Implementing PBIS in the Classroom Chapter 4 –Classroom Management: Systems & Practices

Purpose Provide an overview of critical features and essential practices for behavior support in classroom settings. Guiding principles Behavior basics Essential classroom management practices

Effective Management What all good managers know

Effective Management 80% prevention 20% intervention

We Cannot Control the Behavior of Others Controlling environmental conditions well in order to increase the likelihood that a person will behave in a predictably, positive way. All public places have formal plans to manage conditions and encourage safe and positive behavior.

Classroom Setting Systems

Why formalize classroom management? Arrange the environment to maximize opportunities for: – Academic achievement – Social success – Effective and efficient teaching

5 Guiding Principles 1.Engaging instruction is one of the best behavior management tools that we have! 2.Apply three tiered prevention logic to classroom setting. 3.Link classroom to school-wide through routines and procedures. 4.Teach social skills like academic skills. 5.Build systems to support through sustained use of effective practices.

5 Essential Behavior Basics 1.Behavior is learned and serves a specific purpose. It is communicative. 2.Behavior is related to the context within which it occurs. 3.For every year that a behavior has been in place, we consider one moth of consistent and appropriate intervention for us to see a change. 4.We can influence the use of positive behavior through acknowledging successes. 5.Behavior has function: Gain or Avoid.

Essential Classroom Management Practices

Three Basic Classroom Management Elements 1.Environmental management 2.Instructional management 3.Proactive behavior management

Environmental Management: Minimize Crowding and Distractions Arrange furniture to allow easy traffic flow Adequately supervise all areas Designate staff and student areas Determine seating arrangement

Environmental Management: Use Active and Continuous Supervision Scan Move Interact – Provide feedback – Remind and pre-correct – Positively acknowledge

Instructional Management

Begin teaching with the lesson and the behavioral expectation Create focus or point of reference for assessment, goal, or expectation Engage through relevancy – Explain how this learning links to other learning, the students’ lives, or student goals. State and provide visual for how student should respond during the lesson. Provide visual lesson organizer – Overview of the lesson

Ensure that work demand matches skill level Ensure that independent work matches the students’ current performance level. For work completion offer choice: – Work independently – Work with a partner – Work with the teacher in a guided group

Regularly check for student understanding Review previously mastered content Check for existing knowledge Vary assessment type

In crease participatory instruction Establish and expect behavioral indicator for how to respond. Give students multiple ways to actively respond in culturally responsive ways. Vary response type – Written vs gestures – Choral vs individual Use peer-based assistance Use techology

End lesson with specific feedback Review performance on expected outcomes. – Scheduled activities – Academic and social or behavioral – Individual and group

Provide specific information about what happened next Describe follow-up activities Homework, review, new activity, choices Immediate vs delayed Following lesson Describe features of next lesson

Know how many students met learning objective or outcome Administer probe Oral, written, gesture Immediately graph or display performance

Provide extra time and assistance for students who were unsuccessful Determine phase of learning – Acquisition – re-teach – Fluency – more practice – Maintenance – reinforcement or feedback Schedule time during or before next lesson

Proactive Behavior Management

Maximize Structure and Predictability The classroom matrix brings school-wide expectation into the daily procedures and routines of the classroom. The classroom matrix will be – Created with students – Shared with: parents, volunteers, guest teachers, aides, paraprofessionals, principals, dean’s, etc. Used during an office discipline referral to re- teach routine expectations in the classroom.

Acknowledge appropriate vs inappropriate behavior Ratio of at least 5:1 – 5 positive acknowledgments to every 1 correction or redirection. Interact positively once every 5 minutes. Follow correction for behavior violation with positive reinforcement for rule following.

Use Meet and Greet Teachers who stand at the door and greet their students have fewer disruptions throughout the day. Boynton, M. & Boynton C. (2005)

Build strong relationships Connect with every student. Learn about their interests. Determine each students’ talents and strengths. Learn about what is important to each student. Let your students get to know you too!

Vary strategies for acknowledging appropriate behavior Social, tangible, activity, etc. Frequent vs infrequent Predictable vs unpredictable Immediate vs delayed

Respond effectively to behavior errors Attend to appropriate behaviors Approach the student presuming positive intent Follow unplanned procedures Quit Taking It Personally

Provide effective feedback for errors or corrections Indicate correct behaviors Link to context Provide choices

Effective feedback to behavior errors Speak to student privately. Remain calm an objective. View the misbehavior as an error. Refrain from arguing with the student. Acknowledge concerns or feeling, then redirect to next opportunity for success.

Avoid escalating behavior and power struggles 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”

Responding to infrequent social behavior errors Signal State the rule and expected behavior. Ask student to state or show the expected behavior. Give positive feedback.