1. Classroom Systems of Positive Behavioral Interventions & Supports
Idaho SWPBIS Training Institute

2. Purpose
To describe the implementation of a systems approach to classroom behavior and instructional management
Critical features
Steps and effective practices
Supporting teachers

3. Objectives
Focus on classroom component of PBIS – how to support teachers
Describe current status of classrooms (student-teacher interactions)
Discuss several types of teacher support

4. Universal Positive Behavior Support for the Classroom
Read through the handout and mark:
Got it. I know, understand, and/or agree with this.
This is really important or interesting.
I don’t understand this, or this does not make sense to me.
This could be homework if there is no time.

5. Basic Rule
Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

6. Structure Your Classroom for Success
Arrange an efficient daily schedule for all of your classes
Start on time
Organize you activities to keep attention of students.
Have a reasonable balance among the types of activities
Avoid having one type of task run too long
Schedule independent work and cooperative work directly following teacher directed tasks.
Think about scheduling the last few minutes of the class with teacher directed work—gets kids in the mindset that they are not done learning.
Use Two college professor scenario—One organized and starts on time, the other late and shuffling papers. Which one would you like to take classes from.
Example: Middle school teachers who leave half of the class time for independent work will probably have students misbehaving more often.
Sprick et al. 2009

7. Common Mistakes Assuming students know what is expected of them
Absence of clear rules
Vaguely stated rules
Punishing students for failure to exhibit a behavior that they do not know how to do
Increasing instructional minutes will not make up for ineffective instruction
“Assumicide”

8. Guiding Principles
Teach and manage social behaviors positively and preventively…like teaching reading, math, physics, music, etc.
Integrate social and academic management strategies within and across curricula
Maximize academic success to increase social behavior success

9. Prerequisites 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.

10. Classroom Management Tips
tructure your classroom for success
each students how to be successful in your classroom
bserve student behavior
From the book CHAMPS page 6
nteract positively
orrect fluently
Sprick et al. 2009

11. So what can be done? Classroom organization Instructional management
Behavior management
On-going teacher support

12. Classroom Organization
Physical environment
Student and teacher routines
Transitions
Attention-getting signal
Climate

13. Considerations
How many students will you have in the room at one time?
What kinds of activities will be taking place in your classroom?
Where should students be seated?
How will you regulate movement/supervise/interact?
What should my classroom look like?
Wall space, storage, lighting, etc.
How will you teach students roles and procedures with other staff for consistency?

14. Aspects of the Physical Environment
Seating/furniture arrangement
Traffic patterns
Materials/supplies
Student areas (e.g., small group, break, time-out)
Teacher areas (e.g., desk, materials)
Problem features (e.g., unsupervisable areas, dangerous items/equipment)
Aspects to take into account when thinking about the physical environment of the classroom

15. Goal when planning the physical environment
Create an orderly learning environment that sets the stage for orderly behavior
Create a pleasant climate for you and your students
Goal

16. Classroom Organization
Design areas for specific activities
Whole class instruction
Small group instruction
Rug activities
Quiet reading area
Free choice games and activities
Computers
Anita Archer

17. Classroom Organization
Arrange space so that:
Students face the teacher without turning around
Teacher has close proximity to students
Students can interact with partner and/or team
Teacher can see all areas of room
Teacher can easily monitor all areas
Teacher and students can move easily around room
Teacher can access necessary instructional materials
Students can access necessary materials
Anita Archer

18. Common ways to arrange desks in a classroom

19. Paired Rows Anita Archer
Great for whole class discussions and working in pairs. Also easy for larger groups to be formed when needed.
Allows for student interaction

20. Slanted Rows Anita Archer
Great for class discussions and paired assignments.
Implies that everything will be happening from the front of the room
May be more difficult to reach each student when compared to individual desks because you can’t get to the sides of students.

21. Slanted Tables Anita Archer Great for cooperative learning assignments
Kids could have a tendency to be off task with conversation

22. Double U
Anita Archer
Can be problematic with students who are easily stimulated by other students across the room.

23. Double E
Anita Archer

24. Checklist
Evaluating the Physical Organization of the Classroom: Setting the Stage
Ask participants to look over handout. Using either the elementary or secondary examples & non-examples, evaluate the classroom organization.
They may want to use it later with their teachers.

25. Establish Routines Increase predictability and consistency
Both teacher and student routines
Build into environment/prompts
“Stack and Rack”
Consider “common” routines
Lining up
Restroom breaks
Preparing for work
Transitions between activities
Teach routines over a period of time so students and staff are not overwhelmed at the beginning of the year.

26. Predictability predicts ability!
Routines
In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.
Predictability predicts ability!
Anita Archer

27. Routines Determine situations where a routine or procedure is needed
For each situation, determine a routine/procedure that
Promotes self-responsibility
Doesn’t require teacher involvement
Is effective and efficient
Can be used consistently
Anita Archer

28. Routines Document routines/procedures
Teach most important routines procedures
Review routines/procedures
Routines should be ones that students have no difficulty following consistently and with little to no teacher involvement
Anita Archer
If the routines that you set up require the teacher each time, your teaching will be interrupted frequently and reduce instructional engagement.

29. Example Student Routines
Start/end of day
Transitions
Personal needs (e.g., bathroom, pencil sharpening)
Working in groups and independently
Special events
Materials and equipment
Homework and assignments
Personal belongings

30. Silent Classroom Signals
I need a pencil
I need to use the restroom
I would like to get out of my seat
I need help or have a question

31. Teacher Routines Planning and implementing instruction
Classroom movement (circulation)
Working with assistants, volunteers, student teachers
Communications

32. Example Routines & Procedures
Checklist: “Situation Requiring a Classroom Routine or Procedure”
See handouts – “Example Routines & Procedures” (elementary & secondary).
Complete checklist – “Situation Requiring a Classroom Routine or Procedure.”

33. Classroom Routines

34. Classroom Routines
What are 3 routines common across classrooms in your school?
Complete the Classroom Routines Matrix for your classroom.
What is a PROCESS you might use with your faculty to define and share effective examples?
Activity
Table Talk: Share out

35. Efficient Transitions
To have efficient transitions, you need to:
Teach signals and routines
Practice in natural context
Pre-correct in problem situations
Monitor continuously
Positively reinforce

36. Attention-getting Cue/Rule
Select cue that is effective, efficient, and relevant
Apply consistently
Positively reinforce when chances arise.

37. Classroom Climate Develop plan before school starts
Determine expectations
Teach expectations directly
Use first weeks of school to establish
Expectations and behavior/routines
Climate (laugh, smile, accept student ideas)

38. Classroom Goals & Rules
Students are more likely to exhibit desired behaviors when expectations are clear.
What you expect = What you get
Anita Archer

39. Classroom Goals
With grade level team or school faculty, establish goals you would like children to reach
Goals reflect values you hold for students
Goals are more global than rules
Analogy
Goal – Drivers should be courteous
Rules – Speed limit 65
Anita Archer

40. Classroom Goals Example Goals: Respect others Be responsible
Do your best work
Cooperate with others
Anita Archer

41. Classroom Rules Rules for Rules: Are fewer in number (3 to 6)
Should state desired behavior positively
Are short and simple
List observable behaviors
Begin with a verb
Clearly define behaviors
Anita Archer

42. Classroom Rules Example Rules: Arrive on time
Listen to your teacher and classmates
Bring only school materials
Follow directions
Participate in activities
Work during work sessions
Use language appropriate to school and work-place
Anita Archer

43. What we expect = What we get
Classroom Rules
To get the best results, teachers should:
Introduce rules
Teach lessons on individual rules
Review rules
Post rules
Act as if you expect desired behaviors
What we expect = What we get
Anita Archer

44. Behavior Management Basics
Use continuum of strategies to encourage expectations
Teach expected behavior
Increase opportunities for academic and social success
Provide positive feedback more often than corrections and reprimands (e.g., 5 to 1)
Move from tangible to social reinforcement
Move from external to self-managed reinforcement
Individualize reinforcement
Use continuum of strategies to discourage/correct inappropriate behaviors

45. Characteristics of Effective Praise
Good praise follows the “if-then” rule
Make sure students are doing exactly what you want them to be doing
Praise them within 1 or 2 seconds after the behavior occurs
If it is an on-going behavior, praise during the behavior

46. Systems Support
Shift to school-based teams rather than relying on “outside experts”
As with SWPBIS the systems guide the implementation of effective practices
Link classroom management practices to SWPBIS
Use data for decision-making
Exactly what SESTA is modeling.

47. SAS Classroom Systems
Will fill out this portion of the SAS at the end of “Classroom Settings” session.

48. Keep everyone up to speed.
Refer teams back to team SAS tool/handout. Discuss components #1-7. Move on to activity.

49. School Status and Commitment
Complete the Classroom Settings section of the Staff Survey
Summarize the results
Add items to action plan as needed
Prepare to report out on status of system and planned activities
EBS survey/SAS (Self-Assessment Survey)
Only completing the “Classroom” Section

50. Classroom Settings Additional Tools:
PBIS Resource: Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist
Classroom Management: Self-Assessment
Direct participants to these tools. These can be utilized once school starts…a take-away they may want to use.