Presentation on theme: "Idaho SWPBIS Training Institute. To describe the implementation of a systems approach to classroom behavior and instructional management Critical features."— Presentation transcript:
Idaho SWPBIS Training Institute
To describe the implementation of a systems approach to classroom behavior and instructional management Critical features Steps and effective practices Supporting teachers
Focus on classroom component of PBIS – how to support teachers Describe current status of classrooms (student-teacher interactions) Discuss several types of teacher support
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.
Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students
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. Sprick et al. 2009
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
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
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.
tructure your classroom for success each students how to be successful in your classroom bserve student behavior nteract positively orrect fluently Sprick et al. 2009
Classroom organization Instructional management Behavior management On-going teacher support
Physical environment Student and teacher routines Transitions Attention-getting signal Climate
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?
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)
Create an orderly learning environment that sets the stage for orderly behavior Create a pleasant climate for you and your students
Design areas for specific activities Whole class instruction Small group instruction Rug activities Quiet reading area Free choice games and activities Computers Anita Archer
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
Evaluating the Physical Organization of the Classroom: Setting the Stage
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.
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
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
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
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
Planning and implementing instruction Classroom movement (circulation) Working with assistants, volunteers, student teachers Communications
Checklist: “Situation Requiring a Classroom Routine or Procedure”
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?
To have efficient transitions, you need to: Teach signals and routines Practice in natural context Pre-correct in problem situations Monitor continuously Positively reinforce
Select cue that is effective, efficient, and relevant Apply consistently Positively reinforce when chances arise.
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)
Students are more likely to exhibit desired behaviors when expectations are clear. What you expect = What you get Anita Archer
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
Example Goals: Respect others Be responsible Do your best work Cooperate with others Anita Archer
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
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
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
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
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
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
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