1. Classroom Management Whole Class Behavior Plans

2. Who needs a classroom management plan?

3. “If you don’t have a plan, You’re planning to fail…” H. Wong, 1998

4. Goals of Whole Class Plan  To create a positive learning environment in the classroom.  To encourage on task behavior and thereby maximize instructional time and student work time / learning.  To establish a more proactive vs. reactive response to reducing and managing off task and disruptive behavior.

5. Benefits  Increases compliance for children (they know what is expected in your class) and staff (more consistent in delivering consequences)  Helps ensure consequences (positive and negative) are contingent on behavior  Helps students make connections between behavior and consequences (positive and negative)

6. Benefits  Reduces the time needed to respond to misbehavior  Reduces verbal reprimands / negotiation / debate / power struggles  Makes use of Visuals - clear, ever-present; allows non-verbal cueing

7. Elements of Whole Class Plan  Prevention / proactive strategies  Class Wide Incentives – Reinforcement to increase target positive behaviors  Class Wide (Individual) Consequences – to reduce disruptive behaviors

8. Prevention Organization of Physical Space  Clearly labelled designated areas  Keep desks away from high traffic areas  Teacher needs to be able to circulate easily - proximity affects behavior  Seating arrangements - Need for more structure? Traditional rows - Seating chart more efficient for attendance -

9. Prevention Proactive Scheduling  Vary type and length of tasks to maintain attention and reduce off task behavior - Balance teacher directed, independent, and group tasks - Too long behavior problems - More challenging work in the morning - Shorter; more active; engaging tasks in the p.m.  Planning for known problem times

10. Prevention Classroom Routines Getting students’ attention * Transitions * Wait times Noise levels Groups and partners Entering class late Dismissing students Leaving the room What to do when finished Collecting student work Use of teacher’s/others’ materials First task in the morning, after recess, after lunch, end of day

11. Classroom Routines  Treat the teaching and learning of routines like any other concept – do not assume students know what to do.  This applies to all grade levels  Prioritize routines and start teaching a few at a time.

12. Prevention ENSURE APPROPRIATE PROGRAMMING!  Differentiated Instruction  Independent work - Ensure any work you assign can be done independently by all students - Modify the assignment - Create alternate assignment - Work in pairs or small group - Work at side table and complete together

13. Proactive Strategies Effective Directives  Think before giving a directive. Is it important? Necessary?  Use a firm, but calm voice. Try to keep your emotions out of it.  Give a directive that is explicit and simple (avoid vague directives).  Use “do” rather than “don’t” directives.  Do not present the directive in the form of a question or favour  Reinforce compliance often and as immediately as possible

14. Proactive Strategies Providing Choices  Effective Choices – Avoids power struggles – Increases compliance  Gives the student responsibility (holds them accountable for behavior)  May help students and staff “save face”  Examples

15. Other Proactive Strategies  Increase immediate attention before making a request  Use physical proximity  Use humor and compassion  Reinforce peers for demonstrating appropriate behavior

16. Whole Class Behavior Plan  Classroom management is important at all grade levels and for all students  Not all classes will need a structured “behavior plan”

17. Class Wide Incentives Increasing Positive behaviors  Target specific behaviors to increase  Teach students about the expectations  Post visual expectations  Frequent reinforcement of target behaviors

18. Frequent Reinforcement?  May need to initially use a continuous schedule of reinforcement (for the first day or so).  As students master the expectations, reinforcement can be provided more intermittently to maintain high levels of expected behaviors.  You may need to return to a higher frequency of reinforcement again when teaching new expectations; following a long break; or during more challenging days.

19. Earning Class Points 1. Quiet when teacher is talking Raise your hand to talk 2. Stay at your seat/area Raise your hand to leave your seat 3. Work quietly Raise your hand if you want help

20. Display progress towards the reward

21. 100 Points Treat 200 Points 15 Mins. Social Time 400 Points 30 mins. Computer 600 Points 1 Hour Games 800 Points – Free Gym Class 1000 Points Theatre and popcorn Grade 7 Points llll llll llll llll llll lll Math - 28

22. Class Wide Incentives  Group incentives (determined with the students) - Extra gym class - Longer recess - Free time to …. - Movie and popcorn - Computer time - Organized games - Dance party - Theme day

23. Develop a Signal  Immediately quiet students and gain their full attention  “Give Me 5” ; countdown from 5; clapping sequence  Teach, practice, and reinforce - 5 seconds or less  Initially award a point every time they respond promptly

25. Class Wide Individual Consequences  Target negative behaviors to decrease with consequences: – Non-compliance with teacher directives (allow some processing time) – Persistent disruptions (out of seat, wandering, calling out, other noises, etc.) – Mild temper tantrums / whining – Minor hands on  This plan is not intended (by itself) to manage serious or dangerous behaviors.

26. Class Wide Individual Consequences  Teach and rehearse prior to using  Presented as opportunities to turn things around  Visual reminders of pre-determined consequences are posted  Fresh start (following natural breaks )

27. ALWAYS Discuss consequence procedures with administration at your school!

28. Early Stage Correction  Subtle, brief, avoid being a disruption yourself  Ignore minor, brief, non-disruptive behavior  Proximity  Non-verbal gestures/cues / point to visuals  Praise peers who are following expectations  Reminder of rewards / points earned today

29. Early Stage Correction  Restate expectations to the whole class  Use student’s name  Gentle verbal reprimand  Respectful tone  Wait (until others are engaged) if discussion is needed  If not effective - use the pre-determined consequences

30. Calm down – 5 minutes Work by myself – 15 minutes Office 1 – reflection sheet Office 2 – phone call home Warning Consequences for Disruptions Becky Robin Pat

31. Predetermined Consequences  Calm down (space in class; no attention; provide de-escalating materials)  Alternate placement – work by myself (another classroom; script; no attention; ‘can do’ booklet prepared ahead of time)  Office (no discussion of misbehavior; script for call home; prepare parents; complete reflection sheet with focus on return to appropriate behaviors)

32. Predetermined Consequences  Less public option (place color coded cards on student’s desk)  Portable (cards on a ring)  Sample only – many other consequences can be substituted

33. Documentation  Feasible data sheets  Inform programming for individuals Daily documentation of consequences Student Calm Down Alternate Placement Office Visit Phone Call Home Pat Becky Robin

34. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

35. Whole Class Behavior Plan  Materials and visuals will be uploaded to Tienet Questions?