Presentation on theme: "Classroom Systems of Positive Behavioral Interventions & Supports"— Presentation transcript:
1Classroom Systems of Positive Behavioral Interventions & Supports Idaho SWPBIS Training Institute
2PurposeTo describe the implementation of a systems approach to classroom behavior and instructional managementCritical featuresSteps and effective practicesSupporting teachers
3ObjectivesFocus on classroom component of PBIS – how to support teachersDescribe current status of classrooms (student-teacher interactions)Discuss several types of teacher support
4Universal 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.
5Basic RuleDesign the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students
6Structure Your Classroom for Success Arrange an efficient daily schedule for all of your classesStart on timeOrganize you activities to keep attention of students.Have a reasonable balance among the types of activitiesAvoid having one type of task run too longSchedule 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
7Common Mistakes Assuming students know what is expected of them Absence of clear rulesVaguely stated rulesPunishing students for failure to exhibit a behavior that they do not know how to doIncreasing instructional minutes will not make up for ineffective instruction“Assumicide”
8Guiding PrinciplesTeach and manage social behaviors positively and preventively…like teaching reading, math, physics, music, etc.Integrate social and academic management strategies within and across curriculaMaximize academic success to increase social behavior success
9Prerequisites Appropriate and relevant curriculum Meets needsPerceived as importantAppropriate goals and curricula that are fair, functional, and meaningfulAvoid frustration, dissatisfaction, confusion, rebellion, etc.
10Classroom Management Tips tructure your classroom for successeach students how to be successful in your classroombserve student behaviorFrom the book CHAMPS page 6nteract positivelyorrect fluentlySprick et al. 2009
11So what can be done? Classroom organization Instructional management Behavior managementOn-going teacher support
12Classroom Organization Physical environmentStudent and teacher routinesTransitionsAttention-getting signalClimate
13ConsiderationsHow 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?
14Aspects of the Physical Environment Seating/furniture arrangementTraffic patternsMaterials/suppliesStudent 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
15Goal when planning the physical environment Create an orderly learning environment that sets the stage for orderly behaviorCreate a pleasant climate for you and your studentsGoal
16Classroom Organization Design areas for specific activitiesWhole class instructionSmall group instructionRug activitiesQuiet reading areaFree choice games and activitiesComputersAnita Archer
17Classroom Organization Arrange space so that:Students face the teacher without turning aroundTeacher has close proximity to studentsStudents can interact with partner and/or teamTeacher can see all areas of roomTeacher can easily monitor all areasTeacher and students can move easily around roomTeacher can access necessary instructional materialsStudents can access necessary materialsAnita Archer
19Paired 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
20Slanted Rows Anita Archer Great for class discussions and paired assignments.Implies that everything will be happening from the front of the roomMay be more difficult to reach each student when compared to individual desks because you can’t get to the sides of students.
21Slanted Tables Anita Archer Great for cooperative learning assignments Kids could have a tendency to be off task with conversation
22Double UAnita ArcherCan be problematic with students who are easily stimulated by other students across the room.
24ChecklistEvaluating the Physical Organization of the Classroom: Setting the StageAsk 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.
25Establish Routines Increase predictability and consistency Both teacher and student routinesBuild into environment/prompts“Stack and Rack”Consider “common” routinesLining upRestroom breaksPreparing for workTransitions between activitiesTeach routines over a period of time so students and staff are not overwhelmed at the beginning of the year.
26Predictability predicts ability! RoutinesIn 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
27Routines Determine situations where a routine or procedure is needed For each situation, determine a routine/procedure thatPromotes self-responsibilityDoesn’t require teacher involvementIs effective and efficientCan be used consistentlyAnita Archer
28Routines Document routines/procedures Teach most important routines proceduresReview routines/proceduresRoutines should be ones that students have no difficulty following consistently and with little to no teacher involvementAnita ArcherIf the routines that you set up require the teacher each time, your teaching will be interrupted frequently and reduce instructional engagement.
29Example Student Routines Start/end of dayTransitionsPersonal needs (e.g., bathroom, pencil sharpening)Working in groups and independentlySpecial eventsMaterials and equipmentHomework and assignmentsPersonal belongings
30Silent Classroom Signals I need a pencilI need to use the restroomI would like to get out of my seatI need help or have a question
31Teacher Routines Planning and implementing instruction Classroom movement (circulation)Working with assistants, volunteers, student teachersCommunications
32Example 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.”
34Classroom RoutinesWhat 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?ActivityTable Talk: Share out
35Efficient Transitions To have efficient transitions, you need to:Teach signals and routinesPractice in natural contextPre-correct in problem situationsMonitor continuouslyPositively reinforce
36Attention-getting Cue/Rule Select cue that is effective, efficient, and relevantApply consistentlyPositively reinforce when chances arise.
37Classroom Climate Develop plan before school starts Determine expectationsTeach expectations directlyUse first weeks of school to establishExpectations and behavior/routinesClimate (laugh, smile, accept student ideas)
38Classroom Goals & Rules Students are more likely to exhibit desired behaviors when expectations are clear.What you expect = What you getAnita Archer
39Classroom GoalsWith grade level team or school faculty, establish goals you would like children to reachGoals reflect values you hold for studentsGoals are more global than rulesAnalogyGoal – Drivers should be courteousRules – Speed limit 65Anita Archer
40Classroom Goals Example Goals: Respect others Be responsible Do your best workCooperate with othersAnita Archer
41Classroom Rules Rules for Rules: Are fewer in number (3 to 6) Should state desired behavior positivelyAre short and simpleList observable behaviorsBegin with a verbClearly define behaviorsAnita Archer
42Classroom Rules Example Rules: Arrive on time Listen to your teacher and classmatesBring only school materialsFollow directionsParticipate in activitiesWork during work sessionsUse language appropriate to school and work-placeAnita Archer
43What we expect = What we get Classroom RulesTo get the best results, teachers should:Introduce rulesTeach lessons on individual rulesReview rulesPost rulesAct as if you expect desired behaviorsWhat we expect = What we getAnita Archer
44Behavior Management Basics Use continuum of strategies to encourage expectationsTeach expected behaviorIncrease opportunities for academic and social successProvide positive feedback more often than corrections and reprimands (e.g., 5 to 1)Move from tangible to social reinforcementMove from external to self-managed reinforcementIndividualize reinforcementUse continuum of strategies to discourage/correct inappropriate behaviors
45Characteristics of Effective Praise Good praise follows the “if-then” ruleMake sure students are doing exactly what you want them to be doingPraise them within 1 or 2 seconds after the behavior occursIf it is an on-going behavior, praise during the behavior
46Systems SupportShift to school-based teams rather than relying on “outside experts”As with SWPBIS the systems guide the implementation of effective practicesLink classroom management practices to SWPBISUse data for decision-makingExactly what SESTA is modeling.
47SAS Classroom SystemsWill fill out this portion of the SAS at the end of “Classroom Settings” session.
48Keep everyone up to speed. Refer teams back to team SAS tool/handout. Discuss components #1-7. Move on to activity.
49School Status and Commitment Complete the Classroom Settings section of the Staff SurveySummarize the resultsAdd items to action plan as neededPrepare to report out on status of system and planned activitiesEBS survey/SAS (Self-Assessment Survey)Only completing the “Classroom” Section
50Classroom Settings Additional Tools: PBIS Resource: Classroom Checklists, Effective Classroom Plan, Environmental Inventory ChecklistClassroom Management: Self-AssessmentDirect participants to these tools. These can be utilized once school starts…a take-away they may want to use.