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Effective Behavior Management in the Classroom Setting Adapted from George Sugai Chapter 4.

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Presentation on theme: "Effective Behavior Management in the Classroom Setting Adapted from George Sugai Chapter 4."— Presentation transcript:

1 Effective Behavior Management in the Classroom Setting Adapted from George Sugai Chapter 4

2 PURPOSE Provide brief overview of SWPBS practices & systems of behavior support in classroom settings. Guiding principles Classroom practices & systems

3 Five Guiding Principles Classroom Behavior Management & PBIS

4 GP #1: Good teaching one of our best behavior management tools Good TeachingBehavior Management STUDENT ACHIEVEMENT

5 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% GP #2: Apply three tiered prevention logic to classroom setting

6 GP #3: Link classroom to school- wide  School-wide expectations  Classroom v. office managed rule violations

7 GP #4: Teach academic like social skills DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

8 GP #5: Build systems to support sustained use of effective practices

9 Effective Behavioral Interventions Effective Academic Instruction Systems for Durable & Accurate Implementation Continuous & Efficient Data- based Decision Making Effective Behavior & Classroom Management =

10 Classroom Settings

11 How is My Classroom Management?

12 Purpose Review critical features & essential practices of behavior management in classroom settings Goal: Review of basics & context for self-assessment & SW action planning

13 Why Formalize Classroom Management?  Academic achievement  Social success  Effective & efficient teaching

14 Minimize Crowding/Distractions  Arrange furniture to allow easy traffic flow  Adequately supervise all areas  Designate staff & student areas  Determine seating arrangement #1

15 Maximize Structure/Predictability  Teacher routines: volunteers, communications, movement, planning, grading, etc.  Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. #2

16 State, Teach, Review, & Reinforce - Expectations  Establish behavioral expectations/rules  Teach rules in context of routines  Prompt or remind students – pre-teach  Monitor students’ behavior in natural context & give specific feedback  Evaluate effect of instruction #3

17 Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act

18 Acknowledge Appropriate vs. Inappropriate Behavior  Ratio at least 4:1  Interact positively once every 5 minutes  Follow correction for behavior violation with positive reinforcement for rule following #4

19 Vary Opportunities to Respond  Individual/group  Response type – written, oral, gestural  Increase participatory instruction #5

20 Maximize Active Engagement  Vary format – written, choral, gestures  Specify observable engagements  Link engagement with outcome objectives #6

21 Active & Continuous Supervision  Move  Scan  Interact  Remind/pre-correct  Positively acknowledge #7

22 Respond Quickly, Positively, and Directly to Inappropriate Behavior  Respond Efficiently  Attend to appropriate behaviors  Follow school procedures #8

23 Vary Strategies for Acknowledging Appropriate Behavior  Social, tangible, activity, etc.  Frequent v. infrequent  Predictable v. unpredictable  Immediate v. delayed #8

24 Active & Continuous Supervision  Move  Scan  Interact  Remind/pre-correct  Positively acknowledge #9

25 Provide Feedback for Errors/Corrections  Indicate correct behaviors  Link to context  Provide contingently #10

26 SYSTEMS FEATURES  School-wide implementation  All staff  Direct teaching 1 st day/week  Regular review, practice, & positive reinforcement  Team-based identification, implementation, & evaluation  Data-based decision making

27 Essential Behavior & Classroom Management Practices Classroom Management Self-Checklist SWPBS Workbook Page 89

28 Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment

29 Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___

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