strategies to improve behavior and instruction in the classroom
TRANSCRIPT
Strategies to Improve Behavior and Instruction in the Classroom
Tuesday, March 21, 2017
Michael George, Ed.D.Director, Centennial School of Lehigh University
Join the Inclusive Education community: www.edweb.net/inclusiveeducation
Lee Kern, Ph.D.Professor and Director, Center for Promoting Research to Practice
• For better audio and video, close other applications that use bandwidth
• If you are having audio or connection issues, try the “Switch to Phone” option by clicking “More” at the top of the screen
• For a larger view of the slides, hover over the top-‐right side of the screen to access the “Maximize” button
• Please post your questions in the chat box
• If you’re tweeting today, use the hashtag #edwebchat
• If you have any problems, staff from edWeb are standing by to assist you
Here are some webinar tips …
Tweet using #edwebchat
Thanks for Attending This Webinar! Presented by edWeb.net
___________________________________________________________________________ Name
All requirements for this in-service program have been completed. Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb.
If you logged in live with your email address:Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.
To get your CE Certificate for this webinar:
To take the CE quiz:Join the community at www.edweb.net/inclusiveeducation
Click on the Community Webinar Archives ImageYou’ll find a CE quiz in the folder for this webinar
ü Invitations to upcoming webinars
ü Webinar recordings and resources
ü CE quizzes
ü Online discussions
www.edweb.net/inclusiveeducation
You’ll receive the following benefits:
Join our free community!Teaching All Students
To join, go to:
SPECIAL OFFER!
20% OFF*Use code: EDWEBLK
Expires 4/21/17
www.brookespublishing.com
*Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.
Lee Kern, Ph.D., received her doctorate in special education from the University of South Florida. She is currently Professor of special education at Lehigh University and Director of the Center for Promoting Research to Practice. Dr. Kern has worked in the field of special education for more than 35 years as a classroom teacher, behavior specialist, professor, and consultant. Her research interests are in the area of interventions to reduce challenging behavior. She has published numerous articles, book chapters, and two books on topics related to problem behavior. Dr. Kern has received more than $20 million in grant support from the U.S. Department of Education and National Institutes of Mental Health to pursue research in behavior problems. She is currently Co-‐editor of Journal of Positive Behavior Interventions.
Lee Kern, Ph.D.Professor and Director, Center for Promoting Research to Practice
Michael P. George, Ed.D., received his doctorate in special education from the University of Missouri–Columbia and is presently Director of Centennial School of Lehigh University. He has been an administrator of programs for children and youth with the most severe social, emotional, and behavioral difficulties for nearly 30 years. Dr. George has served as a director of day school programs in St. Louis County, Missouri; Eugene, Oregon; and Bethlehem, Pennsylvania. His work on behalf of students and families has received numerous accolades over the years, including recognition by the U.S. Department of Education, the U.S. Department of Justice, the American Institutes for Research, CNN, and ABC’s Nightline.
Michael George, Ed.D.Director, Centennial School of Lehigh University
SUPPORTING STUDENTSWITH EMOTIONAL AND BEHAVIORAL PROBLEMS: PREVENTION AND INTERVENTION STRATEGIES
Lee KernLehigh University
Michael GeorgeCentennial School of Lehigh University
TODAY’S SESSION
�Classroom features important for desirable learning and behavior outcomes
�Ways to assess the classroom environment�Strategies to improve student classroom behavior�Instructional approaches to enhance student
engagement and motivation
A LITTLE BACKGROUND…..
�Behavior management, a major concern among teachers
� Students come to school with diverse problems�Teachers receive limited instruction in behavior
management�There are skills and strategies that teachers can learn and
put into practice to improve student behavior
WHY ARE CLASSROOM MANAGEMENT STRATEGIES SO IMPORTANT?
�A well-structured classroom can prevent many problem behaviors
� Students learn better in a classroom that functions well�There is more time to devote to students who truly need
additional support
ADVANTAGES OF A TIERED SYSTEM
� Systems in place to support teachers
�Consistency across school�Data-based decision making
IS A TIERED SYSTEM CRITICAL?
�NO!!!� It is helpful, but not essential for a strong classroom environment
� Research indicates teachers still struggle with classroom management in spite of tiered behavioral systems
HOW CAN I TELL IF MY CLASSROOM IS OPTIMALLY FUNCTIONING?
�Conduct assessments� Helps identify strengths
� Determines where improvements are needed
CLASSROOM ASSESSMENTS
� Self-assessments� Teacher Self-Assessment of Classroom Management Practices
� Self-Assessment of Effective Teaching Strategies
Teacher Self-Assessment of Classroom Management Practices
�Use this assessment to determine:�Whether my classroom is well organized physically�Whether I have classroom expectations in place�How efficient my classroom routines and procedures are� If interactions with my students are positive
�Whether I am teaching and reinforcing appropriate behavior
�How well I am managing behavior problems
Self-Assessment of Effective Teaching Strategies
�Use this assessment to determine:�Whether I am using strategies that motivate and
encourage student learning� If level of instruction is appropriate�Whether my instruction reaches all students
� If I provide appropriate instructional feedback
CLASSROOM ASSESSMENTS
�Assessments by colleagues, support staff� Teacher Verbal Behavior Assessment
� Instructional Practices Observation Form
� Classroom Management Observation Form
Teacher Verbal Behavior Assessment
�Use this assessment to determine:� Frequency of positive, neutral, and negative statements
Instructional Practices Observation Form
�Use this assessment to determine:�My strengths or weaknesses at…
� Planning and organization
� Instruction
� Climate and rapport
Classroom Management Observation Form
�Use this assessment to determine:�Whether my classroom is well structured� If I have routines and procedures in place�How engaged and well behaved my students are�How well I have planned lessons
�Whether I address problem behaviors effectively
GETTING STARTED
1. Complete an assessment.2. Identify 1-3 areas to target
�Organize my room so student belongings are stored on shelves, rather than at desks
� Increase my rate of praise for appropriate behavior-begin with once every 15 minutes
� Introduce one high interest activity in each lesson
CLASSROOM MANAGEMENT: THREE BASIC STRATEGIES
�Establish expectations
�Create routines and classroom procedures� Improve interactions with students
STRATEGY 1: ESTABLISH EXPECTATIONS
�Guidelines:�No more than five�Brief and clear�Tell students WHAT TO DO
STRATEGY 1: ESTABLISH EXPECTATIONS
�Why?� Sets stage for classroom climate�Teaches appropriate behavior�Provides parameters for feedback
THAT’S NOT ENOUGH!!!� Teach the expectations
� Across activities� Model, role play� Post prominently� Provide frequent reminders
� Reward students for following expectations� Praise� Privileges� Tangible
� Provide consequences for failing to adhere to expectations� Refer to expectations
� Tell them what they should have done
� Provide consequence� Non-punitive� Instructive� Logical
STRATEGY 2: CREATE ROUTINES AND CLASSROOM PROCEDURES
�Why?�Problem behavior frequently occurs during transitions� Inefficient routines waste valuable teaching time
STRATEGY 2: CREATE ROUTINES AND CLASSROOM PROCEDURES
� Identify routines and transitions throughout the day� Beginning of the day
� Instructional activities (e.g., seatwork to group activities, lecture to lab)
� Recess
� Use of restroom
� Identify sub-steps of routine
� Teach routines and procedures� Practice
� Provide prior reminders of expectations during routines upon initiation
� Praise (reward if needed) students for following routines/procedures
STRATEGY 3: IMPROVE INTERACTIONS WITH STUDENTS
�Why?�Creates supportive and positive classroom environment�Helps develop rapport with students� Improves student connections to school�Good relationship with students associated with
reduced work-related stress
STRATEGY 3: IMPROVE INTERACTIONS WITH STUDENTS
�Learn students’ names, address them by name�Talk with students about their interests, activities, concerns�Maintain high ratio of positive to corrective comments (4:1)
� This is especially important for students with problem behavior
�Display student work in class and throughout school�Welcome new students
� Review routines
� Assign a peer buddy
STRATEGY 1: INCREASE ACTIVE STUDENT ENGAGEMENT
�Why?� Students participate and learn more� Students cannot ‘tune out’
STRATEGY 1: INCREASE ACTIVE STUDENT ENGAGEMENT
�How…�Choral responding
� Pose a question and have students respond in unison
�Response cards� Yes/No
� True/False
�White boards� Write responses
STRATEGY 2: INCORPORATE AREAS OF STUDENT INTEREST
�Why?� Students learn better if they relate to the subject
matter� Students are more engaged and participate more if
they connect with the material
STRATEGY 2: INCORPORATE AREAS OF STUDENT INTEREST� How….
� Identify student interest and incorporate in assignments� Students select writing topics� Research self-selected topics in social studies
� Connect learning to real world experiences� Link assignments to local experiences
� Search your local recycling center� Offer choices
� Task, activity� Sequence� Materials� Location� Partners
STRATEGY 3: USE DIVERSE TEACHING METHODS
�Why?�Numerous research studies show the majority of
classroom is whole group/teacher lecture� Reduce boredom
� Capitalize on student preferred modes of learning
STRATEGY 3: USE DIVERSE TEACHING METHODS
Examples of Small Group Activities
Activity Implementation Example
Group round Move around small group allowing each student to say something
Each student has 3 min to describe the main parts of a biography
Circular questioning
Each group member asks a question to another group member in sequential order
Students practice for a history test by questioning one another
Buzz groups Students partner with a neighbor to discuss a question and then the larger group convenes and discusses the answers
Students describe how theyfound the solution to a math word problem
GETTING STARTED
�Select one assessment�Choose one strategy
�Expectations
�Set small goals� Strategy to implement this week
�After one strategy is fully implemented, add another
ADDITIONAL INFORMATION COVERED IN THE BOOK:
� Promoting student social skills
� Preparing for intensive intervention
� Conducting a functional behavioral assessment
� Developing assessment-based behavior support plans
� Measuring behavior change
� Enhancing student connectedness to school
� Interventions to address student mental health needs
QUESTIONS???
Michael George, Ed.D.Director
Centennial School of Lehigh UniversityEmail: [email protected]
Lee Kern, Ph.D.Professor and DirectorCenter for Promoting Research to PracticeEmail: [email protected]
Q&A Session
20% OFF*Use code: EDWEBLK
Expires 4/21/17
*Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.
www.brookespublishing.com
Thank you to our speakers!
Michael George, Ed.D.Director, Centennial School of Lehigh University
Lee Kern, Ph.D.Professor and Director, Center for Promoting Research to Practice
Thanks for Attending This Webinar! Presented by edWeb.net
___________________________________________________________________________ Name
All requirements for this in-service program have been completed. Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb.
If you logged in live with your email address:Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.
To get your CE Certificate for this webinar:
To take the CE quiz:Join the community at www.edweb.net/inclusiveeducation
Click on the Community Webinar Archives ImageYou’ll find a CE quiz in the folder for this webinar
For an invitation, joinTeaching All Students:
Practical Strategies for Inclusive Classroomswww.edweb.net/education
Teaching Students with Literacy Problems:Including Dyslexia
Presented by Nickola Wolf Nelson, Ph.D.
Professor Emerita, Department of Speech, Language, and Hearing Sciences, Western Michigan University
Upcoming webinars are posted on Twitter @edwebnet
Join us for the next webinar!
Thursday, April 13, 2017 @ 3:00 pm EDT