this
center working independently?
Are any aides, parent volunteers, additional support available
to support students during this time?
Can students access materials and set up for the reading
center independently?
How will students ask for help if something isn’t set up right?
Will the students have back-up work to do if the center is not
working properly?
Transitions between reading centers
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Establishing Behavioral Routines
1. Explain
2. Specify Student Behaviors
3. Model Desired Behavior
4. Lead – Student Practice – each individual
student should get an opportunity to
practice the routine
5. Test/ Monitor
6. Follow-up – reinforce & review regularly
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Model (I do) – teacher or peer displays
skill performed correctly
Lead (We do) – require student to
practice skill with coaching assistance
Test (You do) – ask student to display
the skill without teacher assistance &
provide specific & immediate positive
feedback when the skill is performed
correctly
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Match Intensity of Instruction with Level of Need, which
can vary according to:
Developmental level
Severity of disability
Complexity of Behavior being taught
Level of existing knowledge
Strength of the habit of “doing it the wrong way”
Most importantly, if they didn’t get it, teach it again
and provide frequent pre-correction
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We also need to provide:
Frequent opportunities to practice the
behavior
Frequent reinforcement and
acknowledgement for the desired
behavior
Frequent review and practice of the skill
Pre-correction and reminders to cue the
expected behavior & develop the habit
Effective error correction procedures
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Student learns through repeated
experience, that under these specific
Antecedent conditions, if I engage in
this Behavior, I can expect this
Consequence
A B CConsistent
Responding is the
Key!!!
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Teaching a Behavior or Routine
Use the Teaching Behavior form
Example routines to teach:
Transitions between reading centers
Getting started & working independently during reading centers
How to ask for help during reading centers
Turning in work and starting a “Fast Finishing” activity
How to sit appropriately at the table or during group
Reward Program for best group behavior during reading centers
Asking to go to the bathroom v. emergency bathroom (sick etc.)
Entering the classroom
Unison responding
Attention Signal
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1. Acquisition – When the learner is first
exposed to a new skill or knowledge
and begins to move it from short-term
to long-term memory
2. Fluency – learning begins to build
speed & efficiency in use of the skill or
knowledge
3. Maintenance – student is able to use
the skill or knowledge with a high rate
of accuracy and at an appropriate rate
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Reward/ acknowledge the expected behavior
almost every time it occurs
Correct errors every time a non-desired behavior
occurs
Continuous Reinforcement Schedule allows
students to receive the maximum possible
number of opportunities for feedback about
the accuracy of response
Paired with an effective error correction
procedure, this should prevent the
development of bad habits
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We can begin to fade acknowledgement of a
newly taught skill once the student starts to
provide a high percentage of accurate
responses
Do not fade too quickly – gradual fading of
reinforcement is recommended over time as
the student continues to develop fluency
Eventually the student will require little
teacher feedback
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Stages of Learning/ TeachingAcquisition Fluency
Maintenance
Continuous Intermittent…………………
Fading…
Rates of Reinforcement & Corrective Feedback
Continuous Reinforcement – provide reinforcement or corrective
feedback on every occurrence of behavior
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Immediate & frequent (don’t wait until the end)
Tickets, point systems can be good for cuing teachers to
provide frequent reinforcement
Verbally label specific behaviors being reinforced
Keep it genuine
Makes reinforcement a teaching strategy
Reinforce all students, not just the best students
More challenging students need even more reinforcement for
desired behavior then others
Err on the side of too much reinforcement, rather than not enough
(at least 4:1) – but, keep it genuine
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The most available reinforcer
available in effective
classrooms is success on
academic tasks
The most available punisher is
academic failure
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Each transition award small groups for positive behavior
“Ready Freddie Readers” – best group during each
center
“Quite as a Mouse” points
Could have aide or parent volunteer help with this
Rate on a Hard Worker scale and add points toward
a reward for each group
Can make it into a competition, or reward system for
the whole class
Each group can post daily awards on the wall or add
up points and when they reach a goal, they can have
some sort of reward (popcorn party, game time,
lunch w/ teacher, etc. )
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1. Develop & teach Expectations/ Routines
Have students explicitly practice
appropriate behaviors & routines
Create consistent & effective routines
2. Respond consistently
To reward appropriate behavior (4:1ratio)
To inappropriate behavior w/ corrective
feedback
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Setting up the room for easy
monitoring/ accessibility to all
students
Structure classroom to allow
for smooth transitions
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Actively roaming around the room monitoring
Pay attention to the behavior you want to see
Calmly, quietly, & quickly approach & redirect students
who are off-task
Can often just point, say quick two words
Then walk away & continue to reinforce other
students
Reduces chances of power struggle
If no progress approach student privately
Ask how student is going & see if you can offer
support
Give choices of things to do not in the form of a?
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Effective scanning and movement allows for
more opportunities:
1. To catch students engaged in positive behavior
(4:1)
2. Catch minor misbehavior early and prevent
escalation
Use proximity and prompts to redirect student
behavior
3. Catch academic errors early during independent
seat work to catch frustration early and prevent
practice of misrules or errors
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a) Proximity
b) Reinforcement
Remember in a classroom the
most frequently available
reinforcer is academic success
2 of your most powerful tools in 2 of your most powerful tools in
managing Behaviormanaging Behavior
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Good instruction of academic content is the best
and most important Behavior Management tool
you have
Academic success is the most frequent reinforcer
available to students in the classroom
Students should experience at least a 90%
success rate
To be successful students need 2 things:
1. Effective instruction with frequent review
2. High rates of success with questions and
assignments
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Structure activities from time students enter
until they leave classroom
“Idle hands (or Idle time) = devil’s
workbench”
Have activities and a routine ready in
advance for students who finish their work
early
Provide briskly-paced, interactive, engaging
instruction
Must be interactive & engaging for ALL
students, not just the best students
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Avoiding Difficult Tasks is one of most common functions of
student problem behavior
Responses
Provide the most effective instruction
Provide instruction/ activities to meet/ match students’
varying skill levels
Collect data to Monitor student work and error patterns to
identify what needs re-teaching
Review, review, review
Be active in scanning work to catch student errors early to
prevent frustration and practice of misrules
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Increasing task efficiency through effective strategies can greatly
increase likelihood and student tolerance to do assigned tasks
This is where research based curriculum and strategies are
important
Having students talk through strategies or watching their work
can help to ID ineffective or inefficient strategies
Examples
14 x 7 v. 14+14+14+14+14+14+14
7+5
Take 2 from 7
Add 5+5 = 10
Add 2 taken away previously = 12
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Requires high levels of participation for all students in
instruction/ classroom activities
Ways to get Everyone involved:
Use Chorale Responding – clear signal w/ think time to
increase responding
Be Careful of relying too much on volunteers
When reading aloud do not always go sequentially around
the room
Use a random selection technique (i.e. choose from
popsicle sticks with student names on them)
Ask clear questions to which students should be able to
experience a high rate of success based on the instruction
provided.
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Read
Each
Word
Together
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Identify your expectations
Routines & Volume Levels
May use signs, signals or cues to identify
different requirements &/or Volume Levels
(5-Level system)
Use an attention signal
Explicitly teach expectation with practice
Give students something to do
Decreasing Talk Outs during Instructions
243
Teach & Practice Raising hands
Most Importantly – consistently enforce
responding to hand raising
Differential reinforcement for blurting out
answers v. raising hand
For students who struggle with this, make
sure you get to them quickly for raising their
hand and reinforce them verbally
Independent Work
244
Define & Teach Expectations & Routines during
Independent Work
High rates of reinforcement for early practice and
independent work
Practice at first with non-work activities
Might want to link with a tangible reinforcer at first
Provide independent work that students can be
successful with independently (90% accurate)
Independent Work
245
Break long, multi-step tasks into smaller parts with
opportunities for participation
Instead of waiting 15 minutes to complete & present
a multi-step task, break task into portions & have
students present progress on smaller steps in 5
minutes intervals
Active Movement & Scanning w/ frequent Reinforcement
& Support if struggling
Can Do v. Will Do Problem
246
Skill Deficit v. Motivation Problem
For skill deficits we can:
Provide more instruction or support to alleviate
specific skill deficit or
Provide the student with easier questions of
assignments to increase participation
For motivation problems we can:
Find incentives to motivate the student’s to engage in
the academic task
Preparing for Misbehavior
247
Be prepared! Be proactive!
248
Anticipate behaviors you will see and know how you will
respond
List potential behaviors
Identify what behaviors and expectations you can
teach in advance to prevent anticipated problem
behaviors and link with a reinforcement program
early to develop habits.
List out how you will respond to problem behavior
Identify Classroom Managed v. Office Managed
behaviors
Teach & use an Attention Signal
249
Qualities of a good attention signal
Multi-sensory presentation Visual signal Auditory signal
Give students a way to respond
Provides an alternate behavior to engage in that will focus attention back to the teacher
Helps to make the attention signal visible to all others students in classroom
RESPONDING TO MISBEHAVIOR
250
IMMEDIATE RESPONSES TO MISBEHAVIOR
Responses to Misbehavior should interrupt Instruction to the least degree possible
Be careful not to escalate behavior into a Crisis
Catch minor misbehavior and address them early before they escalate 251
Problem Behavior – situation with potential to escalate into a crisis Use strategies for defusing the
situation
Crisis – Situation has escalated out of control
Call for back-up Follow emergency procedures 252
Problem Behavior v. Crisis
1.I can’t let a student get away with that. What will the other students think?
2.I need to establish authority3.I need to settle down
agitated students 4.I need to be in control 253
Common assumptions that lead to Escalation
Getting in the student’s face Discrediting the student Nagging or Preaching Arguing Engaging in Power struggles Tugging or grabbing the student Cornering the student Shouting or raising voice Continuing to ask a student to do
something they are refusing to do254
Responses that Escalate (avoid these responses)
Staff responses to problem behavior play a significant role in defusing or escalating the situation
If we spend more time responding to and focusing on misbehavior, then we do on instruction and desired behavior, students will follow our lead 255
Prevention & Diffusion
Try to redirect minor misbehavior by refocusing on instructional tasks May not even address behavior, simply
focus on directive related instruction for individual student
Might try to redirect the student by recognizing and labelling positive behavior of student sitting next to the misbehaving student
256
Responding to Minor Misbehavior
Respond Consistently, Calmly, Briefly & Return to Instruction
Goal: Pay more time & attention to positive behavior
Reduce Student Escalation Reduce amount of missed
instructional time
257
Responding to Misbehavior
Try to approach student individually and privately as much as possible Position yourself close to the student and use a
quite, firm voice Specifically state the behavior of concern, link it
with school or classroom rule if possible If there is an opportunity to teach/ practice the
desired behavior, do it – but try to limit interruption of instruction
Follow verbal reprimands with reinforcement for the desired behavior as soon as the student turns around behavior Try to do this as soon as the student begins to
engage in the appropriate behavior
258
Verbally Responding to Misbehavior
Particularly for younger students who are frequently seeking attention
If a students has a history of chronic misbehavior, this single response isn’t going to fix them, but it could easily take the whole class off task
259
Adults tend to talk too much
We want to teach the students more appropriate behavior, but… Do not try to teach if the student is upset, or
if they are still emotional about the incident
Discuss the incident at a later time when the student is no longer emotionally involved No effective teaching will get done while
the student is upset – adults talk too much when students/ kids engage in problem behavior
260
Adults tend to talk too much
Power Struggles: Take the focus away from instruction Are likely to escalate the situation
Do not debate with the students If you find yourself having the same
conversation over and over with a student, it’s a good indication that it shouldn’t be taking up class time
Response: “(student name), I know that you have a concern right now, once I’m finished explaining this assignment, I will come to talk with you about it – thank you.”
261
Don’t get hooked in power struggles
Teaching Behavior & Expectations With frequent
Opportunities to practice Review and pre-correction
Effective Reinforcement Effective Scanning and Monitoring Instruction & Classroom
Management Responding to Misbehavior
262
Review – what did you learn?
Use this the Checklist and Action Planning form as a review guide for getting up and structuring your classroom and instruction
You might have another person in your room conduct periodic observations to identify strengths and areas for improvements 263
Classroom Management Checklist
Ensure the task is appropriate Attend to appropriate behaviors Reinforcement of others Gentle verbal reminders Proximity Control Pre-Correction Ignoring
264
Behavior: A Continuum of Strategies
1. Identify context for the predictable behavior
2. Specify expected behavior3. Modify the context4. Conduct behavioral rehearsal5. Provide strong reinforcement for
expected behavior6. Prompt expected behavior7. Monitor the plan
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Pre-Correction
Verbal reprimands Quite Time Owing Time Non exclusionary time-out Exclusionary time-out Third party sanctions
(Source: Mercer & Mercer, 1998)
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Cont.
When reprimanding, tell the student what behavior is inappropriate and why
When delivering a verbal reprimand, position yourself close to the student and speak in a quiet but firm voice
Follow verbal reprimands with reinforcement 267
Verbal Reprimands
Step 1: Require students to stop what they are doing immediately
Step 2: Require students to remain absolutely quiet
Step 3: Maintain quite time for 1 or 2 minutes
Step 4: Remind students of rules and expectations for current task
Step 5: Have the students resume previous task
Step 6: Use reinforcement to maintain appropriate behavior 268
Quiet-Time Strategy
Step 1: Identify the behaviors/ circumstances that
will result in owing time.
Step 2: Discuss situation with the offending student
Step 3: Determine how much time the student will
owe
Step 4: Identify when students will owe time269
Owing-Time Strategy
Step 1: Define the behaviors that will result in time-out being implemented. Step 2: Decide location of the time-out area. Step 3: Implement time-out procedure clammily. Step 4: Determine the length of the time-out period. Step 5: Require the student to make up any work missed during time-out. Step 6: When the student is out of the time, out area reinforce appropriate behavior.
270
Time-Out From Positive Reinforcement
Punish-based discipline does not improve school safety, learning or behavior.
(Source: National Association of School Psychologists, 2002, Fair and Effective Discipline for All Students: Best Practice Strategies for Educators)
271
Final Note About Punishment
“For the reinforcement to work, it has to be easier to get and be a better pay-off than the pay-off from the problem behavior”.
(Source: National Association of School Psychologists, 2002, Fair and Effective Discipline for All Students: Best Practice Strategies for Educators)
272
Final Word About Reinforcement
273
The Critical Role of Classroom Management
Cannot take place in a poorly managed classroom
274
Effective teaching and learning
275
What is a poorly managed classroom like?
Look like Sound like
Quality of the classroom experience– Teachers establish the classroom
experience
276
The most important factor affecting student achievement
There is a wide variation in teacher effectiveness
More can be done to improve the quality of education by improving the effectiveness of teaching than by any other single factor
277
Recent Research shows
Appear to be effective with students of all achievement levels regardless of the heterogeneity in their classes
– If the teacher is ineffective, students will achieve inadequate progress regardless of how similar or different they are regarding their academic achievement. 278
Effective Teachers
1 –
Year
perc
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–
poin
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ain
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Impact of Teacher Effectiveness on Student
Achievement
280
Effects of school vs. a teacher on student entering at the 50th
percentileP
erc
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Ran
k a
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2
years
Least
Eff
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ve
Sch
ool
Least
Eff
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ve
Teach
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Most
Eff
ecti
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ch
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Most
Eff
ecti
ve T
each
er
Most
Eff
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ch
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Least
Eff
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each
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Least
Eff
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Most
Eff
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each
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50 3 37 96 63
1. Designs classroom curriculum to facilitate student learning
2. Makes wise choices about the most effective instructional strategies to employ
3. Makes effective use of classroom management techniques
281
How does the teacher affect student achievement
Effective teachers are skilled at identifying and articulating proper sequence and pacing of their content.
Don’t rely on the scope and sequence of the textbookDetermine which content requires emphasisConstruct and arrange learning activities to present knowledge in different formats 282
1. Design classroom curriculum to facilitate
student learning
Effective teachers are skilled in using researched strategies
Cooperative LearningGraphic OrganizersHomework and Questions
283
2. Instructional Strategy Choices
284
3. Effective teachers make effective use of classroom management techniques
Has been a concern of teachers ever since there have been teachers in classroom.
285
Classroom Management
Wastes student timeReduces student’s time on taskDetracts from the quality of the learning environment.
286
Poor Management
Is sufficient to guarantee student learning
Lacking one is nearly a guarantee that students will have difficulty learning.
287
No single role by itself
288
What does classroom management
Look like? Sound like?
WithitnessSmoothness and momentum
during lesson presentationLetting students know what
behavior is expected of them at a given point in time.
Variety and challenge to academic work. 289
Dimensions of Classroom Management
A keen awareness of disruptive behavior or potentially disruptive behavior and immediate attention to that behavior.
– Dimension of “Withitness” is the characteristic that most consistently separates the excellent classroom managers from an average or below average manager.
290
Withitness
Probably nothing else is going well in the classroom either.
291
If there isn’t good classroom management
At the beginning of the
school year
The critical ingredient of a well-run classroom.
292
Early attention to classroom management
Rated first in terms of impact on student achievement
293
Classroom Management
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Four Management Factors
FactorPercentile degrees in disruptions
Rules and procedures 28Disciplinary
interventions 32
Student-Teacher Relationships 31
Mental Set 40
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Effect size of disciplinary interventions
Mean of 5.45 Standard Deviation = 5.0
Mean of 10.00 Standard Deviation = 5.0
Distribution of Disruptive Behaviors for Classes that DO NOT Employ Disciplinary Interventions
Distribution of Disruptive Behaviors for Classes that DO Employ Disciplinary Interventions
The classes that employ disciplinary interventions will have about 980 disruptions.
The classes that do not employ disciplinary interventions will have about 1800 disruptions
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Over a year’s time
When effective management is used, student engagement rates are .617 standard deviations higher
Than engagement rates when effective management techniques are not employs
23-percentile increase in
engagement297
How might this look in your classroom?
Achievement levels are .521 STD higher
– Than classes without effective
classroom management.
– Achievement rates are 20 percentile
points higher.
– Higher Engagement = higher
achievement.
298
Student Achievement
Teachers who have been trained in the use of effective classroom management have classrooms with fewer disruptions and higher engagement
– Compared with teachers who have not been trained.
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Are good classroom managers born or made?
Can be significantly improved by providing them with a manual and two half-day workshops.
– Workshop days provided no opportunity for feedback, directed practice, diagnosis with targeted intervention of continued support and encouragement from staff and colleagues.
300
Teacher’s management strategies
301