1. Classroom Management: Systems & Practices Center on Positive Behavioral Interventions & Suports www.pbis.org George.sugai@uconn.edu February 2006 7

3. Purpose Review critical features & essential practices of behavior management in classroom settings Goal: Review of basics & context for self-assessment

4. Classroom Management Challenges Informal & untaught Reactive & ineffective Disconnected from SW Lack of staff fluency Lack of durability Lack of instructional fluency

5. Why formalize classroom management? Arrange environment to maximize opportunities for –Academic achievement –Social success –Effective & efficient teaching

6. Guiding Principles Remember that good teaching one of our best behavior management tools –Active engagement –Positive reinforcement

7. Apply three tiered prevention logic to classroom setting –Primary for all –Secondary for some –Tertiary for a few

8. 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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

9. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

10. Organizational Features Common Vision Common Language Common Experience ORGANIZATION MEMBERS

11. Link classroom to school-wide –School-wide expectations –Classroom v. office managed rule violations

12. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

13. Teach academic like social skills –Tell/model/explain –Guide practice –Monitor & assess –Give positive feedback –Adjust & enhance

14. Build systems to support sustained use of effective practices –SW leadership team –Regular data review –Regular individual & school action planning

15. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

16. Enhanced PBS Implementation Logic

17. Effective classroom managers 7 minutes (pick recorder & spokesperson) What do effective classroom managers do daily? – 2-3 formal & 2-3 informal strategies Report 2-3 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute

18. Three Basic CM Elements 1.Instructional/Curricular Management 2.Environmental Management 3.Proactive Behavior Management

19. Essential Behavior & Classroom Management Practices See Classroom Management Self-Checklist (6/17)

20. 1. Increase ratio of positive to negative teacher to student interactions –Maintain at least 4 to 1 –Interact positively once every 5 minutes –Follow correction for rule violation with positive reinforcer for rule following

21. Positive acknowledgements Take 5 minutes Identify 2-3 formal & 2-3 informal strategies to positively acknowledge student behavior in classroom Report sample from your team discussion (1 min. reports) Attention Please 1 Minute

22. Strategies, e.g., –Tear card –Self-record –Video taping –Peer observation –

23. 2. Actively supervise at all times – Move continuously – Scan continuously & overtly – Interact frequently & positively – Positively reinforce rule following behaviors

24. 3.Positively interact with most students during lesson –Vary type of contact Physical, verbal, visual contact –Vary by individual & group –Mix instructional & social interactions

25. 4. Manage minor (low intensity/frequency) problem behaviors positively & quickly – Signal occurrence – State correct response – Ask student to restate/show – Disengage quickly & early

26. 5. Follow school procedures for chronic problem behaviors – Be consistent & business-like – Precorrect for next occurrence – Follow SW procedures for major behavioral incidents – Develop individualized plan for repeated incidents

27. 6.Conduct smooth & efficient transitions between activities –Teach routine –Limit to time required for student to be ready –Engage students immediately

28. 7. Be prepared for activity – Have filler activities – Know desired outcome – Have materials – Shift phases of learning Acquisition, fluency, maintenance, generalization – Practice presentation fluency

29. 8.Begin with clear explanations of outcome/objective –Provide advance organizer –Create focus or point of reference for assessment

30. 9.Allocate most time to instruction –Fill day with instructional activities –Maximize teacher-led engagement

31. 10.Engage students in active responding –Establish & expect behavioral indicator Write, verbalize, manipulate materials –Enable immediate assessment of learning & instructional impact

32. 11.Give each student multiple ways to actively respond –Vary response type Individual v. choral responses Written v. gestures –Use peer-based assistance

33. 12.Regularly check for student understanding –Vary assessment type Immediate v. delayed Individual v. group –Review previously mastered content –Check for existing knowledge

34. 13.End activity with specific feedback –Review performance on expected outcomes Scheduled activities Academic v. social Individual v. group

35. 14.Provide specific information about what happens next –Describe follow-up activities Homework, review, new activity, choices Immediate v. delayed Following lesson –Describe features of next lesson

36. 15.Know how many students met learning objective/outcome –Administer probe Oral, written, gesture –Immediately graph/display performance

37. 16.Provide extra time/assistance for unsuccessful students –Determine phase of learning Acquisition -> re-teach Fluency -> more practice Maintenance -> reinforcement/feedback –Schedule time during/before next lesson

38. 17.Plan activity for next time activity –Consider phase of learning New outcome Reteaching Practice Maintenance/generalization –Modify/select materials

39. How did I do? 14-17 “yes” = Super 10-13 “yes” = So So <9 “yes” = Improvement needed

40. Non-example Action Plan Strategies -Purchase & distribute classroom management curriculum/book -Discuss at faculty meeting -Bring in CM expert for next month’s ½ day in- service -Observe in effective classroom -Observe & give feedback What is likelihood of change in teacher practice?

41. Example Action Plan Strategies +Build on SW System +Use school-wide leadership team +Use data to justify +Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1 st time + Regular review & active practice +Monitor implementation continuously + Acknowledge improvements

42. Classroom Management 15 minutes Review “Classroom Management Self-Assessment” & discuss possible practices/systems applications Report 2-3 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute Spokesperson

43. References Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.