preventing discipline problems in the classroom (the s, t ... · manhattan, ks april 26, 2018 this...
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Preventing Discipline Problems in the Classroom
(The S, T, and O of STOIC) presented by Randy Sprick, Ph.D.
Kansas MTSS Behavior Conference
Manhattan, KS April 26, 2018
This session will examine how to organize the classroom to reduce discipline problems and prompt responsible behavior from students. Specific strategies covered include structural elements such as effective use of classroom rules, effective and ineffective room arrangements, and effective instructional practices for keeping students engaged. In addition, how to teach and re-teach expectations for behavior will be a major focus. This session will assist those already familiar with the CHAMPS approach to evaluate their current practices in order to confirm effective practices and revise other aspects of their classroom organization. Sprick, R. (2009). CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Sprick, R. (2013). Discipline in the Secondary Classroom (3rd. ed.). San Francisco, CA: Jossey Bass.
For more information, contact Safe & Civil Schools
800-323-8819 or info@safeandcivilschools
Foun
datio
ns: A
Pro
activ
e and
Pos
itive
Beh
avio
r Sup
port
Sys
tem ©
201
4 Pa
cific
Nor
thw
est P
ublis
hing
• F
or u
se b
y pu
rcha
sing
sch
ool o
nly
SCla
ssro
om M
anag
emen
t S
TO
IC C
hec
klis
t (p
. 1 o
f 4)
STO
IC V
aria
bles
Task
s fro
m C
HA
MPS
or D
SCY
NC
omm
ents
/Not
es/E
vide
nce
Stru
ctur
e yo
ur
clas
sroo
m fo
r su
cces
s
Phys
ical
A
rran
gem
ent
1. I
hav
e ar
rang
ed th
e ro
om so
I ca
n ge
t fro
m a
ny p
art o
f the
room
to a
ny
othe
r par
t rel
ativ
ely
effici
ently
.
Sche
dule
2. M
y st
uden
ts a
nd I
can
acce
ss a
ll m
ater
ials
, wor
k sp
aces
, and
the
penc
il sh
arpe
ner w
ithou
t dis
turb
ing
othe
rs.
3. M
y sc
hedu
le p
rovi
des t
he a
ppro
pria
te c
onsi
sten
cy, v
arie
ty, a
nd p
hysic
al
activ
ity to
mee
t the
nee
ds o
f my
stud
ents
and
the
acad
emic
con
tent
.
Att
entio
n
Sign
al
4. I
hav
e ch
osen
an
atte
ntio
n sig
nal t
hat h
as b
oth
a vi
sual
and
aud
itory
co
mpo
nent
and
can
be
used
in a
ll se
ttin
gs in
side
and
outs
ide
the
clas
sroo
m.
Cla
ssro
om
Rule
s
5. I
hav
e id
entifi
ed th
ree
to fi
ve sp
ecifi
c, o
bser
vabl
e, a
nd p
ositi
vely
stat
ed
clas
sroo
m ru
les t
hat d
o no
t hav
e re
gula
r exc
eptio
ns. I
hav
e al
igne
d th
ese
rule
s with
our
scho
olw
ide
or c
lass
room
exp
ecta
tions
(e.g
., G
uide
lines
for S
ucce
ss).
6. I
hav
e po
sted
my
clas
sroo
m ru
les i
n m
y cl
assr
oom
.
7. I h
ave
iden
tified
my
teac
her r
espo
nses
to c
lass
room
rule
vio
latio
ns.
Defi
ning
Cle
ar
Expe
ctat
ions
8. I
hav
e id
entifi
ed p
roce
dure
s nee
ded
for m
y cl
ass t
o ru
n sm
ooth
ly.
9. I
hav
e de
fined
step
s and
cle
ar e
xpec
tatio
ns fo
r all
proc
edur
es.
10. I
hav
e id
entifi
ed a
nd d
efine
d cl
ear e
xpec
tatio
ns fo
r all
inst
ruct
iona
l ac
tiviti
es a
nd c
lass
room
tran
sitio
ns (C
HA
MPS
or A
CH
IEV
E Pl
ans).
re
pr
od
uc
ibl
ef
or
m
F-35
1
Foun
datio
ns: A
Pro
activ
e and
Pos
itive
Beh
avio
r Sup
port
Sys
tem ©
201
4 Pa
cific
Nor
thw
est P
ublis
hing
• F
or u
se b
y pu
rcha
sing
sch
ool o
nly
T OCla
ssro
om M
anag
emen
t S
TO
IC C
hec
klis
t (p
. 2 o
f 4)
STO
IC V
aria
bles
Task
s fro
m C
HA
MPS
or D
SCY
NC
omm
ents
/Not
es/E
vide
nce
Teac
h st
uden
ts
how
to b
e su
cces
sful
in
your
cla
ssro
om
Less
on P
lans
11. I
hav
e cr
eate
d le
sson
s on
my
clas
sroo
m ru
les a
nd e
xplic
itly
taug
ht th
em
to m
y cl
ass.
12. I
hav
e cr
eate
d le
sson
s for
my
proc
edur
es, r
outin
es, a
nd G
uide
lines
for
Succ
ess a
nd e
xplic
itly
taug
ht th
em to
the
clas
s.
13. I
hav
e cr
eate
d le
sson
s for
my
maj
or e
xpec
tatio
ns fo
r cla
ssro
om a
ctiv
i-tie
s (e.
g., t
each
er-d
irec
ted
inst
ruct
ion,
coo
pera
tive
grou
ps, i
ndep
ende
nt
seat
wor
k, e
tc.)
and
expl
icitl
y ta
ught
them
to th
e cl
ass.
Teac
hing
and
Re
view
ing
14. I
hav
e cr
eate
d a
sche
dule
of w
hen
I will
teac
h an
d re
view
my
atte
n-tio
n sig
nal,
clas
sroo
m ru
les,
proc
edur
es, r
outin
es, a
nd C
HA
MPS
(or
AC
HIE
VE)
exp
ecta
tions
.
15. I
hav
e ta
ught
(and
revi
ewed
whe
n ne
eded
) unt
il at
leas
t 90%
of s
tude
nts
rout
inel
y co
mpl
y w
ith m
y ex
pect
atio
ns e
very
day
.
Obs
erve
stud
ent
beha
vior
Act
ive
Supe
rvis
ion
16. I
cir
cula
te a
nd sc
an fr
eque
ntly
as a
mea
ns o
f obs
ervi
ng a
nd m
onito
ring
st
uden
t beh
avio
r as i
t rel
ates
to m
y ex
pect
atio
ns.
Posit
ive
Supe
rvis
ion
17.
I mod
el fr
iend
ly, r
espe
ctfu
l beh
avio
r whi
le m
onito
ring
the
clas
sroo
m.
Col
lect
ing
Dat
a
18. I
per
iodi
cally
col
lect
dat
a (e
.g.,
CH
AM
PS v
s. D
aily
Rea
lity
Ratin
g Sc
ale,
Ra
tios o
f Pos
itive
Inte
ract
ions
Mon
itori
ng, e
tc.)
to ju
dge
wha
t is g
oing
w
ell a
nd w
hat n
eeds
impr
ovem
ent i
n m
y cl
assr
oom
man
agem
ent p
lan.
re
pr
od
uc
ibl
e f
or
m F-3
5
2
111Chapter 3: Management Plan | Task 1: Determine the Level of Classroom Structure
Consider your student’s needs.The second consideration in determining the structure level of your management plan is the risk factors of your students. Reproducible 3.1 on p. 112 shows a set of risk factors you will use to evaluate your students. An example is the number of students in your class—you probably need a more structured management plan for a class of thirty students than a class of fifteen. If you have significant numbers of immature or emotionally needy children, the risk factors are probably high and so you need a more tightly structured plan. If your class is composed of predominantly mature and independent students, the risk factors are likely to be low, and a more loosely struc-tured plan may be perfectly adequate.
If your class has high risk factors and you do not orchestrate activities and tran-sitions tightly enough, student behavior tends to be problematic (Barbetta et al., 2005; Huston-Stein, Friedrich-Cofer, & Susman, 1977; Mayer, 1995; Martella et al., 2003). For example, beginning instruction quickly is a good idea regardless of a class’s risk factors. In a class with high risk factors, however, student behavior may
Figure 3.1 Classroom Management and Discipline Planning Questionnaire (Teacher’s Needs)
Read each question, then assign yourself a score from 0 to 20, where 0 represents the answer on the left of the scale and 20 the answer on the right.
1 What is your tolerance for background noise?
I love to have conversations in crowded, noisy restaurants.
Holiday music in department stores drives me crazy after about 30 minutes.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
2 What is your tolerance for individual voices (volume, pitch, whiny, mumbling, etc.)?
No style seems to bother me—even when there are several at once.
Some voices are like fingernails on a chalkboard.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
3 What is your tolerance for interruption?
I would be fine working as a receptionist—managing phones, people, and equipment.
When the phone rings twice during dinner,
I want to scream.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
4 What is your tolerance for background movement?
I thrive on the hustle and bustle of downtown in a large city during the holiday season.
I prefer to relax by the side of a lake.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5 What is your ability to multitask without becoming flustered?
I love to do three things at once.
I do not like to talk to anyone while I am collating papers.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Total your score ➜
4 • E s t a b l i s h C o r r e c t i v e C o n s e q u e n c e s 5 • K n o w W h e n t o U s e D i s c i p l i n a r y R e f e r r a l
CHAMPS Book.indb 111 5/9/17 11:01 AM
3
112 CHAMPS
CHAPTER 3 TASKS
ONLINE DOWNLOAD
»C H A M P S
©2009PacificNorthwestPublishing|Reproducible Form
#
n o . 3 . 1MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE ( 2 o f 2 )
INTERPRETING YOUR RESULTS: Use the following scale to interpret your risk factors and determine the most appropriate level of structure for your classroom management plan.
If your total is: Your risk factors are:
0 to 30 Low: Your students can probably be successful with a classroom management plan that involves Low, Medium, or High Structure.
31 to 60 Medium: For your students to be successful, your classroom management plan should involve Medium or High Structure.
61 to 120 High: For your students to be successful, your classroom management plan should involve High Structure.
notes
Reproducible 3.1 Management and Discipline Planning Questionnaire
»C H A M
P S
©2009PacificNorthwestPublishing|Reproducible Form
MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE ( 1 o f 2 )
For each question, circle the number under the statement that best answers the question. If you are unsure about or do not know the answer to a question, circle the middle choice.
When you are done, add all the numbers circled and enter the total on the line provided (you should have a number between 0 and 120).
Questions 1–6 relate to the population of the entire school.
1 How would you describe the overall
behavior of students in your school?Generally quite irresponsible. I
frequently have to nag and/or
assign consequences.
Most students behave re-
sponsibly, but about 10% put
me in the position where I
have to nag and/or assign
consequences.
Generally responsible. I rarely
fi nd it necessary to nag and/or
assign consequences.
10 5 0
2 What percentage of students in your
school qualify for free or reduced
lunch? *
60% or more 10% to 60% Less than 10%
10 5 0
3 What percentage of students in your
school typically move in and/or out
of the school during the course of
the school year?
50% or more 10% to 50% Less than 10%
10 5 0
4 How would you describe the overall
attitude of students toward school?A large percentage hate
school and ridicule the
students who are motivated.
It’s a mix, but most students
feel OK about school.The vast majority of
students like school and are
highly motivated.
10 5 0
5 How would you describe the overall
nature of the interactions between
students and adults in your school?
There are frequent
confrontations that include
sarcasm and/or disrespect.
There is a mix, but most
interactions are respectful and
positive.
The vast majority of
interactions are respectful and
positive.
10 5 0
6 How would you describe the level of
interest and support provided by the
parents of students in your school?
Many parents are openly
antagonistic, and many show
no interest in school.
Most parents are at least
somewhat supportive of
school.
The majority of parents are in-
terested, involved, and support-
ive of what goes on in school.
10 5 0
Questions 7–11 relate to students in your class this year.
Middle school teachers: Evaluate your most difficult class.
7 What grade level do you teach? K or 1 6, 7, or 8 Other
20 10 0
8 How many students do you have in
your class?
30 or more 23 to 30 22 or fewer
10 5 0
9 What is the reputation of this group
of students from previous years (e.g.,
if you teach fi fth grade, what was
the reputation of these students as
fourth graders)?
This is the class from hell. It’s a mix, but most of the stu-
dents work hard and cooper-
ate.
This group is very hard work-
ing and cooperative.
10 5 0
10 How many students in your class
have been identifi ed as Severely
Emotionally Disturbed (SED)? Note:
This label varies from state to state
(e.g., ED, EBD, BD, etc.).
Two or more One Zero
10 5 0
11 Not including students identifi ed
as SED, how many students in your
class have a reputation for chronic
discipline problems?
Three or more One or two Zero
10 5 0
Total
n o . 3 . 1
* While poverty level tells you nothing about an individual student, the percentage of students from poverty has an infl uence on the
teacher’s initial decision about level of structure. Notice that this is weighted the same as Item 8, the number of students in the class.
FOR USE BEFORE SCHOOL YEAR BEGINS
Class is at the high end of the medium-structure range. Start school year with high-structure plan, then evaluate after the first month or so.
60
sample
sample
1 • D e t e r m i n e C l a s s r o o m S t r u c t u r e 2 • D e v e l o p C l a s s r o o m R u l e s 3 • C o r r e c t R u l e V i o l a t i o n s t h e F i r s t W e e k
CHAMPS Book.indb 112 5/9/17 11:01 AM
4
»C H A M P S
© 2009 Pacific Northwest Publishing | Reproducible Form
Can students get out of their seats during the activity?If yes, acceptable reasons include: pencil sharpener restroom
drink hand in/pick up materialsother:
Do they need permission from you?
cHaMps classrooM activitY WorKsHeet
n o . 4 . 2
Activity _________________________________________________________________
Help
Activity
Movement
Participation
Success!
Can students engage in conversations with each other during this activity? Voice Level: If yes, about what? With whom?How many students can be involved in a single conversation?How long can the conversation last?
How do students get questions answered? How do students get your attention?
If students have to wait for help, what should they do while they wait?
What is the expected end product of this activity? (Note: This may vary from day to day.)
What behaviors show that students are participating fully and responsibly?
What behaviors show that a student is not participating?
Conversation
5