1. POSITIVE BEHAVIOUR FOR LEARNING
School-Wide Positive Behaviour for Learning
Effective Classroom Management
Module 1: Antecedent Strategies 1

2. Classroom Management Practices: Mini-Modules
These mini-modules are designed to provide the slides and materials needed to teach staff, students and families about a SW-PB4L topic (and can be broken down into brief sessions or combined into longer sessions).
Notes have been written to assist with the presentation.
More information is available on this content.
Call your Regional Practitioner if you have questions
Good luck!
Delete this slide before beginning your session
This is a note to school staff to help you understand what the SW-PB4L Mini-Modules are and how they can be adapted to suit your situation (e.g., broken down into briefer sessions).
MODULE 1: ANTECEDENT STRATEGIES
This Module covers Evidence-based Antecedent Strategies (e.g., used before the problematic behaviour – in order to prevent it from occurring in the first place).
There are 3 MAIN TOPICS within Module 1:
Antecedent Strategies
Maximise structure & predictability
Establish, teach, review, monitor, & evaluate positively-stated expectations
Maximise academic engaged time
Activity Sequencing
Offering Choice
Opportunities to Respond
DELIVERY OPTIONS:
Cover all 3 topics within Module 1: Antecedent Strategies in 1 session (approx. 1-5 hrs)
Break into 2 smaller sessions = (1) introduction , topic 1 (maximise structure) and topic 2 (teach positively stated expectations), and (2) a follow-up session that includes a review of the last session and the third topic (maximise academic engaged time). Or break into 3 sessions (1 session per topic)
Module 1 could also be delivered to staff following by Module 2 (Consequence Strategies) Which in total could take 3hrs – 3.5hrs in total

3. Acknowledgements
Office of Special Education Programs (OSEP) Centre on Positive Behavioral Interventions and Supports (PBiS)
Professor George Sugai, The Centre for Behavioral Education & Research, University of Connecticut
Professor Tim Lewis, Dean for Research & Graduate Studies at The University of Missouri-Columbia
Missouri School-Wide Positive Behavior Support, MO SW-PBS (Missouri Department of Elementary and Secondary Education) 3

4. Essential Classroom Behaviour Management Practices
SW-PB4L
Subsystems
School-wide
Classroom
Family
Non-classroom
Essential Classroom Behaviour Management Practices
Student

5. What “kind” of students can display problematic behaviour?
All students. Students with/without labels who are in general/ special education can display problematic behaviour. This is not a special education issue. It is an education issue.
The 5 CRITICAL FEATURES of effective classroom behaviour management FOLLOW And Checklist containing the 5 features
NOTE: there are a number or research-based PRACTICES that fit within the 5 CRITICAL FEATURES.
We need to learn more about
the 5 CRITICAL FEATURES of
effective classroom management
to be able to help all students

6. Evidence Based Practices in Classroom Management
Maximise structure and predictability
Establish, teach, review, monitor, evaluate and reinforce a small number of positively stated expectations
Maximise academic engaged time (i.e., actively engage students in observable ways)
Establish a continuum of strategies to acknowledge appropriate behaviour
Establish a continuum of strategies to discourage inappropriate behaviour
Ask: What about this looks similar to the evidence-based practices in SW PB4L you have already been working on?
Click once, the red boxes will appear around focus of module – as the other 3 topics are already familiar.
1-3 are ANTECEDENT STRATEGIES (so will cover strategies 1-3 within THIS module )
4 & 5 (in BLUE) = Consequence Systems (are in the SECOND Module)
 4 = classroom reinforcement systems
 5 = Strategies to RESPOND to inappropriate behaviour
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

7. Classroom Management: Self-Assessment Revised (2008)
This is an assessment tool that follows the content we are presenting on classroom management today. It might be something you are interested in using in your school.
Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008

8. What Do We Know? Classroom Management & Students…
“Non-compliant behavior in the classroom has
been the overall highest ranking reason for
office discipline referrals for grades 1-12”
(Colvin, 2009, p. 7-8)

9. What Do We Know? Students who display non-compliant behaviour
are at risk for escalating and long-term negative
outcomes such as:
peer rejection, off-task behaviour, low academic achievement,
involvement with antisocial peer groups, drop out, and crime,
ineffective relationships, inability finding and keeping employment and serious mental health issues

10. (Sprick, Knight, Reinke & McKale, 2006, p. 201)
The Good News!
“In the realm of education research effective classroom management is tied to student success with a confidence approaching absolute”
(Sprick, Knight, Reinke & McKale, 2006, p. 201)
When Teachers know and use positive & preventative management strategies many of the commonly reported minor classroom behaviours can be avoided
(Scheuermann & Hall)
The same behaviours that reduce classroom disruptions are associated with increased student learning
(Brophy & Evertson)

11. Effective Classroom Management
“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment using research-based strategies that guide students toward increasingly responsible and motivated behaviour.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
Effective classroom management is a key component of effective instruction

12. ABC’s of Understanding Behaviour Patterns
What happens before the behaviour occurs? What is the trigger? (A or antecedent)
What is the behaviour (B)?
What happens after the behaviour occurs? What is the outCome? (C or outCome/ Consequence)
A  B  C
A = ?
B = ?
C = ?
Ask: What are the ABC’s? Answers appear after you click.
We can only directly change A & C – what happens BEFORE the behaviour (A) and what happens AFTER the behaviour (B)
Module 1 = Before the behaviour (A) Antecedent - prevention
Module 2 = After the behaviour (C ) Consequences)– positive & negative)

13. Antecedent Strategies for Preventing Problem Behaviour
Class-wide Practices
Establish clear classroom expectations & rules
Provide predictability in the environment
Use effective instruction and commands
Arrange seating so that it is appropriate to the instructional activity
Use a brisk pace of instruction
Present material that is appropriately matched to student instructional level & prior knowledge
Present material that is appropriately matched to student instructional level – our aim is that students are successful at 70% of the tasks they are given
Practice giving effective ‘commands/instructions’ (e.g., avoid chain commands, avoid vague commands Use initiating instructions (walk please) rather than terminating instructions (stop running) etc )

14. Why Use Antecedent Strategies?
Increases student engagement with learning
Limits time for inappropriate behaviour
Allows for high rates of positive, specific feedback
Improves student perception of and preference for assignments they consider difficult
(Heward, 1994; Kern & Clemens, 2007)
Antecedent approaches focus on
structuring the environment to
prevent problems & enhance motivation

15. Why Use Antecedent Strategies?
Feasible and easy to implement
Effective for students in general or special education
Do not require significant modification to existing instruction
May foster improvements in student–teacher relationships
(Jolivette, Wehby, Canale & Massey, 2001; Kern and State, 2009)

16. Antecedent Strategies
Maximise structure & predictability
Establish, teach, review, monitor, & evaluate positively-stated expectations
Maximise academic engaged time
OVERVIEW Slide of the 3 Features covered in this module

17. Maximise Structure Develop Predictable Routines
Teacher routines
Student routines
Design Environment to . . .
(a) elicit appropriate behaviour &
(b) minimise crowding and distraction
Arrange furniture to allow easy traffic flow
Ensure adequate supervision of all areas
Designate staff & student areas
Seating arrangements (groups, carpet, etc.)
ROUTINES: Provide a sense of purpose, work guidelines and ability to anticipate. Structure creates safety and comfort. If a routine is not effective consider involving the students in re-designing the routine.
ROUTINE Examples =
Movement
Non-Instructional tasks
Transitions (e.g., transition from out-of-class activities back to the classroom)
Group work
Asking for help
Materials management
ENVIRONMENTAL ADAPTATIONS
3 TYPES OF ENVIRONMENTAL ADAPTATIONS:
WHERE – adapt the place
WHEN – adapt the schedule
WHO – adapt the grouping . . .
WHERE: Modifying the place might include;
Minimising congestion & clearing traffic lines
Positioning groups/ stations to minimise distractions
Clearing lines of vision to students
Allowing students to see instructional displays
Posting behavioural expectations clearly

18. Physical Layout
Talk to your partner regarding the different configurations Which do you use, like WHY?
DISCUSS - How do you arrange your room to minimise crowding & distraction
Design a Functional Physical Layout for the Classroom
Different areas of the classroom designed for different purposes
Traffic Patterns
Visual access
Teacher access to students at all times
Student access to instruction
Density
Teacher desk

19. Have you maximised structure in your classroom??
Effective teacher monitoring of a class requires frequent movement throughout the classroom and constant lines of sight to each student
(Evertson, Emmer, Worsham, 2003)
The arrangement of the classroom should allow teachers to be able to move to interact with every student (Shores, Gunter & Jack, 1993)
Students need easy access to supplied, equipment, and materials
Evertson, C.M., Emmer, E.T., & Worsham, M.E. (2003). Classroom management for elementary teachers (6th Edition). Boston: Allyn and Bacon.

21. Assess 1. I maximised structure and predictability in my classroom.
I explicitly taught and followed predictable routines.
Yes No
I arranged my room to minimise crowding and distraction.
Classroom Management Practices CHECKLIST section (relevant to this topic)

22. 2. Establish, Teach, Prompt, Monitor, & Evaluate a small number of positively stated expectations
Establish behavioural expectations/ rules
Teach rules in context of routines
Prompt students of rule prior to entering natural context
Monitor students’ behaviour in natural context & provide specific feedback
Evaluate effect of instruction - review data, make decisions, & follow up
The following slides cover each component (establish, teach, prompt, monitor & evaluate)

23. Establish Behavioural Expectations
A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do
Publicly post the rules/ expectations
Should match School-Wide expectations
Construct rules/ expectations based on need in the classroom
Be sure to create rules for the classroom based on the specific problem behaviours exhibited by the class
Expectations for the CLASSROOM SETTING
specific skills and procedures that you want students to engage in while in the classroom
Positively-stated
Observable & measureable (and ‘enforceable’)
Choose rules based on need in the classroom  based on specific classroom data
When teaching expectations  show how they fall under the SCHOOL-WIDE expectations
Once you have developed classroom rules it is not enough to just post them on the classroom walls
YOU MUST TEACH THEM

24. Expectations within Routines Matrix
Rules
Entering Classroom
Seat Work
Small Group Activity
Leaving Classroom
Be Safe
Be Respectful
Be Responsible
Operationally Define  what the rules look like across all the routines and settings in your school.
One way to do this is in a MATRIX format
This MATRIX should COMPLIMENT your SCHOOL-WIDE Matrix  but be specific to your classroom SETTING
Planning Routines :
What do you expect?
What is the signal?
How will you teach it?

25. Classroom Routines

26. Teach Rules in the Context of Routines
Teach expectations directly
Define rule in operational terms—tell students what the expectation/ rule looks like within routine
Provide students with examples & non-examples of rule-following within routine
Actively involve students in lesson (game, role-play, etc.) to check for their understanding
Provide opportunities to practice rule following behaviour in the natural setting
The TEACHING of positively-phrased expectations should have already been covered in detail with staff during the development of your school-wide (SW) systems.
Provide staff development on – how to teach behavioural expectations (e.g., including lesson plan templates and examples) . . .

27. Prompt and Pre-Correct
Prompt or remind students of the expectations
Provide visual prompts (e.g., posters, illustrations)
Use pre-corrections
“verbal reminders, behavioral rehearsals, or demonstrations
of rule-following or socially appropriate behaviors that are
presented in or before settings where problem behavior is likely”
(Colvin, Sugai, Good, Lee, 1997)
Pre-corrections are covered in more detail in the second module (responding to problem behaviour)

28. Monitor & Evaluate Student Behaviour
Active Supervision
Move
Scan
Interact
ACTIVE SUPERVISION (Colvin, Sugai, Good, Lee, 1997)
Active Supervision is covered in more detail in a separate module (Behaviour Management in Non-Classroom Areas) – ideally this has already being disseminated to staff
EVALUATE THE EFFECT OF INSTRUCTION
Collect DATA (informally or formally. . . Variety of methods)
Are rules being followed?
If there are errors
 WHO is making them?
 WHERE are the errors occurring?
 WHAT kind of errors are being made?
2. Summarise DATA  look for patterns
3. Use DATA to make decisions
Reinforce
Correct
Collect data (and use to make decisions)

29. Assess
2. I posted, taught, reviewed, monitored and reinforced a small number of positively stated expectations
I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom.
Yes No
b) I explicitly taught and reviewed these expectations in the context of routines.
c) I prompted or pre-corrected students to increase the likelihood that they will follow the expectations
d) I actively supervised my students
Classroom Behaviour Management Practices CHECKLIST section (relevant to this topic)

30. THE POTENTIAL OF A GREETING
Allday, R. A. & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40,
“Good Morning Class”
Teachers report that when students are greeted by an adult in the morning, it takes less time to complete morning routines & get first lesson started.
(Sugai, 2010)

31. 3. Maximise Academic Engaged Time
Actively engage students in observable ways
Activity Sequencing
Offering Choice
Opportunities to Respond
There is a range of evidence-based practices that promote ACTIVE ENGAGEMENT . . .
Activity Sequencing,
Offering Choice,
Opportunities to Respond,
Computer-Assisted instruction,
Class-wide Peer tutoring,
We will be covering (1) activity sequencing, (2) offering choice, & (3) opportunities to respond in THIS MODULE today

32. Instructional Classroom Management
Among the best behaviour management tools we have in the classroom are providing:
Effective Instruction delivered with fidelity
High rates of student participation
Using research-based curriculum
Tasks that promote high rates of accurate responses
90% success rate or better
The most frequent re inforcers in the classroom should be academic success and teacher feedback

33. Instruction Influences Behaviour
Pacing
Sequence activities so preferred activities
follow more demanding activities
Student choice
Opportunities for student responses
Acquisition vs Practice
Student feedback from teacher

34. Antecedent Strategies for Preventing Problem Behaviour
1. Activity Sequencing
Intermingle easy with more difficult
Simple requests prior to more challenging
2. Offering Choice
Type, order, materials, who, place, use of time
3. Opportunities to Respond
Track students called on
Guided notes
Response cards . . .
OVERVIEW of the 3 research-based practices that FOLLOW . . .
 Note; you can cover/ discuss other research-based practices that maximise academic engaged time at a later meeting
Each of these is a research based practice that can improve student behaviour and academic performance.
These strategies require limited effort to implement, may help students be more engaged with learning and have a more positive outlook about assignments and tasks and will particularly address the needs of at-risk learners.
Please think about how you can share this information with other staff in your school.

35. Task Interspersonal Behavioural Momentum
1. Activity Sequencing
Task Interspersonal
Behavioural Momentum
First we will look at the activity sequencing strategy

36. What is Activity Sequencing?
Thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behaviour.
(Kern & Clemens, 2007)
Have you ever encountered a student who may get started with an academic task or activity, but then quits or becomes noncompliant when they run into difficulty?
When teachers consider the sequence of activities they provide, students are more likely to be successful and keep on task. (Colvin, 2009, pp )
Activity sequencing means thinking about and altering the manner in which learning tasks, activities or requests are ordered (Kern & Clemens, 2007).
Task difficulty may be adapted by:
Incorporating & alternating mastered skills/activities into novel skills/
activities
Adjusting difficulty level
Providing errorless learning opportunities
Shortening length of difficult assignment etc
Alternating preferred activity with non-preferred activities

37. Why Consider Activity Sequence?
Increases task performance
Decreases disruptive behaviour
Improves student perception of & preference for assignments they consider difficult
(Kern & Clemens, 2007)

38. Why Consider Activity Sequence?
For some students presenting difficult tasks back-to-back often sets the occasion for frustration, failure and problem behaviour.
Varying the sequence of tasks may not be necessary for average students, but can be very important for students who are at-risk for learning or behaviour concerns
(Darch & Kame’enui, 2004)
Consider this… (read slide)
Many children do not require this practice, but at risk students are likely to benefit.

39. Strategies for Effective Activity Sequencing
Intermingle easy/ brief problems among longer or more difficult tasks (task interspersal)
(Kern & Clemens, 2007)
Research has shown two ways to order activities that encourage learning and appropriate behaviour (Kern & Clemens, 2007).
First, interspersing easier tasks with more difficult ones is likely to increase a student’s success and help keep them on task and engaged.
RESEARCH for Activity Sequencing – Task Interspersal
Interspersing difficult tasks with easier problems
Cates and Skinner (2002) examined assignment perception among
remedial maths students in grades (NZ equivalent = years 10-13)
Showed assignments that included easier problems interspersed with more difficult calculations were rated more favourably
Students perceived the interspersed assignments as
(1) taking less time
(2) being less difficult, &
(3) Requiring less effort
Even thou the assignment actually included MORE problems

40. Strategies for Effective Activity Sequencing
Deliver 3 to 4 simple requests prior to a more difficult task (behavioural momentum)
(Kern & Clemens, 2007; Colvin, 2009)
The theory behind the strategy is once a student is
cooperating and engaged in one task (the simple
requests), there is more chance of the student
cooperating and engaging in the task that immediately
follows (the more difficult activity) (Colvin, p.46, 2009)
Second, a similar technique of delivering 3 or 4 simple requests before a more difficult one has been shown to increase compliance and decrease problem behaviour.
This technique is sometimes referred to as behavioural momentum.
The theory behind the strategy is once a student is cooperating and engaged in one task (the simple requests), there is more chance of the student cooperating and engaging in the task that immediately follows (the more difficult activity)
(Colvin, p.46, 2009)
Like a train going up a hill – building up steam so they can keep going.
RESEARCH for Activity Sequencing – Behavioural Momentun
(Ardoin, Martens & Wolfe, 1999)
Related to behavioural momentun a study from 1999 showed improved behaviour among 2nd grade students during a difficult transition time when the teacher provided a series of 5 simple requests before giving directions for the transition.
(Lee & Laspe, 2003)
A study conducted in 2003 showed the journal writing and task persistance of yr old students who had a history of non-compliance and limited work completion was improved by having students write a series of 3 easy words each time they stopped writing. This simple strategy increased student writing over time (Kern & Clemens, 2007)

41. Activity Sequencing: Examples
Read examples 1 & 2
Next, with your partner identify the activity sequencing strategy used …
task interspersal or
behavioural momentum
Thinking about the way in which learning activities are sequenced is a fairly simple strategy to implement.
Participant Activity 1:
Use Handout 1 :Effective Classroom Practice: Activity Sequencing Examples
With a partner read the two student examples. Then try to determine which type of sequencing was used, task interspersal or behavioural momentum.
Note: Give participants 3- 5 minutes to read and talk about the examples with a partner. After participants look at the examples lead the following discussion….
Ask: What type of activity sequencing did you find in the first example?
(behavioural momentum)
Ask: What types of easier tasks did the teacher give before asking the student to demonstrate the more difficult task of reading independently?
(follow along with the reading, read with teacher, read every other sentence)
Ask: What type of activity sequencing did you find in the second example?
(task interspersal)
Ask: Why do you think this strategy was successful for Emily?
(allows student to experience success and access high rates of teacher feedback, which increases her confidence and persistence for the more difficult task)

42. Classroom Application of Activity Sequencing
In spelling or vocabulary lists include 3-5 simple, fun words such as student names, sports teams or holiday related terms, etc.
During a writing activity ask students to draw a simple stick figure at the end of each sentence or paragraph
Let’s think of another example . . (NZ input)
Another example: On a sheet of math’s problems white out one number on every third question to intersperse easier calculations with more difficult ones.
Other Examples:

43. Using Sequence in Your Classroom
List several of the activities students complete in your classroom….
Identify ways you could use sequencing in each activity…
Intermingle easy/brief among more difficult tasks
Provide simple requests prior to more difficult tasks 1. 2. 3. 4.
Participant Activity (Optional; min)…
Now, consider how you might incorporate task interspersal or behavioural momentum in your environment.
First, list some of the activities or instructional tasks you ask students to complete. Then with a partner, discuss and identify ways you could reorganize the sequence of those tasks to better support learning and appropriate behaviour.
Possible Answers:
White out some of the numbers on a multi-digit maths worksheet.
Add a few fun, easy words or most frequently misspelled words to a spelling list.
Add fun, easy words to a vocabulary list or assignment.

44. Type, Order, Materials, Whom, Place &Time
2. Offering Choice
Type, Order, Materials,
Whom, Place &Time
In addition to thinking about the sequencing of tasks, a similar and also effective strategy is allowing students to make choices about their learning activities.

45. Why Provide Choice?
“Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behaviour and increasing engagement”
(Kern and Clemens, 2007, p. 70)

46. Why Provide Choice?
“Providing students with the opportunity to make choices may not sound like an instructional practice. However, research indicates offering choices, especially during academic tasks, not only increases student engagement and reduces disruptive behavior, but can also improve response accuracy.”
(Scheuermann & Hall, 2008, p. 294)

47. Why Provide Choice? Feasible & easy to implement Effective
Teach learners to become self-determined
Enables them to better control their environment
Allows opportunity for more frequent positive attention and feedback from teachers
May foster improvements in student-teacher relationships
(Jolivette, Wehby, Canale & Massey, 2001; Kern and Clemens, 2007;
Kern and State, 2009; Morgan, 2006)

48. Strategies for Offering Choice
Examples of Class-wide choice:
Type of task or activity
Order for completing tasks
Kinds of materials that will be used
Whom to work with
Place to work
Choice of how to use time
The content you teach is NOT negotiable but the type
of assignment or ways of completing it can be
negotiated & is likely to enhance student participation
Allowing students choices does NOT change the
amount of work students are expected to complete
and does NOT change the essential components of
the task (Scheuermann & Hall, 2008)
This is a list of the kinds of choices teachers can easily give to students.
Teachers can allow choice for…
The type of activity or task to be completed
The order in which tasks will be completed
The kinds of materials students will use to complete an assignment
Who students will work with
Place students will work and
Choices for how to use time before, during or after an activity or assignment
Once some initial thought has been given for the range of opportunities a teacher will allow and provide, a standard set of choices can be offered to students during many different instructional periods.
For example, some teachers may regularly allow students the choice to work with a partner, with a teacher or to complete an assignment independently.
Another example could be allowing students to work at their desk, on the floor, in the hall or at a table.
IMPORTANT  to discuss the “NOTs” (e.g., content not negotiable …does not change essential components of task/ amount of work completed…etc.) in pop-up box

49. Offering Choice: Example
With a partner read the example
Identify & keep a tally of the types of choices this teacher offered
After a few minutes be prepared to share your responses
Let’s look at an example…
Participant Activity:
Use Handout 2: Effective Classroom Practice: Offering Choice Example
This is an example of how one teacher included choice making opportunities for students within a science lesson. (Mr. Franklin’s recycling lesson example)
With a partner read the example and identify ways this teacher provided choices for his students. After a few minutes, be prepared to share your responses.
Give participants 5-7 minutes to read and discuss the example.

50. Steps for Using Choice in the Classroom
Create a menu of choices you would be willing to provide to students
Look through your menu before planning each lesson
Decide what types of choice are appropriate for the lesson & where they fit best in the lesson
Provide choices as planned while teaching the lesson
Solicit student feedback and input
(Kern and State, 2009, p. 5)
There are many ways a teacher can provide choice.
“Nearly every opportunity in which teachers make decisions about how, when or where an activity will take place can be translated into a student choice” (Kern and State, 2009, p. 4).
The steps for incorporating opportunities for choice making are simple.
First, we think about, identify and list each type of choice we are wiling to offer.
Then as we plan each lesson, we can refer to our list of possible choices.
Next, we determine which choices are appropriate and convenient for the type of lesson being taught.
Then, we provide a range of choice for students to select from during each lesson.
Finally, offering students an opportunity to give feedback about their choices and allowing them to provide input about future choices is also helpful.

51. Create a Menu of Choice Options
Type of tasks:
Order of tasks:
Kinds of materials:
Whom to work with:
Place to work:
Choice of how to use time:
Participant Activity :
Now you will have an opportunity to think about the kinds of choices you might be willing to offer students in your classroom. USE Handout 3: Effective Classroom Practice: A Menu of Choice Options
With a partner use 10 minutes to brainstorm a list of choice options. Consider each of the categories we’ve discussed (type of task, order of tasks, materials, whom to work with, place to work, and choice of how to use time). On your paper write down choices you personally are willing to give. Don’t worry if you and your partner each end up with a different list.
When I give the signal, find a different partner and share the ideas you have listed on your paper. If your partner has a new choice that you’d be willing to offer to your students, add it to your list.
When I give the signal again – you will share lists with one more partner.
Give participants time to work on their list and share responses with at least 2 different partners. (8-10 minutes) After participants have time to work and discuss with partners, lead the following discussion with the whole group.
Call on participants to share ideas they thought of for each category. If ideas were not identified for all categories some possible answers are listed below.
Possible Answers:
Type of task = written document, oral presentation, video display
Order of task = complete odd numbered problems first, then even numbered questions
Materials = type or handwritten; pencil, marker or ink;
Whom to work with = peer, teacher, partner, group, independent
Place to work = desk, floor, table, hall, library
Choice of how to use time = (several possibilities)
When to complete task = current period, next period, free period, homework
What to do after task = read quietly, use a computer, work on other assignments
How long to work before a break = 10 min, 20 problems, 2 chapters

52. Offering Choice Remember . . .
Every lesson does not have to include all of the choices on your list, but if each lesson you teach provides at least one opportunity for choice, students are likely to benefit
When you incorporate choice, start small (offer 1 or
2 choices). You can then expand the number & type
of choice options you will incorporate into your lessons
REMEMBER: When you incorporate choice, start small. Offer 1 or 2 choices. As you become more comfortable with this skill, you can expand the number and type of choice options you will incorporate into your lessons.

53. 3. Opportunities to Respond (OTR)
The practice we are focusing on today is giving students Multiple Opportunities to Respond (OTR). Using this technique is one way to keep students actively engaged with instruction.
One research based, effective practice for keeping students actively engaged is providing multiple opportunities for response.

54. (Stichter, Lewis, Richter, Johnson & Bradley, 2006)
What is OTR?
A variation of 4 key components:
Teacher instructional talk
Prompts given to students
Wait time for the response
Specific feedback for correct responding
**Can be provided individually or to whole class
(Stichter, Lewis, Richter, Johnson & Bradley, 2006)

55. Opportunities to Respond (OTR)
ANTECEDENT
Teacher Provides:
Prompts
&
Wait time
BEHAVIOUR
Student Responds:
Read
Write
Verbal Answer
Motor/Gesture
CONSEQUENCE
Teacher Provides: Specific,
Positive
Feedback
We can think about OTR in terms of the traditional ABC model of behaviour (antecedents, behaviour and consequences).
The teacher provides a question, prompt or cue that sets the occasion for students to respond (this is the antecedent). The student response may be written, choral, verbal or a motor (this is the behaviour).
If the teacher provides an antecedent or question that brings a correct response or answer, this allows a chance to provide specific, positive feedback as a consequence.
Providing frequent opportunities to respond sets the occasion for students to receive high rates of feedback and experience high rates of success. This tends to increase academic engagement and decrease problem behaviour.

56. Why maximise OTR?
Demonstrated to significantly increase on-task behaviour
When students are productively engaged in their work there is less chance of problem behaviour
(Colvin, 2009, p. 48)
When students are required to sit for long periods of time without the opportunity to respond or participate, it increases the likelihood that problems will occur- especially for at-risk and high-risk students
(Colvin, 2009, p.48)

57. Opportunities to Respond Example
Dr. Terry Scott (University of Louisville) – Example of OTR & Specific Praise

58. (Sprick et al., 2006; Stichter et al., 2006)
Optimal Rates of OTR
Teacher talk = 40-50% of the instructional period
Prompts = once per 3.5 minutes (on average)
Wait time = 3 or more seconds
Feedback = ratio of 4 positive to 1 corrective
*Focus = Is the teacher creating opportunities for
students to DO something rather than just
being passive recipients?
(Sprick et al., 2006; Stichter et al., 2006)
These are the recommended rates of opportunities to respond.
When introducing new material, the goal is the have students responding at a rate of 4-6 responses per minute with 80% accuracy.
When reviewing previously learned material, a quicker pace of 9-12 responses per minute with 90% accuracy is the goal.

59. OTR: Example Read the classroom vignette
Determine how many opportunities to respond were provided to students during the instructional period
Identify whether each opportunity was an individual or whole class response
Provide Handout 4 : How Many Opportunities to Respond - to participants. Give 5 minutes to read the vignette and record answers. Discuss responses.
Answer:
6 opportunities;
4 were group responses; 2 were individual methods of response.

60. Ways to Increase OTR Track Students Called On Guided Notes
Response Cards
Class-wide peer tutoring
Computer-assisted instruction
This is a list of research-based strategies teachers can use to increase the opportunities for students to respond. NOTE: there a variety of ways to increase opportunities to respond (discuss these with staff) . . .
The first three strategies require little preparation
(tracking, guided notes and response cards) and are covered in this module
The last two strategies may be dependent on availability of equipment and/or require more information before implementing.
(computer assisted instruction & classwide peer tutoring)

61. A. Track Students Called On
Are all students called on?
Think of ‘doable’ ways to do this. . .
Use a seating chart & mark off when a student is called on to answer an academic question.
Draw students’ names from a jar
Increases individual responding
Allow “phone a friend” if student does not know answer
It is important that students experience high rates of
success. Think about whether a student can correctly
answer the question before calling on him or her.
The first strategy is to systematically keep track of which students have been called on. Using a tracking strategy may help a teacher consider whether students are being asked to respond equally. Using a strategy to track which students are called on also helps to monitor students who have not participated and increases the chance they will be called on.
Two simple strategies are listed here:
1) The teacher can use a seating chart and check a name off each time a student a student responds. Or…
2) Consider drawing students’ names from a jar.
However, it is important that students experience high rates of success. Think about whether a student can correctly answer the question before calling on him or her.
Are there other strategies you have used or can think of to keep track of which students are called on?

62. B. Guided Notes
Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________.
Rate of teacher instructional talk is ___% of an instructional period.
Optimal rate of prompts is ___ average per minute.
Effective wait time is ___ or more seconds.
Three common strategies to increase OTR are:
Tracking students called on
Guided __________
Response ________
Guided Notes are a second strategy to encourage student responding.
Guided Notes are teacher-prepared hand-outs that outline lectures, but leave "blank" space for key concepts, facts or definitions. As the lecture progresses, the learner fills in the spaces with content information.
Guided notes are a way of involving students during a lecture. Added benefits of guided notes include organizing and highlighting the important points of a lecture and guided notes provide students with an accurate summary of information they can use to study for tests.
This strategy may be used with most grades, but may be more applicable in secondary grades where lectures are frequently used to share new material.
This slide shows an example based on our “lecture” today.

63. C. Response Cards
Cards, signs, or items simultaneously held up by all students to display their responses
Types of response cards:
Preprinted cards with standard answers:
yes/no, true/false, agree/disagree,
Preprinted cards with multiple answers:
letters, numbers, parts of speech, characters in a story
Write-on cards or white boards w/dry erase marker
Easy to manipulate, display and see
Response cards are another a powerful way to engage all students when asking questions. Response cards are signs, or items simultaneously held up by all students to display their responses. [DEMONSTRATE/ DISCUSS A VARIETY OF CARDS]
The types of response cards are as varied as a teacher’s imagination. Preprinted cards can be used, and reused, with yes/no or true/false printed on both side. Students raise the card on the side that is their response to a question.
Preprinted cards with multiple answers may also be used when a student has more than two responses to choose from. With a paper clip or clothes pin a student can indicate their answer.
Write-on cards can be made from 4 by 8 foot sheets of laminated bathroom board, cut into 9 X 12 inch response cards that each student can use. Dry-erase markers and paper towel can be used to write and erase answers.
Many schools and classrooms have a recycle bin of paper that has been used only on one side. Reusing paper makes an inexpensive and recyclable way for students to record answers.
Whatever is used, the response cards should be easy to manipulate, display and see by the teacher.

64. Use of Response Cards Teach, Model and Practice the Routine
Teacher gives question and wait time
Teacher gives cue for students to show answer
Students show response
Teacher gives feedback about correct answer
Students put down card and prepare for next question
Using response cards takes a little planning.
The teacher should identify and teach the routine she/he will have when asking students to use their response cards. Specific behavioural expectations about how to hold, respond, clean and prepare for the next question need to be planned, taught, modeled, and practiced so students are fluent in the use of the response cards.
Maintaining a lively pace of questions, responses, and clean up with short periods of time between questions is important for keeping students on task.
Teacher should use clear and consistent cues about holding up and putting down cards so students can keep up the brisk pace.
Using response cards is not a test. Rather it is a way to review and relearn material. Encourage students to look at each others’ cards to get the correct answer.
And of course, it is critically important for the teacher to recognise students who give correct answers and use their cards appropriately. Specific, positive feedback will increase the likelihood the students will remember the answer and repeat the behaviour in the future.

65. Use of Response Cards Maintain lively pace
Short time between questions
Give clear cues
OK to look at classmates’ cards
Specific, positive feedback for correct answers and use of cards

66. Methods of Student Engagement
Individual Response Boards & Cards
Clicker, Buzzers, Computer
Gestures

67. Response Card Practice
Routine:
I will ask a question and give you time to think.
I will say “Answer”
Show your card with your answer toward me.
Hold card up until I say “Cards down”.
Place card on table and put eyes on me.

68. Antecedent Strategies for Preventing Problem Behaviour
1. _____________________________
Simple requests prior to more challenging
Intermingle easy with more difficult
2. ______________________________
Type, order, materials, who, place, use of time
3. ______________________________
Track students called on
Guided notes
Response cards
USE a range of the RESPONSE CARD EXAMPLES (modelling them for staff during module)
For this slide you could  Laminate blank cards & get participants to write responses with whiteboard marker

69. Assess 3. I actively engaged students in observable ways
I provided a high rate of opportunities to respond during my instruction.
Yes No
b) I engaged my students in observable ways during teacher directed instruction (i.e., I use response cards, choral responding, and other methods)
c) I used evidence-based methods to deliver my instruction
Classroom Behaviour Management Practices CHECKLIST section (relevant to this topic)

70. References
Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behaviour, answering correctly, and participation. Journal of Applied Behavior Analysis, 9,
Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.
Colvin, G., Sugai, G., Good, R.H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344—363.
Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author.
Darch, C. B. & Kame’enui, E. J. (2004). Instructional classroom management: A proactive approach to behavior management. Upper Saddle River, NJ: Pearson.
Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.
Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp ). In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole.

71. References
Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice-making opportunities on the behaviour of students with emotional and behavioral disorders. Behavioral Disorders, 26 (2),
Kern, L. and Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1),
Kern, L. and State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18(2), 3-11.
Morgan, P. L. (2006). Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their efficacy as classroom interventions. Remedial and Special Education, 27 (3),
Powell, S. & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30 (1),
Scheuermann, B. K. and Hall, J. A. (2008). Positive Behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

72. References
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp
Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19,
Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12,
Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.
Stichter, J. P., Lewis, T. J., Richter, M., Johnson, N. J. & Bradley, L. (2006). Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models. Education and Treatment of Children, 29(4),