Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public.

Name: Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public.
Uploaded: 2017-08-15T06:25:43+00:00
Duration: PTM34S17
Channel: Cory Eaton
Description: Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public.

Building Supportive Classroom Systems through Positive Behavioral Planning
Joan Ledvina Parr, Ph.D. Baltimore County Public Schools PBIS Team Training July 16, 2008 Secondary Schools * July 17, 2008 Elementary Schools 1

“Kids Aren’t the Way They Used to Be”
2

Traditional Discipline vs. PBIS
Focused on the student’s problem behavior Goal was to stop undesirable behavior through the use of punishment Positive Behavioral Interventions and Support Alters environments Teaches appropriate skills, and rewards appropriate behavior Replaces undesired behavior with a new behavior or skill

Have a Vision When you know where you are headed, you can guide students toward their own success. Without a destination in mind, you may arrive at a place you don’t want to be.

What Does a Well-Managed Classroom Look Like?
Students are concentrating and involved in their work Students know what is expected of them and follow teacher directions and expectations Students are academically successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant

Contrasted with…. Teachers spend 40-70% of the day in non-instructional activities (Goodlad, 1984) Students spend as little as 17% of the school day actively engaged in academic tasks (Hofmeister & Lubke, 1990) 74% of special education teachers spend three hours or less a week in individualized instruction (Council for Exceptional Children, 2000)

Indicators of Good Teaching
Instructional Management Outcome-based Evidence-based curriculum Well designed lessons Expert presentation of lessons On-going progress monitoring Good behavior management Behavior Management Expected behavior & routines taught and practiced High rates of acknowledgements for rule following behavior High rates of positive & active supervision Good instructional teaching

Indicators of Maximized Student Outcomes
High rates of active engagement High rates of correct responding High number of opportunities to respond High rates of task & socially appropriate behavior

Desired Student Outcomes
SYSTEMS PRACTICES DATA OUTCOMES Academic achievement Positive social skill development Self-control and self-management

Today We will present concepts of classroom management that you can apply to your classroom and utilize with your students Classroom Management Systems Behavioral management Environmental management Curriculum & Instructional management Classroom Assessment Instruments Specific Classroom Management Strategies

Classroom-wide Positive Behavior Support Systems
Curriculum And Instruction Environment Classroom Systems

Classroom Systems— Behavioral Management
Foundations Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior 13

Specify Classroom Rules and Expectations
Develop 3 to 5 positively stated rules Broad expectations, applicable to all settings Identify observable behaviors Post rules in the classroom Teach behaviors and routines Enforce consistently 15

Teaching Matrix Classroom Arrival Centers Be Respectful Be Responsible
Raise your hand before speaking & when you need help Listen when others are talking Use inside voice Use inside voice when talking before the bell Be quiet when the bell rings Wait your turn 10 minutes per station when someone is waiting Be Responsible Have materials ready before activities begin Follow directions the first time Bring your homework, pencil, and paper Leave center in a neat fashion Take all materials with you Be Safe Keep hands, feet, and objects to yourself Be in your seat when the bell rings One person per station Follow safety rules of center 18

Expectations When your expectations are clear, students never have to guess how you expect them to behave.

Foundations Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior 20

Routines Routines are procedures developed around specific situations & specific settings
Turn in homework Ask for help Participate in class Use hallway passes (nurse, bathroom, office) What are the classroom routines? How to— Enter the classroom Leave the classroom Transitions within the classroom Sharpen pencils

Establishing Classroom Routines
Signal Desired Behavior Entering class and completing drill Instruction on board Walk in, sit down, start work Obtaining class attention Hand signal or verbal command Orient to teacher Getting help during seat work Pre-agreed upon signal Raise hand and wait patiently

Teach the Expected Behaviors Using an Instructional Approach
Directly teach Tell/explain using positive and negative examples Model and show the students the expected behavior Role play and give students opportunities to practice Give reminders and precorrections Actively supervise Positively reinforce and give corrective feedback Give daily opportunities to practice the skills Provide opportunities for generalization

Acknowledgement Systems
Acknowledgement should be contingent on behavior Social acknowledgement is paired with tangibles Ratio should be 4 positives : 1 corrective statement Avoid threats and response cost Rewards can be for: Class Small group Individual student

Effective Reinforcers
Pair tangibles with praise Reinforcers can be tangible or intangible Consider frequency of reinforcers Maintain 4 positives : 1 corrective statement Immediate reinforcement for new skills Delayed or intermittent reinforcement for established skills Vary the type, frequency, and intensity of reinforcement Fade and encourage learner self-management

Variables that Make Reinforcers Effective
Immediate—as soon as possible Frequent—four reinforcers : one negative consequence Enthusiasm—modulate your voice Eye Contact—look at the student in the eyes Describe the Behavior—describe what the student is doing to get the reinforcer Anticipation—build excitement Variety—change reinforcers frequently

Classroom Rewards Whole class Small group Individual
Class earns acknowledgement as a whole Behavior of one student affects entire class Small group Reward is given to all members of a group Individual performance can affect the entire group Individual Reward is tied to behavior of individual student

Strategies for Responding to Problem Behavior
Align the consequences with the classroom expectations Teach the replacement behaviors or desired behaviors Link the consequence with the context Always consider the importance of immediate feedback

General Guidelines Student behavior serves a purpose
Give consistent feedback When showing displeasure, focus on the behavior, not on the student Deliver unhappy feedback privately, when possible Move quickly and calmly to control misconduct Try to avoid stopping the lesson to address misbehavior Pick your battles carefully

Establish a Continuum of Consequences
Use corrective feedback Tell student what is wrong and what to do instead Use only if it changes behavior Present feedback calmly and consistently Match the severity of the consequences with the severity of the behavior / infractions Problem: overuse may increase problem behavior Develop consequences for rule violations Consider a hierarchy of consequences

Unacceptable Classroom Behaviors Level 1—Teacher Managed
Not prepared Out of seat Not following directions Sleeping in class Food/drink/gum Inappropriate noises Inappropriate talking/language Whining Homework not completed Strategies Redirection/nonverbal cues Ignore inappropriate behavior Reinforce desired behaviors in student or in others Verbal warning (in private if possible) Give choices Proximity change (student or teacher) Student conference

Unacceptable Classroom Behaviors Level 2—Teacher Managed
Constant talking Significantly interfering with others’ learning Consistently not following directions Disrespect to adults Throwing things Teasing Lying/cheating Inappropriate language Tardy/dress code Strategies Level 1 strategies Classroom based intervention Loss of privilege Parent contact Consult with grade level team Behavior contract Referral to counselor Minor Incident Report (MIR) Office referral after 4th MIR

Unacceptable Classroom Behaviors Level 3—Office Managed
Actions that cause harm Stealing Fighting Drugs Weapons Throwing furniture Threatening to cause injury to person/property Sexual harassment Strategies Complete office referral Send student to office with referral Call for administrator Administration will determine consequence

Dealing with Problem Behaviors within the Classroom
Engage in active decision making Use pre-corrections Encourage students to make good choices Recognize chains in escalating behavior patterns and intervene early Seven phases of escalating behavior Effective interventions are dependent on the phase of the escalating behavior

Seven Phases of Escalating Behavior
Calm Trigger Agitation Acceleration Peak De-escalation Recovery

Anger Response Cycle Intensity Time Thinking Ability Peak Acceleration
De-escalation Agitation Trigger Recovery Calm Time Thinking Ability

1. Calm Phase Student is cooperative
Can accept corrective feedback Can set personal goals Can ignore distractions Can accept praise Can follow directions Intervention is focused on prevention Arrange for high rates of successful academic and social engagement Use positive reinforcement Teach social skills (e.g., problem solving, relaxation, self-management) Kids need to learn that we believe they can be successful Communicate positives

2. Trigger Phase Student experiences series of unresolved conflicts
Repeated failures Frequent corrections Interpersonal conflicts Time lines Low rates of positive reinforcement Intervention is focused on prevention & redirection Remove from or modify the problem context Increase opportunities for success Reinforce what has been taught

3. Agitation Phase Intervention is focused on reducing anxiety
Make structural/ environmental modifications Provide reasonable options and choices Involve in successful engagements Student exhibits increase in unfocused behavior Off task Frequent start/stop tasks Out of seat Talking Social withdrawal

4. Acceleration Phase Student displays focused behavior
Proactive High intensity Threatening Personal Intervention is focused on safety Remember: 1. Escalations & self control are inversely related 2. Escalation is likely to run its course regardless of what you do Remove all triggering and competing / maintaining factors Follow crisis prevention procedures Establish and follow through with bottom line

5. Peak Phase Student is out-of-control & displays most severe behavior Physical aggression Property destruction Self injury Escape/social withdrawal Hyperventilation Intervention is focused on safety Procedures like acceleration phase Focus is on crisis intervention

6. De-escalation Phase Student displays confusion, but with decreases in severe behavior Social withdrawal Denial Blaming others Minimize the problem Focus intervention on removing excess attention Do not nag Avoid blaming Do not force an apology (apologies often turn into conflict situations)

7. Recovery Phase Student displays eagerness to engage in non-engagement activities Attempt to correct the problem Unwillingness to participate in group activities Social withdrawal or sleep Intervention is focused on re-establishing routines and activities Follow through with the consequences Positively reinforce any displays of appropriate behavior Debrief Purpose: to facilitate transition back to program, always follow the consequences for problem behavior Goal: to increase the likelihood of appropriate behavior

Adults: Check your behavior and responses
Make sure you have eye contact Listen carefully; use empathetic understanding Give appropriate personal space Remain calm Be aware of the environment; consider safety issues Be consistent and focused Enforce limits Remain in control

Final Thought on Escalating Behavior
It is always important to remember: “If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.” Colvin, 1989

Teacher Responses which Impact Behavioral Management
Summary Create an environment that is Predictable Consistent Positive Promotes student independent behavior (minimizes teacher prompting) Focus on positive reinforcement; strive for 4:1 Use precorrections Employ frequent pre-teaching and reminders of expectations, before students have a chance to engage in problem behavior

Environment Classroom Systems

Classroom Systems— Environmental Management
Various aspects of the classroom environment can be altered to prevent or address behavioral problems Factors to consider: Physical setting Scheduling Socialization

Importance of Physical Setting
Different areas of the classroom are defined for different activities—what happens where Groups vs. separate work stations Teacher has visual access to students at all times Instructional materials are accessible and easily retrieved by teacher and students Consider traffic patterns within the classroom

Classroom Arrangements
Desks in rows Desks in a horseshoe 54

Classroom Arrangements
Desks in clusters Desks in circles 55

Importance of Scheduling
Scheduling of instruction occurs in a manner that optimizes student learning Daily schedule is posted Transitions are posted Schedule provides for daily independent work, small & large group instruction, free time, etc. Student time is spent primarily in active learning

Importance of Scheduling (con’t.)
Instructional format—small group, centers, individual Schedule non-instructional time Administration time Personal time Start of day/period—get students engaged quickly Movement/transitions

Importance of Socialization
Opportunities for social instruction and social environments occur in a manner that optimize student learning Emphasis on the development of individual responsibility and independence of all students Regular communication between teacher and family Promotion of student friendships

Teacher Responses which Impact Environmental Management
Understand the importance of proximity Moving and scanning frequently Slowly moving toward a student and using proximity, instead of verbally addressing Arrange the classroom in an efficient manner to accommodate traffic patterns Assure that the teacher be able to visually supervise the entire room Summary

Curriculum And Instruction Classroom Systems

Classroom Systems— Curriculum and Instructional Management
Manage behavior through academic instruction Alter or adapt materials and instructional presentations to prevent behavior problems The most frequent reinforcer in the classroom should be academic success—there should be at least 80% student accuracy on academic tasks Aim for high rates of student participation—aim for 90% successful participation Use research based curriculum Use high rates of feedback and reinforcement

Maintain Student Attention
Gain/maintain attention Always use a simple cue to prompt students to listen Never begin instruction until all students are attending Reinforce students who attend immediately Provide specific verbal praise to peers to redirect students

Employ Effective Teacher Commands
Commands should be brief, easy to understand, and hard to misinterpret Be clear and avoid long explanations or justifications State commands as directives, not questions Give commands in a matter-of-fact business tone Deliver one task objective at a time State a command, then give the student reasonable amount of time to comply

Use Questions Effectively
Present high rates of opportunities for students to respond Give information before questions Provide reinforcement for correct responses Employ pre-instruction techniques Teach key concepts prior to group lesson Provide strategies within heavy content area reading

Giving Students Opportunities to Respond…
Encourages everyone to become involved in learning Increases rate of responses of all learners Increases attainment of material presented Allows reluctant learners a secure environment to practice Decreases inappropriate or off task behavior Remember to vary the response type Individual vs. choral Written vs. gestures

Provide Students with Feedback
Be precise Praise improvements Provide corrective feedback and instruction Always deliver frequent and immediate feedback in the acquisition phase of learning Use high rates of positives throughout the day

Handle Student Errors Effectively
Signal when an error has occurred (refer to rules, “We respect others in this room and that means not using put downs.”) Ask for an alternative appropriate response (“How can you show respect and still get your point across?”) Provide an opportunity to practice the skill and provide verbal feedback (“That’s much better, thank you for showing respect toward others.”)

Teacher Responses which Impact Curriculum and Instructional Management
Summary Maintain student attention Employ effective teacher commands Use questions effectively Give students ample opportunity to respond Structure successful academic performance Use whole group techniques Use small group/partner techniques Provide effective feedback Handle student errors effectively

Classroom Assessment Instruments
Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai) Classroom Assessment Tool (Florida PBS Project)

Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai)
Designed for a teacher to rate him or herself Can also be used by an observer Assesses five areas Structure and predictability are maximized Expectations are positively stated Students actively engaged Continuum of strategies to acknowledge appropriate behavior is in place Continuum of strategies to respond to inappropriate behavior is in place Scoring system for the 15 questions (Super, So-So, Improvement Needed) Action planning guide is available

Classroom Assessment Tool (Florida PBS Project)
Observer notes whether items are In place Somewhat in place Initiated Not in place Categories of information Ecological factors (physical setting, scheduling, & socialization) Classroom behavior plan Curriculum and instruction Scoring summary is available Action planning guide is available

Summary Establish rules, expectations, and routines & stick to them
Correct rule violations and social behavior errors proactively Maintain a positive focus (4:1) Keep students actively engaged Teach and provide opportunities for high level of responses and achievement Respond to problem behavior by recognizing phase of escalation & using appropriate interventions

Practical Classroom Management Strategies

Set the Stage for Appropriate Behavior
Encouragement I know you can do this! Give it a try! Structuring Incentives When the class has accumulated five days with no tardies, we will have ten minutes of free time Students who have turned in all their work by Friday will be able to work as a peer tutor with another class Hype Wow! I have a ten minute free time coupon for anyone earning a 90% on the quiz! We have some new activities that you can look at during free time!!!!!!!

Good Behavior Game Divide the class into teams
Identify acceptable vs. unacceptable behavior Unacceptable behavior is recorded The team with the fewest points wins a reinforcer If both teams stay below a pre-identified level, both teams earn the reward See more— Team A III Team B II

Marble Jar Have a jar and add marbles to it for each time you want to reinforce the students Have a list of reinforcers from which they can select when they reach their goal

Mystery Motivator The number of the mystery motivator is written on a slip of paper and sealed in an envelope Students earn points in class and then learn if the class received enough points to earn an identified reinforcer

Level Charts—Ongoing Identify classroom expectations and specify consequences All students start on the beginning level If they engage in unacceptable behavior, their marker is moved Markers can move up or down the chart—students should always have an opportunity to redeem themselves Super Star Good Job Caution Time Out Lose Recess Referral

Chart Moves Have a chart, matrix, or dot to dot picture
Student tracks own progress Student “moves” when acceptable behavior is reinforced Can have intermediate rewards along the way

Color Wheel Gives a visual cue as to teacher’s expectation for that classroom activity Green—some discussion is allowed Yellow—silence with seatwork Red—silence is expected; focus on the teacher Many variations can be used

Thermometer Help students visualize your expectations
Instead of continually verbally prompting your students, use the visual cue

For additional resources:
Maryland PBIS website National PBIS website Florida PBS Project website Illinois PBIS Network San Bernardino City Unified School District Dr. Jim Wright Dr. Sandra Steingart Dr. Tom McIntyre

Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public.

Similar presentations

Presentation on theme: "Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public.

Similar presentations

Presentation on theme: "Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public."— Presentation transcript:

Similar presentations

About project

Feedback