2. Overview of Classroom Systems Arranging for Effective Behavior and Instructional Management

3. Purpose To describe the implementation of a systems approach to classroom behavior and instructional management –Critical features –Steps and effective practices

4. Objectives Understand the relationship between academic success and classroom management Be familiar with various classroom design considerations Know the rationale and features of an instructional approach to classroom management

5. What are Students Doing in Effectively Managed Classrooms? Following predictable schedule High rates of academic engagement High rates of academic achievement High rates of compliance High rates of student managed behavior Using problem solving structures Smooth and efficient transitions

6. Where Did Students Get These Behaviors? Learned previously Taught directly Modeled by staff and students Acknowledge regularly by significant others Occasioned by the environment

7. What Do Effectively Managed Classrooms Look Like? Active supervision High rates of positive reinforcement for expected behavior Predictable schedules and routines Consistent response to problem behavior Utilization of effective instruction and curriculum

8. Basic Rule Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective need of students.

9. Guiding Principles Teach and manage social behaviors directly and proactively (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.

10. Prerequisites 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.

11. Conceptual Framework Common Student-Teacher Interactions

12. Current Research Findings e.g., Wehby, Symons, &Shores (1995) Less than half of student hand raises or correct academic responses were acknowledged by teachers About 26 “to do” statements per hour Less than 2 praise statements per hour 64% of “to do statements wer social in nature Most academic work consisted of independent seatwork. Inconsistent distribution of attention. Compliance to a command generally resulted in the delivery of another command

13. Common Mistakes 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 Large increases in instructional minutes will not make up for effective instruction (Christenson et al, 1989; Rosenshine & Stevens, 1986)

14. So What Can We Do? Classroom Organization –Environmentally mediated –Teacher mediated Instructional Management Behavior Management

15. Classroom Organization

16. Classroom Design Considerations Physical environment Student routines Teacher routines Behavior management Curriculum and content Data evaluation and management

17. Considerations How many students will you have in the room at one time? What kinds of activities will be taking place in your classroom? Who should students be seated? How will you regulate movement/supervise/interact? What should my classroom look like? –Wall space, storage, lighting, etc.

18. Physical Environment 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)

19. Routines Increase predictability and consistency Both teacher and student routines Build into environment/prompts –“Bear Stops” Consider “common” routines –Lining up –Meeting personal needs

20. Student Routines Start/end of day Transitions Personal needs (e.g., bathroom, pencil) Working in groups and independently Special events Materials and equipment Homework and assignments Personal belongings

21. Teacher Routines Planning and implementing instruction Classroom movement (circulation) Working with assistants, volunteers, student teachers Communications

22. Efficient Transitions Teach signal & routine Practice in natural context Precorrect in problem situations Monitor continously Positively reinforce contingently

23. Attention-getting Cue/rule Select cue that is effective, efficient, and relevant Apply consistently Positively reinforce contingently

24. Considerations Balanced by a reasonable variety of activity. Set time aside for physical games and activities Ensure that students understand schedule Increase academic engaged time and prevent many discipline problems by being predictable

25. Classroom Climate 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) Kame’enui & Simmons (1990)

26. Determine expectations –State positively –Limited to 3-5 –Make public/posted Teach expectations directly –Examples and non-examples –Involve students –Teach and re-teach

27. Rules Rules serve as a framework for guiding both student and teacher behavior throughout the year –Communicate teacher expectations –Provide basis for teacher to “catch the students being good” –Facilitate communication (teacher-student, student-student)

28. Monitoring/Active Supervision Moving, scanning, interacting Increases academic engagement Decreases problem behavior Increases positive interactions between students and teachers

29. Time/schedule Minimize time spent on organizational activities (e.g., transitions,lunch count, getting drinks, etc.) Select activities with the greatest teaching potential (i.e., teach the important stuff) Sequence activities to provide balance and variety –e.g., recess before lunch

30. Instructional Management Temporal Framework (Kame’enui & Darch) Before –Design of instruction During –Delivery of instruction After –Evaluation of instruction

31. Before Instruction Student outcomes Materials/curriculum –Control for acquisition of misrules –Detail of presentation of content –Maximum student engagement –Correction procedures –Practice activities –Cumulative review

32. Task/lesson design –History (new, familiar, mastered) –Response form (yes/no, choice, production) –Modality (oral, motor, written) –Complexity (easy, hard) –Schedule (long/short, frequent/infrequent) –Variation (uniform/varied) Measurement systems Follow-up

33. During Instruction Introduction/objective/precorrections Delivery of instruction Monitoring performance Delivering consequences/feedback

34. After Instruction Follow-up activities Evaluation of student performance against objectives Evaluation of instruction Modification of instruction Preparation of next lesson

35. Generic Instructional Approach Teach –Identify and explain rule –Model/demonstrate relevant examples –Arrange structured practice, role play, behavioral rehearsal Remind –Precorrect or prompt rule immediately prior to entering natural context

36. Monitor –Supervise independent application in natural context –Provide feedback (positive reinforcement & corrections) –Collect data Evaluate –Examine effect of instruction (i.e., review data, make decisions, follow up)

37. Review of Proactive Basics Teach social behavior like academic skills –teach through multiple examples –Teach the general case –teach in problem setting –give practice examples –test with new examples without assistance –provide positive feedback

38. Behavior Management Basics 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., 4 to 1) –move from tangible to social reinforcement –move from external to self-managed reinforcement –individualize reinforcement

39. Characteristics of Effective Praise Good praise follows the “if-then” rule. –Make sure the student is 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.

40. Characteristics of Effective Praise Good praise often includes student’s names. Good praise is descriptive. –Simply describe what the student is doing at the time - focusing on actions. Good praise is convincing. Good praise is varied. Good praise in non-disruptive.

41. Use continuum of strategies to discourage/correct inappropriate behaviors –use strategies for encouraging expected behavior –attend to students who display expected behavior –precorrect for problem behavior –redirect when early problem indicators occur –Individualize correction procedures Evaluate regularly

42. Infrequent Errors Respond Proactively to infrequent social behavior errors –Signal –State rule and expected behavior –Ask student to state/show expected behavior –Give positive feedback

43. Chronic Errors Precorrect=prompt for desired behavior in problem context –go to problem setting/situation –get attention of students –give reminder or opportunity to practice skills –watch child for demonstration of skill –acknowledge demonstration Provide positive feedback

44. Team Activity 20 Minutes Work as team Complete & submit one copy of Classroom section of the Staff Survey Add activities to Action Plan as needed –Consider using active supervision to assess and/or monitor specific settings Prepare 1-2 minute report about status of system and planned activities