Designing Effective Classrooms

1. Designing Effective Classrooms Cynthia M. Anderson University of Oregon

2. Overview • Universal classroom interventions • Classroom rules • Acknowledgement system • Responding to problem behavior • SWPBS and Classroom Systems

3. Universal Supports • Foundations • Expectations and rules

4. Rationale for Rules in Classrooms • Provides • Structure • Consistency • Positive climate • Allow teacher to maintain positive environment & focus on academics

5. General Classroom Rules • Linked to school-wide program • Relevant for YOUR classroom • What are problem routines, settings? • What behaviors would you like to see more of? • Positively stated & succinct • Target observable behaviors • Posted in public, easily seen place

6. General Classroom Rules • Linked to school-wide program • Positively stated & succinct (3-5) • Observable behaviors • Posted in public, easily seen place • Taught and re-taught frequently • Enforced consistently Teaching Matrix

7. Rules for Routines: Establish a Predictable Environment • Identify routines • How to enter class and begin to work • How to predict the schedule for the day • What to do if you do not have materials • What to do if you need help • What to do if you need to go to the bathroom • What to do if you are handing in late material • What to do if someone is bothering you • How to determine if you are doing well in class • Establish signals for correct behavior • Teach effective transitions

8. Designing Classroom Routines Orient to teacher, be quiet Explain rule, demonstrate Explain rule, students demonstrate examples and non-examples Walk to door, wait for teacher to begin walk Alarm rings, teacher raises hand

9. Example: Planning for Transitions Steps for Effective Transitions • Teach transition rules • Establish predictable transitions • Minimize frequency of transitions

11. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior

12. Acknowledgement Systems • Increase pro-social behavior • Focus staff and student attention on desired behaviors • Foster a positive climate • Increase time spent on academics

13. Why Shouldn’t we acknowledge appropriate behavior? • They should do it because it is the right thing to do • Rewards take away intrinsic motivation • They are too old for acknowledgement/rewards • Our kids don’t need that!

14. Acknowledgement: Formal vs. informal • Formal Acknowledgement • Linked to SWPBS • Independent system • Informal Acknowledgement—CRITICAL • Frequency • Use to “turn situation around”

15. Acknowledgement Tips • Simple systems are best • High frequency in new systems • Acknowledgement should be contingent on behavior • Avoid threats and response cost • Avoid removing opportunity for acknowledgement

16. Acknowledgement Systems • Whole-class • Small group • Individual student In-depth systems

17. Aligning with SWPBS System • Expectations match school’s • Using school-wide acknowledgement tokens? • If using school-wide tokens • Students can receive rewards in class for earning tokens • Continue collecting tokens for use in the school-wide reward system • Consider use of supplemental rewards for academic achievement/participation

18. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Effective classroom layout • Strategies for responding to problem behavior

19. Traditional Strategies Used for Dealing with Problem Behavior • Time out • Demerit or fine • Detention • Writing assignment • Deprivation of some reward

20. Why Haven’t the Traditional Strategies Been Effective? Practices without the… • Systems • System for defining and teaching expectations and rules • System for responding to errors • Acknowledgement system • Data • Expected behavior defined • Monitor student behavior • Monitor student/teacher interaction

21. Effective Consequences for Misbehavior Require a System • Applied consistently • Immediate feedback • Pre-determined plan for major, minor, repeat violations • Linked to context Requires a plan developed BEFORE the problem occurs for Major, minor, and repeated problems

22. Reasonable and Logical Strategies

23. Reasonable and Logical Strategies

24. Reasonable and Logical Strategies

25. Reasonable and Logical Strategies

26. Strategies: Tips for Teachers • Avoid stopping lesson to respond to student misbehavior • Use immediate consequences when feasible • Pick your battles But.....

27. Overview • Rationale for Classroom interventions • FBA of a classroom • Universal classroom interventions • Building capacity for classroom PBS

28. System Practices Data Next Steps: Build the System • Resources • Training • Materials • Technical support • System for implementation • Identify need • Build action plan • Develop plan for implementation WS Assess. Teacher AP Team AP

29. Overview • Rationale for Classroom interventions • FBA of a classroom • Universal classroom interventions • Building capacity for classroom PBS

30. University of Oregon School Psychology Cynthia M. Anderson, PhD canders@uoregon.edu 541.364.2617

31. Your Classroom Vision • What do you want your classroom to look like? • What should it feel like to a class member? • What do you want your students to accomplish? • What do you want to accomplish? • What should a visitor see? • How would you like a visitor to summarize your classroom? Would they say this now?

32. Well-Managed Classroom • Students are deeply involved in their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant