Classroom Management

1. Classroom Management Steve Romano Technical Assistance Director Illinois PBIS Network

2. Teach Expectations, Rules and Routines

3. Expectations and Rules Compared Routine: The set of steps that are followed for expectations/rules on a regular basis.

4. Big Idea to Application Expectation Be respectful Raise your hand. Rule • Think of an on-task topic or question. • Quietly, raise hand to share. • Wait to be called upon. Routine Rationale: Why?

5. Guidelines for Expectations Three to five positively stated expectations are established • Expectations are visibly posted • Classroom expectations/rules align with school- wide expectations/rules • Expectations/Rules are introduced and rationales are provided • Behaviorally specific examples are provided

6. Guidelines for Rules Consistent with School-Wide Expectations • Observable • Measureable • Positive • Understandable • Applicable – something the teacher will consistently enforce

7. Rules Fact Sheet

8. Guidelines for Routines • Easy to review and reinforce • Can be modeled • Logical steps the students follow

9. The real rules in any classroom are defined by reality – by what the teacher actually permits. -Fred Jones

10. Teaching Model Post Reinforce Teach Be Consistent! Monitor Prompt

11. Embedding Expectations and Rules Best lessons are taught daily/weekly throughout the year. • Pre-Correction: provide a description of what the behavior will look like prior to directing students to perform a task. • Cue, Prompt, Remind: provide a previously taught cue to remind students to choose the appropriate behavior. • Clearly Explain :provide a clear description of how students’ behavior did or did not meet the stated expectation. • Model: demonstrate how to follow the rule.

12. Create a Classroom Matrix Based on the School’s Expectations

13. Stay Close • Avoid redirecting from behind your desk. The optimum distance for given a “command” is 3 feet. Face to face redirection or even a gentle “touch” when speaking should only be used if it is part of your “style”

14. Be Quiet • Avoid yelling across the room, especially if you are asking a student to “be quiet”

15. Make Eye Contact • Be direct. Look students in the eye. When directing, correcting or redirecting, you have the “right” to ask a student to “look at me” when you are speaking directly to them

16. Give Them Time • The “five second rule” of wait time when calling for a response may seem like a lifetime to both you and the rest of the class. Keep other students at bay and give the “kid” a chance.

17. Describe Your Request • The “tough kid” thrives on loopholes; don’t leave any. Be specific and ask a student to repeat the request.

18. Be Non-Emotional • Don’t compete or lose your cool. Try to avoid being “preachy” or condescending,. Now the hard ones: avoid sarcasm, watch your tone and body language.

19. Reward Now For Compliance • Many student view points towards student of the month, week, or even day less important and not nearly as satisfying as some immediate recognition. A simple “cool ticket” or a verbal good job or an “attaboy” or simply an enthusiastic “yes” is sometimes a powerful tool.