PROACTIVE CLASSROOM Encouraging positive behavior MANAGEMENT: - - PDF document

PROACTIVE CLASSROOM MANAGEMENT: DESIGNING A SYSTEM TO SUPPORT STUDENT SUCCESS

Andrea M. Capizzi, Ph.D. , BCBA-D Department of Special Education, Vanderbilt University RTI2-B Summer Summit June 14, 2017

AGENDA

• Encouraging positive behavior
• Core classroom management components
• Take-away strategies

PROACTIVE VS. REACTIVE

• More efficient
• More effective

CORE MANAGEMENT COMPONENTS

• Positive Reinforcement
• Structure
• Arrangement
• Rules and expectations
• Routines
• Consistent with school-wide system

REINFORCEMENT

• Positive Reinforcement
• Adding something (usually praise) that increases the

likelihood that students will engage in a behavior again

• Tell students what they are doing right when they are

doing it

• ”behavior-specific praise”

PRAISE

• How well do teachers praise?
• Why are some teachers resistant to praise?

A D A P T E D F R O M J E N K I N S , F L O R E S S , & R E I N K E ( 2 0 1 5 )

5 10 15 20 25 30 35 40 45 50 White (1975) Early Elementary Floress & Jenkins (in press) Kindergarten Reinnke et al. (2013) K-3rd White (1975) Late Elementary BurneH & Mandel (2010) 1st-6th Brophy (1981) 1st-8th* White (1975) Middle School White (1975) High School Sutherland et al. (2000) 5th grade EBD Gable et al. (1983) ID, MH, LD/EBD Shores et al. (1993) EBD* Wehby et al. (1995) 6-12 year olds EBD*

Praise/Hour

TIME TO THINK …

• Do you praise enough?
• Are you more likely to reprimand or praise?
• How can you increase praise for your students?

STRUCTURE

• High vs. Medium vs. Low
• Classroom structure is the level to which movement and

activities are predictable and dictated in a classroom

• Which students need high structure?

HIGH STRUCTURE CLASSROOMS…

• Have more space around students
• Clearly defined rules and expectations
• Limited free movement around the classroom
• Clearly defined and taught routines
• Generally have:
• Fewer behavioral difficulties
• Higher academic engagement and achievement

Why is this?

TIME TO THINK …

• What is your current level of structure?
• Would your students benefit from high structure?

CLASSROOM ARRANGEMENT

• Limit Distractibility
• Decrease distractors for students (e.g. peers, windows, computers, etc.)
• Increase Accessibility
• Movement around the room should be free of obstructions for you and

your students

• Optimize

Visibility

• You can see students and they can all see you and the board

CLASSROOM ARRANGEMENT

• Tips:
• Desks in rows (at least to start the year)
• Decrease clutter
• Cover windows with curtains or artwork if distracting

for students

• Etc.

RULES

• Clear rules and expectations
• 3-5 is the optimal amount
• Positively stated
• In place all day and everywhere
• Should be consistent with school-wide rules
• Take time to teach your rules and explain them in the context of your

classroom activities

SAMPLE

• Be Respectful
• Be Responsible
• Be Ready
• clear, concise, covers all behaviors

ROUTINES

• Ways to get things done in the classroom
• Examples:
• Requesting help
• Asking to use the restroom
• Turning in work
• Taking tests
• Entering the classroom
• Teach, practice, review, reinforce!!

PLANNING ASSESSMENT WORKSHEET

• See handout

Teacher Name: ___________________________________ Type of class: _____________________________________ Grade Level: (circle one) Elementary School Middle School High School Structure Risk Factors (√ all that apply) _____ More than 50% of students receive reduced/free lunch _____ 3 or more students identified as SPED/ADD/ADHD _____ 3 or more students identified as “at risk” or below grade Level _____ Elementary school _____ School located in a “high- crime” area Evaluate the items you checked to identify the minimal level of structure needed for your classroom (circle the appropriate level for your classroom) High Structure (>3 checked) Moderate Structure (1-2 checked) Low Structure (0 checked)

• Space between

students

• Assigned seats
• No free movement

around room

• No talking without

permission

• Traditional

classroom layout (i.e. rows)

• Minimal/no

space between students

• Assigned seats
• Some free

movement around room

• Some free-talking

with peers at certain times

• Students

arranged in pairs

• r groups
• Free seating

choice

• Free movement

around room

• Talking with

peers without permission

• Students

arranged in groups

Classroom Layout

Answer the following questions about your classroom and √the appropriate box Yes No Does your desk layout match the level of structure you noted above? Can you see ALL of your students from everywhere in the room? Can ALL of your students see you from each desk? Can ALL of your students see the board from each desk? Can you get to EACH student quickly from anywhere in the room? Can students get to all materials without distracting you and peers? Do you have a quiet space for students to work independently, with groups, and/or with you? Does your classroom layout suit student age, level, and type of class? Does your layout support student attention and productivity? For any responses of “No” – How will you change your layout to better support learning?

Classroom Decor

Answer the following questions about your classroom décor and √the appropriate box Yes No Is your décor: Calm? Age Appropriate? Positive/Inspirational? For any responses of “No” – How will you change your decor to encourage student learning?

Rules

Answer the following questions about your classroom rules and √the appropriate box Yes No Are your rules posted in a visible area? Do you have 3-5 rules? Are your rules age-appropriate, clear, concise, and written positively? For any responses of “No” – How will you modify your rules?

Routines

List up to 5 routines you would like all students in your classroom to learn and follow: 1. How will you teach this routine? 2. How will you teach this routine? 3. How will you teach this routine? 4. How will you teach this routine? 5. How will you teach this routine?

Maintaining and Monitoring Behavior

Answer the following questions about maintaining a management plan and collecting data on problem behavior List 3 ways you will praise appropriate student behavior:

• 1. _________________________________________________________________________________________________
• 2. _________________________________________________________________________________________________
• 3. _________________________________________________________________________________________________

Do you keep data on student behavior in your classroom? If “yes”, what type of data do you collect? _____________________________________________________________________ If “no”, what type of data collection would be feasible in your classroom? ______________________________________________________________________

TAKE AND USE STRATEGIES

• Individual Reinforcers
• Survey your students
• Find out what is reinforcing
• Use activity reinforcers – you don’t always need edibles and tangibles
• Class-wide Contingencies

INDIVIDUAL STRATEGIES

• Goal Charts, Contracts, Token Economies
• Private vs. Public Praise
• Remember that not everyone needs the same thing
• Differentiate!!!

https://s-media-cache-ak0.pinimg.com/originals/06/78/d9/0678d9028d35f4ecff684a3ca84a23b8.png

Contracts need: Name of student Date Behavior Expectations for student Supports provided by teacher Rewards if Goal is Met Signatures Date of Review

THE CLIP CHART BEHAVIOR STICK IS NOT A POSITIVE BEHAVIORAL METHOD – NO MATTER HOW CUTE YOU TRY TO MAKE IT

• Not evidence—based
• Reactive
• Punitive & Negative for

many

• Can increase problem

behavior in some students

THE CLIP CHART BEHAVIOR STICK IS NOT A POSITIVE BEHAVIORAL METHOD – NO MATTER HOW CUTE YOU TRY TO MAKE IT

• Not evidence—based
• Reactive
• Punitive & Negative for

many

• Can increase problem

behavior in some students

CLASS-WIDE CONTINGENCIES

• Working together for a common reinforcer

BUILD IT, FILL IT, OR SPELL IT

• Steps:
• 1. Set a goal
• 2. Identify behavioral expectations for earning ”pieces” or

“letters” and explain to students

• 3. Provide the reinforcer publicly

BUILD IT

• “Brownie Points” ADD IMAGE
• Puzzle Pieces ADD IMAGE
• Come up with your own ideas based on your school

mascot, subject area, etc. The options are endless

FILL IT

• Warm Fuzzies (pom poms in a jar)
• “Drops” in the bucket (marbles or small balls in a jar)
• Anything visual works!

SPELL IT

• All this takes is a white board and marker
• Choose a word or phrase and students earn letters. Once

they spell the word or phrase, they earn the reinforcer

AWESOME Go Wildcats!

WHAT KIND OF REINFORCEMENT SYSTEM WILL YOU PUT IN PLACE

• For individual students?
• For the whole class?

WRAPPING IT ALL UP

• Structure
• Clear rules and expectations
• Positive Reinforcement
• Punishment doesn’t work
• Should be consistent with school-wide system
• Questions

THANK YOU!

• My contact information:

Andrea Capizzi Andrea.capizzi@vanderbilt.edu