1. Best Practices for Classroom Management
Presented by
The Behavior Specialist Team
Tawanda Jenkins-Brown
Tiffany Baskin-Downs
Tawanna Robertson
Greer Powell

2. 4 Critical Features of Effective Classroom Management __________________________
“Best Practices”
Maximizing structure in the classroom
Post, Teach, Review, Monitor, & Reinforce Expectations/Rules
Actively engage students in observable ways
An established continuum of behavior strategies

3. Where does it begin?

4. #1: Maximizing Structure
Develop Predictable Routines
Teacher Routines
Student Routines
____________________
Examples: Routines for homework check; grading, daily signals; independent work
Set-up & Design [that will]
Elicit appropriate behavior
Minimize crowding & distraction
_____________________
Examples: Arrange furniture for easy traffic flow; Eyes on every area; designated areas for centers & reflection

5. Self-Reflection…
Next step….Action plan….

6. What When How Drawbacks/Star Points
Action Plan: -Describe your predictable routine for entering the classroom; turning in homework; lining up , dismissal, etc:
Share/discuss with a neighbor
2 minutes
What
When
How
Drawbacks/Star Points

7. TASK: Describe predictable routine for entering the classroom;
turning in homework; lining up , dismissal, etc:
-What When
-How Drawbacks/Star Points
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Hours
Minutes
Seconds

8. #2: Post, Teach, Review, Monitor, & Reinforce Expectations/Rules
Establish behavior expectation/rules
Post it as positively stated
Teach in context of routines
Prompt or remind students
Monitor student responses/behavior; provide positive feedback
Evaluate review; revisit; reinforce
-Small # of rules
-We Do vs. DO NOT Do
-Should mirror School-wide expectations

9. What do the established rules look like?
Plan out what the rules would look like across settings
Our “BEE” Successful Routines & Rules
Entering Classroom
Seat Work
Small Group Activity
Leaving the Classroom
Be Safe
Be Respectful
Be Responsible

10. Just like any new skill… TEACH the expectations/rules

11. Where should expectations should be taught… ___________________________________________________________________________________________________________________________________________________________
In every area behavior is expected
Cafeteria
Hallway
Bathroom
Media center
Gym
Auditorium
Bus
Teaching the expected behavior is a
“Pre-Correction Strategy”
which may include
Verbal reminders/signal words
Behavior Rehearsals
Role Play/demonstrations

12. Continuous Process… Monitor the behavior in the Natural Context
Prompt or remind students
Monitor the behavior in the Natural Context
Visual prompts (posters; illustrations; signs)
Hand Signals
Active supervision
Provide reinforcement and specific praise to students who are following the rules
Corrective feedback
*Just like an academic error
Acknowledge & recognize
*School-wide incentives
*Classroom token system

13. Self-Reflection…
Next step….Action plan….

14. Cafeteria Hallway Bathroom Media center Gym Auditorium Bus
Action Plan: -Choose a behavior expectation; describe how it would look across these settings:
Cafeteria
Hallway
Bathroom
Media center
Gym
Auditorium
Bus
Share/discuss with a neighbor
3 minutes

15. TASK: Choose a behavior expectation; describe how it would look
across these settings:
-Classroom Cafeteria Bathroom Gym
-Hallway Media Center Auditorium Bus
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Hours
Minutes
Seconds

16. #3: Active Engagement of ALL
*Engaged = on task = less to no behavior problems
Vary ways to respond
Incorporate various modalities of instruction
Differentiate
Use research based instruction tools

17. Research based instruction practices include: (but are not limited to)
Direct Instruction
Computer Assisted Instruction
Class-wide Peer tutoring
Guided Notes
Response Cards
Use of manipulatives

18. #4: Establish a continuum of strategies to acknowledge both appropriate & inappropriate behavior ____________________________________________________________________________________________________________________________
Error Corrections
Differential Reinforcement
Planned ignoring
Response cost
Time out or Reflection Time
Specific & Contingent Praise
Group Contingencies
Token Economies
Behavior Contracts

19. Establishing a continuum…
Specific & Contingent Praise
Praise should be:
-contingent: occur immediately following desired behavior
-specific: exactly what they are doing correctly & continue to do in the future
“Good Job”- not specific enough
“I like how you are showing me active listening by having your hands & feet quiet and eyes on me” 
Group Contingencies 3 Types: -“All for One” -“One for All” -“To each his own”

20. Establishing a continuum…
Token Economy
Teach the target skill
Select tokens
Define & teach the token system
Determine how it can be monitored
RTI
If it’s not effective, determine what factors prohibit it, revisit/revise
Behavior Contracts
Written document that specifies a contingency for the class or individual student
Contains the following elements:
*Operational definition of behavior
*Clear descriptions of reinforcers
*Outcomes if student DNM

21. Included in handouts….

22. Establishing a continuum
For inappropriate behavior…
Error Corrections
Differential Reinforcement
Planned ignoring
Response cost
Time out or Reflection Time

23. Self-Reflection…
Next step….Action plan….

24. Action Plan: -Look at the definitions for the Differential Reinforcement; discuss when to best use each of the methods
Share/discuss with a neighbor
3 minutes
DRO
DRA

25. TASK: Look at the definitions for the Differential Reinforcement; discuss when to
best use each of the methods
-DRL -DRO -DRA -DRI
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Hours
Minutes
Seconds

26. Recap 4 Critical Features of Effective Classroom Management
Maximize structure in your classroom
Post, Teach, Review, Monitor, & Reinforce Expectations/Rules
Actively engage students in observable ways
Establish a continuum of behavior strategies for both appropriate & inappropriate behavior

27. Handouts & Additional Resources