1. Classroom Management Introductory Workshop
Dr. Sandy Washburn
Mr. Mike Horvath
Ms. Michele Brentano
Center on Education and Lifelong Learning
Indiana Institute on Disability and Community
Indiana University
Indiana Regional Workshops 1 1

2. “The children of today love luxury
“The children of today love luxury. They have bad manners, contempt for authority, they show disrespect to adults, and love to talk rather than work or exercise. They contradict their parents, chatter in front of company, gobble up food at the table, and intimidate their teachers.”

3. “The children of today love luxury
“The children of today love luxury. They have bad manners, contempt for authority, they show disrespect to adults, and love to talk rather than work or exercise. They contradict their parents, chatter in front of company, gobble up food at the table, and intimidate their teachers.” Socrates attributed to Plato 470 BC–399 BC

4. 4

5. What are the necessary general components of effective classroom management?5 5

6. Reminder to Sandy
Review the Agenda

7. A Brief History of Classroom Management Research
Systematic study a rather recent phenomenon.
Kouinin (1970)
“Withitness”
Smoothness and momentum during lesson presentation
Clear expectations for students.
Variety and challenge in work assigned to students.

8. A Brief History of Classroom Management Research
Brophy and Evertson (1976)
Findings support Kounin’s earlier work
Major finding: Classroom Management is a CRITICAL aspect of effective teaching.

9. A Brief History of Classroom Management Research
The Classroom Strategy Study (Brophy 1996;) Brophy & McCaslin,1992).
Major Finding: Effective managers employed different types of strategies with different types of students, whereas ineffective managers employed the same strategies regardless of the type of student or the situation.

10. A Brief History of Classroom Management Research
Series of 4 studies by the Research and Development Center for Teacher Education in Austin, Texas. (Early 80’s) (Evertson, Emmer, Sanford, Clements, and Martin)
Major findings:
Support earlier work of Kounin
Early attention to Classroom Management at the beginning of the year was critical to a well-run classroom.
Teachers can improve management techniques through training (study and practice)

11. Classroom Management That Works (Marzano, 2003)
Meta analysis
Examined effectiveness of 5 components of classroom management
Rules and Procedures
Disciplinary Interventions
Teacher-Student Relationships
Mental Set
Promoting Responsibility

12. Rules and Procedures
Rules are location specific behavioral expectations
Procedures tell students what to do when, promote student independence and free the teacher to teach, monitor and interact.

13. Disciplinary Interventions
Actions taken by the teacher in response to student behavior in order to influence behavior.
Examples from participants

14. Teacher to Student Relationship
Clear Purpose and Strong Guidance
Effective Instruction
High Level of Cooperation
Attentive to Student Needs
Modeling

15. Emotional Objectivity
Heightened Awareness
Emotional Objectivity
Mental Set

16. Make 3 tic marks-1 for each statement.
This element makes the most difference (1st section)
I am most competent with this element. (2nd section)
I need to do better with this element. (3rd section)
Disciplinary Interventions
Rule and Procedures
Teacher-Student Relationships
Mental Set

17. Marzano’s Meta-analysis Results for Four Management Factors
Average Effect Size
Number of Subjects
Number of Studies
Percentile Decrease in Disruptions
Rules and Procedures
-.763
626 10 28
Disciplinary Interventions
-.909
3,322 68 32
Teacher-Student Relationships
-.869
1.110 4 31
Mental Set
-1.294
502 5 40

18. Marzano’s Meta-analysis Results for Four Management Factors
Average Effect Size
Effect Size by Level
Rules and Procedures
-.763
H.S
M.S
Int. -772
Disciplinary Interventions
-.909
H.S
M.S
Int
Pri
Teacher-Student Relationships
-.869
H.S
M.S
Int
Mental Set
-1.294

19. Criteria for Classroom Rules
Rules are based on 3-5 broad social principles
Use your SW Expectations
Rules describe location-specific behavior
What does it look like?
Rules are stated positively
Involve students in the development.
Publicly post the rules.
The first statement really refers to the general principles or concepts that will guide everyone’s behavior at all times. Why do we do that—why is this effective?
The rule really operationalize the broad principles, the rules tell us what “respect looks like.”
Ask someone to read the 3rd bullet and ask everyone to turn to their neighbor and tell them what that means. Then ask for volunteer to share and then ask all of them to think of an example. Ask for a volunteer.
Students can be involved in the development in lots of ways—you can start with the principles and ask students what they should look like in the classroom, think through what they need from others to be successful. You can offer the list and students may offer those that can be hard and you will help them generate natural supports and other types of supports,
Make the public posting fun and colorful. Use students. Tie to mascot or theme.

20. Rules are based on broad social principles/expectations
Just an example of the school-wide expectations and a catchy label. Every teacher in the building build their classroom rules and procedures around these broad principles.

21. Be on time with all materials.
Classroom Rules
Responsibility
Be on time with all materials.
Have your work completed by the deadline.
Work on the task that the teacher tells you to work on.
Follow procedures—check the posters when unsure.
Respect
Use kind and caring words.
Use voice levels 0-3 as directed.
Take turns and share materials.
Safety
Keep unfriendly, unwanted and overly friendly hands and feet to self.
Walk at all times.
Keep all chair legs on floor.
Keep prohibited items at home.
What are the guidelines for rule development—turn to your neighbor—there are five guidelines for developing rules
You have a copy of this—it is in the right hand side pocket of your notebooks--it is _____ color. Pull out this handout and the purple one that follows it.
Give them 15 minutes to
Look at these classroom rules. Are there any that you would change because they don’t fit our guidelines?? (Only three guidelines can be assessed) Turn to your neighbor and discuss which rules you would change because they don’t fit the guidelines.

22. Criteria for Classroom Rules
Rules are based on 3-5 broad social principles
Use your SW Expectations
Rules describe location-specific behavior
What does it look like?
Rules are stated positively
Involve students in the development.
Publicly post the rules.
The first statement really refers to the general principles or concepts that will guide everyone’s behavior at all times. Why do we do that—why is this effective?
The rules really operationalize the broad principles, the rules tell us what “respect looks like.”
Ask someone to read the 3rd bullet and ask everyone to turn to their neighbor and tell them what that means. Then ask for volunteer to share and then ask all of them to think of an example. Ask for a volunteer.
Students can be involved in the development in lots of ways—you can start with the principles and ask students what they should look like in the classroom, think through what they need from others to be successful. You can offer the list and students may offer those that can be hard and you will help them generate natural supports and other types of supports,
Make the public posting fun and colorful. Use students. Tie to mascot or theme.

23. Evaluate and fix Sample Rules
No gum, food or drinks
Listen to adults
Respect peers and adults with words and actions
Use appropriate langauge
No electronics

24. Partner Work Read through a sample set of rules. (handout)
(15 minutes total-- 8 min to prepare and 7 min to share)
Read through a sample set of rules. (handout)
Look back at the criteria.
Identify rules which meet the criteria-mark somehow.
Make improvements to those that don’t.
Working backwards, what broad principles would you tie these rules to?

25. Respect Responsibility Integrity General Classroom Rules
School-wide Expectations or Guiding Principles
Respect
Responsibility
Integrity
Classroom Rules
General Classroom Rules
Keep unfriendly and overly friendly hands and feet to self.
Use words and actions that are kind, welcoming, and helpful.
Be on time with all materials.
Have your work completed by the deadline
Use time allotted for this class’s work.
Take credit for your achievements and accept the outcomes of mistakes
Leave prohibited items at home or in locker.
Talk about ideas and not people
Arrival and Dismissal
Greet others
Leave area around desk clean for others
Walk through doorway before bell ends
Have necessary materials before bell ends
Leave promptly with all necessary materials when dismissed
Bring only allowed items into classroom
Follow school dress code
Teacher-led Instruction or Independent seatwork
Raise hand and wait to be called on or helped.
Listen, consider and think about topics of study
Be able to paraphrase directions
Follow directions
Try each problem before asking for help
Put forth serious effort and time towards work.
Small group work
Talk quietly to those in your own group
Look at the speaker
Be able to paraphrase the speaker’s words
Participate fully—take turns contributing
Ask relevant questions of group members
Complete action items on time
Know and fulfill the tasks of your role
Here is an example of a teacher’s work in describing what the principles look like in general, and then for the various procedures that are expected throughout the day. Many teachers prefer this because it more accurately describes what is really expected. Using this framework really helps with “say what you mean.”
What’s the difference between what the
The procedures themselves are not written here, although some steps might be. Here we see at attempt to describe what the broad principles mean for behavior during the event in question.
Go back to the _________ handout. What I’m going to ask you to do right now is either develop a set of classroom rules connected to 3-5 broad social principles, or connect your existing rules to some broad social principles, and/or make improvements to your existing set of rules, using the guidelines we developed.

26. Teach Expectations, Rules and Procedures
Teach expectations directly.
State the rule in concrete terms
Tell Students Why
Provide students with examples and non-examples of rule-following.
Provide examples via demonstration.
Actively involve students in lesson— game, role-play, etc., to check for their understanding.
Provide opportunities to practice rule following behavior in the natural setting.
It is not enough to develop rules, they must be taught. Even if we think the students know how to follow the rules, teaching the rules is a necessary way to communicate to the students our commitment to the rules, and our commitment for making these very clear to them.
The best lessons are upbeat and fun, because they engage students. It is critical that students have an opportunity to practice.

27. Prompt or Remind Students of the Rules
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include: “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
Once we have developed and taught the rules to students, it is important to have the rules very close by to provide visual support in the form of prompts and reminders. Visual prompts can be used later to redirect students in a way that defers to a higher authority.
The rules themselves can also help me, the classroom teacher, quickly put together precorrections—particularly behavioral rehearsals and demonstrations.
turn to your partner and offer an example of a behavior problem that you currently precorrect.
Prep for next concept
Developing rules
Teaching Rules,
Reminding and prompting the rules –all are necessary, but we also must do something else with the rules. What else must we do—ask your partner.

28. Monitor Students’ Behavior in Natural Context
Active Supervision (Colvin, Sugai, Good, Lee, 1997):
Move around
Look around (Scan)
Interact with students
Provide reinforcement and specific praise to students who are following rules.
Catch errors early and provide specific, instructive feedback to students who are not following rules. (Think about how you would correct an academic error.)
Yes. that’s right, we must follow through with the rules. And the way that we follow through is by providing active supervision not only to prevent problem behavior but also so that we are aware of behaviors that need to be reinforced or corrected.

29. Evaluate the Effects of Instruction
Collect information
Are rules being followed?
If there are errors,
who is making them?
where are the errors occurring?
when are errors being made?
what kind of errors are being made?
Summarize information (look for patterns)
Use information to make decisions
How many of you have used the phrase, “I taught it, but he didn’t get it.” the next step is to use information coming from your examination of behavior patterns to decide if you might need to re-teach.
If you have many kids making errors, you probably do not have an individual kid problem, it is problem a matter of instructional match, ill-defined procedures, or a lack of prompts and reminders.
In this new paradigm of teaching behavior, when students make mistakes, we think about teaching differently or making changes to the procedures.

30. Writing Procedures Procedures tell students what to do when.
Focus in on student behavior
Procedures promote student independence
Free teacher to teach, do not rely on your involvement
Task Analysis
Step by step
Discrete and observable
Sequential

31. Mental Set-Heightened Awareness
Smokey the Bear

32. Working the Crowd- The Inner Loop

34. Mental Set-Emotional Objectivity
RE-FRAMING
Consequences

35. Mental Set-Emotional Objectivity
Monitor your own thoughts. Do not hold grudges. Start fresh.
Mentally review and anticipate troublesome student
Try to replace negative expectations with positive ones
Keep those in mind
Take Care of Yourself

36. Disciplinary Interventions
Balanced Set of:
Rewards
Punishments
T chart

37. Types of Disciplinary Interventions
Teacher Reaction
Group Contingency
Home Contingency
Direct Cost
Tangible Recognition

38. Teacher Reaction Eye contact and proximity Silent signals
Private request (Initiating v. terminating)
Non-disruptive? Prompt desired behavior
Precision command
Pre-correction or stimulus cueing
Frequent acknowledgment
4:1 positive to negative interactions
Re-teach and practice

39. Teacher Greetings and On- Task Behavior
Allday & Pakurar (2007)

40. General Guidelines for Responding to Problem Behavior (see salmon colored handout in folder)
What is the reason we should delete these from our commentary?
“Why”
“You”
“No” and “Don’t”
Nagging/Berating/Lecturing

41. Tangible Recognition =
Refers to any type of concrete recognition or reward offered by teacher. =

42. Types of Differential Reinforcement
DR…of lower rates of behavior (DRL)
DR…of other behaviors (DRO)
DR…of alternative behavior (DRA)
DR…of incompatible behavior (DRI) 42

43. Direct Cost Move seat Briefly remove access to materials
Restitution or Overcorrection
Token economies
Loss of privilege
Isolation time out

44. Group Contingency Three types: “All for one”
(Interdependent Group Contingency)
“One for all”
(Dependent Group Contingency)
“To each his/her own” (Independent Group Contingency)

45. Home Contingency Most basic—Information shared
More detailed—parents collaborate to establish home consequences
Requires face to face meeting
Requires record keeping and communication
Pop quiz: A)Only for problem behavior
B) For problem and positive behavior
C) Only for positive behavior
D) B or C

46. Disciplinary Interventions
Rank these in order of impact/effect from most to least
Teacher Reaction
Tangible Recognition
Direct Cost
Group Contingency
Home Contingency

47. Disciplinary Interventions
Teacher Reaction (-.997)
Tangible recognition (-.823)
Direct Cost (-.569)
Group Contingency (-.981)
Home Contingency (-.555)

48. General Response Hierarchy (staff managed)
Proximity, eye contact, silent signal
General Response Hierarchy (staff managed)
Behavior Stops
Behavior Continues
Direction/Re-teaching
State the rule
Tell me . . .
Show me . . .
Acknowledge
Student Complies
Behavior Continues
Warning of Impending Consequence
Give small consequence that prevents behavior from continuing
Student Refuses
Behavior Continues
Defusing Strategy
Bigger consequence—logically related

49. Disciplinary Interventions--Limits and Record Keeping for Unacceptable Behavior
Establish realistic and meaningful limits
Involve students in their own record keeping
The simpler the better
Everyone needs a clean slate
Public record keeping is NOT good

50. Establishing a Group Contingency
Decide on a behavior that you wish to increase or a problem you wish to decrease
If decrease, look back to DR
Decide on type of GC
Behavioral Criteria (consider baseline)
Tracking or record keeping
Reward (incremental and final)

51. Group Contingency Three types: “All for one”
(Interdependent Group Contingency)
“One for all”
(Dependent Group Contingency)
“To each his/her own” (Independent Group Contingency)

52. Goal Setting/Action Planning
Identify 1-2 goals for yourself.
For each goal, list 2 specific things that you will do in the next two weeks
What, When, With whom, For how long
How will you monitor whether you implement the strategy?
What will be the outcome measure?
How will you decide if it is worth continuing?

53. Continued this Summer Developing Procedures
Teacher to Student Relationship
Practice activities
Self-assessment and action planning
Culturally Responsive Management
Defusing Power Struggles

54. Teacher to Student Relationship
Clear Purpose and Strong Guidance
Effective Instruction
High Level of Cooperation
Attentive and Responsive to Student Needs
Modeling

55. Classroom Management is
______ proactive and __________ reactive.
Do you remember the 5 elements of effective classroom management?

56. Marzano’s Meta-analysis Results for Four Management Factors
Average Effect Size
Number of Subjects
Number of Studies
Percentile Decrease in Disruptions
Rules and Procedures
-.763
626 10 28
H.S
M.S
Int. -772
Disciplinary Interventions
-.909
3,322 68 32
H.S
M.S
Int
Pri
Teacher-Student Relationships
-.869
1.110 4 31
H.S
M.S
Int
Mental Set
-1.294
502 5 40

57. Disciplinary Interventions
Teacher Reaction (-.997)
Tangible recognition (-.823)
Direct Cost (-.569)
Group Contingency (-.981)
Home Contingency (-.555)