Classroom Management: Systems & Practices

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

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. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

9. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

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

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

12. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide 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. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

16. Enhanced PBS Implementation Logic

17. Effective classroom managers 1 Minute Attention Please • 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)

18. Three Basic CM Elements • Instructional/Curricular Management • Environmental Management • Proactive Behavior Management

19. Essential Behavior & Classroom Management Practices SeeClassroom 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 1 Minute Attention Please • 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)

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

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

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

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

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

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

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

37. 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. 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 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements

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

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.