Chapter 4

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

WHY DOES IT MATTER? Students who perceive teachers as creating a caring, well- structured learning environment in which expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of engagement are associated with higher attendance and test scores - variables that strongly predict whether youth will successfully complete school and ultimately pursue post- secondary education and achieve economic self- sufficiency. Adena M. Klem, James P.Connell Journal of School Health * September 2004, Vol. 74, No. 7

 Preparing to train staff on PBIS Classroom Tier 1  5 Guiding Principles  10 Classroom Management Practices

Classroom Behavior Management & PBIS

Good TeachingBehavior Management STUDENT ACHIEVEMENT

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

 School-wide expectations  Classroom v. office managed rule violations

DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

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

TOP 10 Classroom Management Practices Page Manual

Why Formalize Classroom Management?  Academic achievement  Social success  Effective & efficient teaching Class Acts by Forlini, Williams & Brinkman (2010)— Expectations, Transitions, cueing, prompts, proximity, signaling, positives etc. Class Acts by Forlini, Williams & Brinkman (2010)— Expectations, Transitions, cueing, prompts, proximity, signaling, positives etc.

 Arrange furniture to allow easy traffic flow  Adequately supervise all areas  Designate staff & student areas  Determine seating arrangement

 Teacher routines: volunteers, communications, movement, planning, grading, etc.  Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

 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 Routine matrix: SWPBS workbook pg. 93

Responsive Classroom Practices Morning Meeting Rule creation Interactive Modeling Role-playing Positive teacher language Logical consequences Classroom organization Collaborative problem-solving

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

Designing Classroom Routines RoutineDesired Behavior SignalTeach Routine Entering ClassWalk in, read message board, sit down, start work Instruction on board Positive examples Teacher and student model Obtaining class attention Hands up, voice level 1, eyes on speaker, ready to listen “Show me five”Interactive modeling Positive examples Circling up for Morning Meeting Quietly put materials away, push in chairs, and walk to the circle area Ring chimesInteractive modeling Positive examples Lining Up Students will walk without touching each other and get into 2 lines Show me FiveInteractive modeling Positive examples

 Ratio at least 4:1  Interact positively once every 5 minutes  Follow correction for behavior violation with positive reinforcement for rule following

 Individual/group  Response type – written, oral, gestural  Increase participatory instruction *Learning Styles* *Culturally Responsive Teaching* *Learning Styles* *Culturally Responsive Teaching*

 Vary format – written, choral, gestures  Specify observable engagements  Link engagement with outcome objectives  Tasking

 Move  Scan  Interact  Remind/pre-correct  Positively acknowledge

 Respond Efficiently  Attend to appropriate behaviors  Follow school procedures *Intercultural CONFLICT Style Inventory* *Intercultural CONFLICT Style Inventory*

 Social, tangible, activity, etc.  Frequent v. infrequent  Predictable v. unpredictable  Immediate v. delayed

 Class DJ  Late work coupon  Homework pass  Bring stuffed animal  Sit at teacher’s desk  Use a special chair  Choose your seat  Pick a song to listen to at end of class  Free time  Extra recess  Do odds/evens  One minute late pass  Eat lunch w/ teacher & friend  Skip morning work  Pick your own partner pass  Use a pillow on the floor  Chew gum  Use teacher’s supplies  Read a book to the class  Read a book to the principal  Line leader  Leave class 1 minute early

 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

 Effective praise:  includes student’s names  is descriptive ▪ Simply describe what the student is doing at the time - focusing on actions  is convincing/genuine  is varied  does not interrupt the flow of instruction

 Indicate correct behaviors  Link to context  Provide contingently

 Respond proactively to infrequent social behavior errors  Signal  State rule and expected behavior  Ask student to state/show expected behavior  Give positive feedback

 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

DO  Listen carefully  Give personal space  Remain calm  Be aware of the environment  Be alert  Be consistent and focused  Enforce limits  Remain in control  Use “ok” and “not ok”  Follow through  Be aware of your body language Don’t  Show fear  Over/under react  Argue or confront  Make false promises  Threaten  Use jargon  Use “right” or “wrong”

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

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___

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

Group Contingencies Can range from a small group of students... Up to the whole building Contingencies are designed so that peers will encourage positive behavior

Group Contingencies Three types: “All for one” (All student’s behavior in the group earns reward for the group) “One for all” (One student’s behavior earns reward for group) “To each his/her own” (Independent groups earn rewards for the group based on member’s behavior)

Puzzle Pieces LINKS

The Peace Table The Peace Table is an ideal spot in the classroom for the children to be assertive about their needs. This is a designated area in the classroom where the children can talk to each other about difficulties they may be having. Friendship Fix-Its: 1.Shake hands 2.Give High 5 3.Give a hug 4.Play together 5.Sit together at lunch 6.Draw a nice picture Friendship Fix-Its: 1.Shake hands 2.Give High 5 3.Give a hug 4.Play together 5.Sit together at lunch 6.Draw a nice picture

Whole Group Contingency Small Group Contingency

Greeting at the door..... Teachers who stand at the door and greet their students have fewer disruptions throughout the day -Boynton, M. & Boynton, C. (2005) True for Elementary and Secondary students TUMS Touch Use name Make eye contact Smile

Compliment Board 30 compliments = Popcorn Party

Mystery Motivators DEFINITIONMystery Motivators are incentive systems designed to deliver random rewards for appropriate behavior. They can be used with single students, teams, or with a whole class.

 pbis.org  pbisworld.com  Interventioncentral.org  Pinterest-- “classroom discipline” or “classroom management ideas”  Class Acts by Forlini, Williams & Brinkman (2010)  Classroom Assessment Tool (CAT)—Assessment tool to help teachers evaluate their classroom management (Florida PBIS)

 Take 2 minutes to reflect on PBIS in the classroom (written or silently)  What area are you strongest in?  Where could you put more focus?  What ideas did you hear than may help you in this area?

As a team, take 4 POST-IT notes. Use them as follows and then post on your team’s poster.  1. WHO will be involved in the presentation to staff about PBIS Tier 1 classroom management?  2. WHICH ideas that you saw will you use?  3. HOW will you share this information?  4. What will you need to complete this presentation? TT asas follows, and then post on your team’s poster. 1.WHO will be involved in the presentation to staff about PBIS Tier I Classroom Managemhat you saw will you use? 2.HOW will you share this information? 3.WHAT will you need to complete this presentation? follows, and then post on your team’s poster. 1.WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? 2.WHICH ideas that you saw will you use? 3.HOW will you share this information? 4.WHAT will you need to complete this presentation? as follows, and then post on your team’s poster. 1.WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? 2.WHICH ideas that you saw will you use? 3.HOW will you share this information? 4.WHAT will you need to complete this present Tools to Consider Using: *Classroom Management Checklist—SWPBS pg.89 *Routine Matrix--SWPBS pg. 93

 After posting your mini-action plan on your poster, browse at least 3 other teams’ posters and read through their plans  Be sure to write a shout-out to at least 1 other team (Bring pen or marker)