Key components of classroom management Become familiar with the - - PDF document

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Charisse Elliott & Julie Sharp Salem-Keizer Public Schools

• Key components of classroom management
• Become familiar with the Observation Setting &

Environment Checklist (focused on the environment section) and action planning around managing the classroom environment

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Students and Staff Students

• Nearly 43,000 students
• Close to 81 different languages
• 61% students living in poverty

(about every 3 in 5 students)

• 1,122 experienced homelessness

Staff

• Over 5,000 staff

Schools/Teams

• 2nd Largest district
• 65 Schools
• 42 Elementary
• 11 Middle Schools
• 6 High Schools
• 2 Alternative High School Programs
• 16 sites
• 8 Additional Programs
• 4 Charter Schools
• Transportation Team
• Auxiliary and Facilities

Oregon State University: 30,592 Students & 5,209 Staff

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PRACTICES Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement

• Common purpose & approach to discipline
• Clear set of positive expectations & behaviors
• Procedures for teaching expected behavior
• Continuum of procedures for encouraging expected behavior
• Continuum of procedures for discouraging inappropriate

behavior

• Procedures for on-going monitoring & evaluation

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• Positive expectations & routines taught and

encouraged

• Active supervision by all staff
• Move, Scan, Interact
• Pre-corrections & reminders
• Positive reinforcement

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0-1 Referrals 2-4 Referrals 5 + Referrals Evidence Based Practice Approach

TIME & CHANGE in Staff behavior required to generate desired outcome

Tier 3: Individualized 1-5% of students Tier 2: Group-based 10-15% of students Tier 1: School-wide 80-90% of students Level of Discipline Concern

• Behavior & classroom management
• Classroom-wide positive expectations taught & encouraged
• Classroom routines and cues taught & encouraged
• Ratio of 4-8 positive to 1 negative adult-student interaction
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent pre-corrections for chronic errors
• Instructional management
• Selection
• Modification & design
• Presentation & delivery
• Opportunities to respond
• Correct academic responding
• Environmental management

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What do we know about Classroom Management?

• Student problem behavior is cited by the U.S. Department of

Education as one of the top three reasons why educators leave the field.

• Student problem behavior is one of the top two content areas identified by

teachers (a) as an on-site training need, and (b) as a gap in their pre-service training.

• There is a link between general level of disruptive behavior and

more extreme acts of violence (Skiba and Peterson)

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• Increased levels of inappropriate student behavior appears to lead to fewer

instructional interactions with students.

• Teachers attend more consistently to students’ inappropriate behavior and

less consistently to appropriate behavior.

• Over time, teachers are getting more opportunities to practice less than

effective teaching practices.

“T he single biggest fac tor affec ting the ac ademic gr

• wth
• f any population of youngster

s is the effec tiveness of the individual c lassr

• om.” (R

iver s, Sander s and Hor n)

• School culture (systems)
• Is your school a welcoming place for staff, students, and stakeholders?
• Policies and Procedures (systems)
• Who is responsible for what?
• Classroom Organization (practices) and Assessment Approaches

(data)

• Are staff reflecting on their own practices and pedagogy to maximize

student learning?

• Teacher Support (practices) and Performance Feedback (data)
• Is your school an environment where feedback is positive and productive

rather than punitive?

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• Targeted Instruction for Areas
• f Skill Deficit(s)
• Function Based Support
• Positive Expectations/Values
• Classroom Acknowledgement

(Reinforcement)

• Safety Plans
• Tiered Data Systems
• Risk Factors
• Basic Needs
• Executive Function Deficits
• Poverty
• Cultural/Identity Differences
• Victimization
• Trauma
• Mental/Physical Health Issues
• Curriculum & Instructional

Practices

• Differentiated Instruction
• Active Student Engagement
• Culturally Responsive

Practices

• Classroom Routines &

Procedures

• Physical & Visual Structure of

the Classroom

• Relationship Building

w/Students

• Relationship Building &

Teaming with Staff, Parents & Guardians

• Wellness in the Workplace
• Social Skill Instruction

Social Emotional Learning Classroom Foundations Positive Behavior Instruction & Management Culturally Relevant Practices PREVENTION INTERVENTION

Prevention & intervention to support all students

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• Design the structure and functions of classrooms to increase

predictability and to accommodate individual and collective needs of the students.

• Appropriate and relevant curriculum
• Meets needs
• Perceived as important
• Appropriate goals and curricula that are fair, functional, and

meaningful

• Avoid frustration, dissatisfaction, confusion, rebellion, etc.

Large increases in instructional minutes will not make up for effective instruction (Christenson et al, 1989; Rosenshine & Stevens, 1986)

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Teacher presentation Correct response Student performs: Incorrect response Non- compliance Teacher praise Teacher correction Teacher reprimand

• Do my students know what is expected of them?
• Are my expectations clearly stated, visible, and explicitly taught?
• Do I reteach expectations to my students when a majority are having a

hard time meeting expectations?

• Do I reflect on my own practices to determine when expectations

have not been taught explicitly?

• Are my consequences predictable and do they match student

skill level?

• Do I take into consideration that student behaviors demonstrate a lagging

skill?

• Do I know how to identify a lagging skill vs. a performance deficit?
• Have I created a culture that recognizes students for following

expectations?

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• Spend more time promoting responsible behavior than responding to

irresponsible behavior (Beaman & Wheldall, 2000; Walker & Gresham, 2004).

• Recognize that misbehavior occurs for a reason, and they take that reason

into account when deciding how to respond (Alberto & Troutman, 2006; Scheuermann & Hall, 2008)

• Teach social behavior like academic skills
• teach through multiple examples
• teach in the specific setting
• give practice examples
• test with new examples without assistance
• provide positive feedback when expectations are met

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• Discipline is what teachers do to help students behave

acceptably in schools

• The goal is to reduce the need for teacher intervention over time

by teaching students to manage their own behavior Use data to:

• Identify a possible problem
• Build a precise problem statement
• Select an intervention
• Assess if an intervention is being

implemented with fidelity and effective

Data to consider:

• Concern (number of problem

behaviors from classrooms)

• What are the problem behaviors?
• Who (one student, many students)
• When (Time of day, Time of class)
• What (activity)
• Why (to get attention, to avoid

tasks, ???)

Both high and low rates of ODR’s from a classroom is a possible “red flag” that a teacher may need support

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• Majority of students are meeting expectations, with a group of students not

meeting expectations

• 80% of students meeting expectations, 20% or less need intervention
• Infrequent errors
• All students are meeting the expectations, with the exception of a few
• 95% or more of student are meeting expectations, 5% or less need intervention
• Chronic errors
• Respond proactively to infrequent social behavior

errors

• Verbal and non-verbal redirection
• State the rule and expected behavior
• Ask student to state and show expected behavior
• Give positive feedback

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• Pre-correct prompt for desired behavior in problem context
• go to the problem setting/situation
• get attention of the students
• give a reminder or opportunity to practice skills
• watch child for demonstration of skill
• acknowledge demonstration
• Provide positive feedback
• React to identified problem
• Select & add practice
• Hire expert to train practice
• Expect & hope for implementation
• Wait for new problem….

What is the likelihood of initial and/or sustained change?

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Lower congestion in high-traffic areas
• Teacher can see all students
• Keep frequently used materials easily access
• Students can see whole-class presentations, etc.

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• Organized, neat, & uncluttered
• Furniture is adjusted to the proper size for students (90/90)
• Students are seated in areas that allow them to see instruction
• Furniture is placed to decrease traffic flow challenges
• Instructional areas of the classroom have clear, visual boundaries
• Unnecessary/distracting items are removed from view & reach
• Materials are organized and easily accessible
• Learning goals/standards are displayed
• Standards-based student work is displayed
• Other visuals support learning
• Classroom rules are posted in a manner easy to see
• Procedures are posted in a manner easy to see
• Students have personal space to place belongings

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Created with the class
• Centered around 3-5 school-wide values
• Used to teach and reteach students how they are to behave
• Review frequently as a whole class, small groups, or individuals
• Must be explicitly taught and posted throughout the classroom
• Expectations for all areas of the classroom taught
• Elementary: Kidney Table, Seat Work, Carpet Time, Instruction Time, Lining up, etc.
• Secondary: Seat work, entering the classroom, teachers area, movement within the classroom, etc.
• School-wide Expectations taught and reinforced with the class
• Resources:
• ENVoY strategies
• Explicit Instruction by Anita Archer
• The First Days of School by Rosemary and Harry Wong
• Increase predictability and consistency
• Both teacher and student routines
• Steps taken to complete a task
• Expectations of student or teacher during a designated

time or place

• Build into environment/prompts
• “Bear Stops”
• Consider “common” routines
• Lining up
• Meeting personal needs
• “Big Ideas”
• Creating Routines: Think about the end result and backwards plan to identify

all the steps needed to be taught.

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• Start/end of day
• Transitions
• Personal needs (bathroom, pencil)
• Special events
• Homework and assignments
• Personal belongings
• Planning and implementing instruction
• Classroom movement (circulate, monitor)
• Working with assistants, volunteers
• Communications (email, returning calls, conferences)

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• Are my classroom consequences aligned to the continuum of

consequences for my school-wide systems?

• What is a major versus minor behavior?
• Staff- vs. office-managed behaviors
• Are my consequences explained to students and reviewed regularly?
• Is my delivery of consequences…
• Calm?
• Focused on the problem at hand?
• Privately when possible?
• Respectful?
• Simple & direct language?
• Avoiding power struggles?
• Reprimand privately, not publicly
• Look at the student while you are speaking
• Stand near the student while you are talking
• Do not point your finger at the student
• Do not insist on having the “last word”

Effective Punishment Does 3 things

• Stops the behavior right now
• Prevents the behavior from happening again
• Follows ethical guidelines (no public shaming, not

harmful, embarrassing, humiliating)

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Expected social behaviors among students, teacher, and other staff
• Mutually respectful
• Ownership in classroom environment by students and teachers
• Inclusive of all students
• Framework of classroom culture planned prior to school starting
• Student input on expectations in order to increase student buy-in and

responsibility

• Use the first weeks of school to establish:
• Routines and expectations
• Build community among students, teachers, and other staff
• “Climate” (laugh, smile, accept student ideas)

(Kame’enui & Simmons)

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• Establish positive ways of communicating between the teacher and families
• Student planners
• Class Dojo
• Texting Apps
• Email
• Phone calls home

4:1 Rule: Give 4 positive interactions for every 1 corrective interaction.

• Focus on the expected behavior
• Designed to increase appropriate

behaviors and decrease disruptive behaviors

• Improves relationships between

students and staff

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Sections of time throughout the day
• Posted at the front of room for students to identify what is

happening next

• Times posted next to each activity
• Teach signal & routine
• Practice in natural context
• Pre-correct in problem situations
• Monitor continuously
• Positively reinforce contingently

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• Daily schedule posted and reviewed regularly
• Transitions are structured and described clearly
• Transitions & non-instructional activities are posted and reviewed regularly
• Procedures are in place for posting changes to the schedule
• Daily schedule includes independent activities
• Daily schedule includes one-to-one instruction
• Daily schedule includes small & large group instruction
• Daily schedule includes socialization & free time
• Unstructured/downtime is limited
• Students are given opportunities to demonstrate or learn new choice making skills
• Efficient transitions
• Time is used effectively & efficiently

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Teach new behavior
• Encourage/establish infrequent and non-fluent behavior
• Establish positive relationship between the individual, others, and learning

environment

• Strengthen specific replacement behaviors that compete with habitual

undesirable behavior

Continuum of recognition in the classroom should include a tie in to school-wide recognition system

• Includes student’s names
• Is descriptive/specific
• Simply describe what the student is doing at the time -

focusing on actions

• Is convincing
• Is varied
• Is non-disruptive

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“Paul, I really appreciate how you facilitated your group discussion. Your peers had many ideas, and you managed it well.” “Paul, great job!” “Jimmy, you raised your hand and waited. (Gives thumbs up.) Raising your hand tells me you have something to say and is respectful.” “Awesome. Well done.” “Thank you for cleaning up your area.” “Incredible!” “You (making eye contact with student) saw me talking to someone and waited instead of

• interrupting. Thanks!”

“Nice work!”

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• Behavior
• Collection and use of data for decision-making
• Physical setting/organization
• Routines, Expectations, & Consequences
• Classroom Culture & Communication
• Scheduling & Transitions
• Reinforcement/Acknowledgement
• Active Supervision
• Academic
• High rate of positive recognition
• High academic engagement is maintained

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• Active supervision is a monitoring procedure that uses three

components:

• Moving effectively
• Scanning effectively
• Interacting frequently

(DePry & Sugai, 2002)

• Movement
• Continuous
• Proximity to noncompliant students or trouble areas
• Random/unpredictable
• Scanning
• Visually sweep all areas of the room on a regular basis
• Make brief eye contact with students in more distant

locations in the room

• Look and listen for signs of a problem
• Interacting
• Positive contact
• Friendly, non-contingent, frequent delivery rate
• Positive reinforcement
• Immediate, contingent on behavior, frequent delivery rate
• Corrective feedback
• Non-critical, specific to behavior, neutral, calm, consistent

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• Does my classroom floor plan allow for ease of movement for the staff?
• Do I continually monitor all areas of the room by moving & interacting

frequently and strategically?

• Do I monitor all areas of the room by scanning & interacting?
• When designing a lesson, do I consider student groupings, location, & activity

level?

• Do I provide positive contact, positive reinforcement, & corrective feedback

while moving around the room?

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PBIS@salkeiz.k12.or.us