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Setting Great Expectations Pat Hubert ESA2. Raise your hand if….. You have ever been in a classroom that felt unmanaged You have established rules/expectations.

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Presentation on theme: "Setting Great Expectations Pat Hubert ESA2. Raise your hand if….. You have ever been in a classroom that felt unmanaged You have established rules/expectations."— Presentation transcript:

1 Setting Great Expectations Pat Hubert ESA2

2 Raise your hand if….. You have ever been in a classroom that felt unmanaged You have established rules/expectations in your school/classroom for all kids You think the kids in your building know and follow the rules/expectations You have established ways to reinforce the rules/expectations Prior Knowledge Quiz POP!!

3 Turn and Talk With your neighbor, talk about your current classroom or school-wide rules/expectations

4 Outcomes Identify the evidence based practices in classroom management Reflect on the practices currently in place in your school/classroom system Consider strategies to set and reinforce schoolwide/classroom expectations


6 What the Research Says about Classroom Management Linked to success (academic and behavior) Prevention of escalation/problems among at-risk Supports all students in prevention Screams This classroom is SAFE to all Speaks of positive school climates (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009) Teachers experience greater efficacy –Increased student achievement –Creative and flexible instructional delivery –Teacher longevity (Woolfolk, 2002)

7 Component 2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials/supplies Performance of non instructional duties Supervision of volunteers and paraprofessionals Component 2d: Managing Student Behavior Expectations Monitoring of student behavior Response of student misbehavior Component 2e: Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources Teacher Evaluation & Environment Domain 2: Classroom Environment Component 2a: Creating an Environment of Respect /Rapport Teacher interaction with students Student interaction Component 2b: Establishing a Culture for Learning Importance of the content Student pride in work Expectations for learning and achievement

8 TO MANAGE YOUR CLASSROOM Evidence Based Practices

9 Evidence Based Practices in Classroom Management 1. Maximize structure in the classroom. 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 4. Establish a continuum of strategies to acknowledge appropriate behavior. 5. Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)


11 C – can you talk? Honest, out loud and on topic Cells phone Side comments H - How to get Help? Questions are GOOD! Raise hand Talk to neighbor quietly A – What about Activities? Minimal today due to time M – can you Move? Quietly – yes! P – How will I know you are Participating? SLANT: Sit up, Lean forward, Activate your thinking, Note important info, Track the talker CHAMPs - My Expectations

12 Kids & Fleas

13 RtI/PBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior 80% of Students 15% 5% OSEP Center on Positive Behavior Interventions and Supports;

14 A Look at School-wide Positive Behavior Support Systems Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems

15 Why PBIS? Why not whip them into shape?

16 Expectations/Rules are Universal Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 80% of Students UNIVERSAL OSEP Center on Positive Behavior Interventions and Supports;

17 Classroom OR Schoolwide? School wide are overarching –Everyone – Every place –Think BIG PICTURE Classroom linked to School wide –My kids – specific settings –Specific, Observable, Measureable –Often referred to as Rules in PBIS

18 Where to Focus? Data is the KEY! Focus on _______ systems if: –More than 60% of referrals are from _____ settings Look specifically at classrooms if: –50% or more of ODRs (office discipline referrals) come from less than 10% of the classrooms

19 Focusing on Setting Clear Expectations will... Improve general classroom and school climate Decrease dependence on reactive disciplinary practices (ODRs) Maximize impact of instruction to affect academic achievement Improve behavioral supports for students with emotional and behavioral challenges

20 Expectations: Guiding Principles Good teaching is one of our best behavior management tools –Active engagement –Positive reinforcement –Pre-correction


22 Just A Word About Structures Environment Routines Think of your favorite store. What is it you like about it? Why do you keep going back?

23 Maximize Structure in Your Classroom. Develop Predictable Routines –Teacher routines: volunteers, communications, movement, planning, grading, etc. –Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc. Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. –Designate staff & student areas. –Seating arrangements (groups, carpet, etc.) »SEE HANDOUT (Kagan)

24 Design A Positive Environment Four instances of praise for every correction (4:1) minimum Begin each class period with a celebration Your first comment to a child establishes behavioral momentum Provide multiple paths to success/praise

25 2. Post, Teach, Review, Monitor, and Reinforce a Small Number of Positively Stated Expectations 1.Establish behavioral expectations/rules 2.Teach rules in context of routines 3.Prompt or remind students of rule prior to entering natural context 4.Monitor students behavior in natural context & provide specific feedback. 5.Evaluate effect of instruction - review data, make decisions, & follow up

26 1. CLASSROOM EXPECTATIONS & RULES Identify, Teach, Practice, Reinforce

27 What are Expectations & Rules? Expectations are outcomes Rules are the specific criteria for meeting expectations Rules identify/define concepts of acceptable behavior Use of expectations and rules provides a guideline for students to monitor their own behavior & remind/motivate students to meet certain standards

28 Guidelines for Writing Classroom Rules 1.Consistent with school wide expectations/rules 2.Observable 3.Measureable 4.Positively stated 5.Understandable/Kid friendly

29 Guidelines for Writing Classroom Rules 6.Always applicable - Intend to consistently enforce 7.A small number No Dead Mans Rules 9.Posted Clearly

30 Other Considerations… Students play a role in formulating rules Rules displayed prominently; easily seen Teacher models and reinforces consistently Rules that are easily monitored


32 Expectations and Rules Example… Expectation is: Students will be Safe –Rules are… Keep hands and feet to self Use materials correctly

33 Which of These Follow the Guidelines? Keep hands and feet to yourself Turn in completed assignment Respect others Walk in the hallways Dont run

34 Do the rules you mentioned to your partner earlier meet these criteria? Turn and Talk

35 Operationally define what the rules look like across all the routines and settings in your classroom. One way to do this is in a matrix format. Establish Behavioral expectations/Rules

36 Elementary Schools Matrix Hall Hall Rules Rules Cafeteria Cafeteria Rules Rules Recess Recess Rules Rules Be safe Keep hands, feet & objects to self. Keep all food to self without sharing. Use equipment safely. Follow game rules. Be prepared Have planner signed.Have lunch money ready. Be dressed out & in place on time. Be respectful Use polite language at a respectful volume Keep hands, feet & objects to self. Face forward & keep the line moving. Use polite language and respectful tone of voice. Expectations 36

37 Establish Behavioral expectations/Rules Close your eyes and visual your perfect classroom on a perfect day. What do you want to see and hear? Open your eyes. Write down the four most important things you saw and heard. Transfer the behaviors to a sample classroom matrix.

38 Rules within Routines Matrix Routines Expectations Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible Be An Active Learner

39 Teach Rules in the Context of Routines Teach expectations directly –Define rule in operational termstell students what the rule looks like within routine –Provide students with examples and non- examples of rule-following within routine Actively involve students in lesson- game, role-play, (assess their understanding) Provide opportunities to practice

40 Examples of TEACHING Rules Cool Tools

41 Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you re working on a math problem that you can t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. Cool Tool

42 Expectations & behavioral skills are taught & recognized in natural context

43 Prompt or Remind Students of the Rule Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, –verbal reminders –behavioral rehearsals –demonstrations –socially appropriate behaviors when or before settings were problem behavior is likely ~ Colvin, Sugai, Good, Lee, 1997 Get in, Prompt/Correct, and GET OUT –Think Drive-by prompting

44 Monitor Students Behavior in Natural Context Active Supervision (Colvin, Sugai, Good, Lee, 1997): –Move around –Look around (Scan) –Interact with students Provide reinforcement to those following rules. Catch errors early and provide specific, corrective feedback to students who are not following rules. Think about how you would correct an academic error

45 When they get it right……

46 Acknowledge & Recognize com/behavior_bucks.htm

47 Establish a continuum of strategies to acknowledge appropriate behavior Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies



50 Establish a Continuum of Strategies to Respond to Inappropriate Behavior. Be clear about what behaviors are to be dealt with in the classroom vs. those that should be sent to the office

51 Evaluate the Effect of Instruction Collect data –Are rules being followed? –If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions



54 West Central High School

55 Staff :22Referrals: 2208 Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 12 Teacher 13 Teacher 14 Teacher 15 Teacher 16 Teacher 17 Teacher 18 Teacher 19 Teacher 20 Teacher 21 Teacher 22 Referrals By Staff


57 RECAP 1.Maximize structure in the classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior.

58 WHY SET EXPECTATIONS AND REWARD POSITIVE BEHAVIORS? You get more of what you focus on. Reinforcement works.



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