Enhancing Teachers Classroom Management Efficient and Effective EvidenceBased
Enhancing Teacher’s Classroom Management: Efficient and Effective Evidence-Based Strategies Cassandra Townshend Amy Wheeler-Sutton VTPBi. S State Team Members 1
Adapted From…. Brandi Simonsen, Ph. D Kathleen Lane, Ph. D www. pbis. org www. cber. org
Survey Says! Sampling of Responses Effective: • Individual and group rewards • Alternative spaces, room set-up • PBIS, Responsive Classroom, Olweus, CPS, LSCI • Goal setting • Modeling • Communication w/ parents (+&-) • Multi-sensory instruction • Offering choice • Building community Challenging: • Timely parental contact for students doing well • Whole group rewards that includes students with problem behaviors • Defiance, seeking peer attention, task avoidance, side conversations • Punishment • 5: 1 reinforcement • Unstructured time, transitions
Learning Objectives: By the end of this training, you will have: • Discussed classroom management within the context of PBIS • Reflected on and assessed current strategies • Discussed foundational systems • Learned and applied several low-intensity classroom management practices • Learned the importance of understanding the function of behavior • Learned how to use data to improve classroom management • Had a really great time together!
SWPBS Systems e d i w l o o h c S Classroom Non-classroom Student Family
Framework SYSTEMS DATA PRACTICES Vermont PBIS Universal Training
What does the research say? • Teachers typically receive little pre- or in-service training in classroom management (Begeny & Martens, 2006; Freeman, Simonsen, Briere, & Mac. Suga, under review; Markow, Moessner, & Horowitz, 2006; Special Education Elementary Longitudinal Study, 2001, 2002, 2004; Wei, Darling-Hammond, & Adomson, 2010) • Multi-component training packages (didactic training + coaching + performance feedback + etc. ) result in desired behavior change, especially when trained skills are effective (e. g. , Abbott et al. , 1998; Allan & Forman, 1984; Hiralall & Martens, 1998; Madsen, Becker, & Thomas, 1968; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003; Rollins et al. , 1974; Simonsen, Myers, & Deluca, 2010). • Bottom line: “Training by itself does not result in positive implementation…or intervention outcomes” (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40 -41)
Share: 1. Did you receive pre-service training in classroom management? 2. Do you receive in-service training in classroom management? 3. Have you ever received coaching and performance feedback around classroom management?
Why Focus on Classroom Management? • Improves classroom climate • Creates shared ownership of the classroom • Develops students’ self-discipline Decreased disruptive problem behaviors Decreased teacher redirection Increased instructional time Increased academic learning time Increased academic success
What “kind” of students can display problematic behavior? Regular Ed ALL Special Ed All students can display problematic behavior. This is not a special education issue. It is an education issue.
6 Critical Features of Evidence-Based Classroom Management From the work of Brandi Simonsen, Ph. D
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
Maximize Structure • Design physical classroom environment to: – • • – • • Elicit expected behavior Ensure adequate supervision of all areas Designate staff & student areas Minimize crowding and distraction Arrange furniture to allow easy traffic flow Strategic seating arrangements – Groups, carpet, etc.
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Develop Predictable Routines • – – – Establish and explicitly teach smooth, efficient routines General classroom behavior Morning arrival/beginning of class period • Homework drop box • Attendance • Lunch count Asking to use the bathroom/get a drink Asking for help What to do when done **Transitions Interruptions Use of materials/equipment Morning Meeting Work settings **Transitions are often named by • Instructional teachers as the most difficult time of day • Independent • Group Dismissal/end of class period Did we miss any?
Examples of Effective Routines • Using Sign Language • Content-Based Transitions • Green, yellow, red cups (cafeteria/group work volume) • Sing song until everyone gets to the rug • What else?
Activity! With your neighbor…. . . 1. Identify 3 examples of what routines exist that allow for uninterrupted learning time 2. Discuss what routines might need to be added in order to maximize time for learning
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
5 P’s of Teaching Expectations Pre. Teach r e h c a Te Progress Monitor th 6 P Positively Reinforce g in n an l P Practice Prompt
Pre. Teach Behavioral Expectations • Establish 3 -5 Positively Stated Expectations • Connected to School-Wide Expectations • Clear • Fair What are your classroom expectations? • Make Visible • Define and explicitly teach what they look and sound like • Expectations Matrix • Lesson Plans (games, role play, etc. ) • Don’t forget to teach the why of the expectation – Why is it important for students to follow this expectation?
Posted Expectations Post Expectations
SETTING Teaching Matrix Expectations All Settings Hallways Playgrounds / n o i t a t c l e l i p ex ial sk c o s se Cafeteria Library/ Computer Lab tti Assembly Bus Study, read, compute. Sit in one spot. Watch for your stop. ng Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Respect Property be m a x re o i v ha Recycle. Clean up after self. s e l p Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can.
Social Skills Lesson Plan PROCEDURES FOR MONITORING & EVALUATING
Practice Behavioral Expectations Prompt Behavioral Expectations Strategies for Encouraging Positive Behavior Visual Reminders Pre-corrections Provide Choice Strategies for Discouraging Problem Behavior Re-direct Re-teach Conference
Positively Reinforce Acknowledging Expected Behavior Progress Monitor Students’ Behavior in Natural Setting • Active Supervision (Colvin, Sugai, Good, Lee, 1997): • Move around • Use proximity • Look around (Scan) • Interact with students • Give Acknowledgement • Give Feedback
Active Supervision: • • Allows for provision of immediate learning assistance Increases student engagement Reduces unexpected behavior; increases expected behavior Provides teacher with knowledge of students’ use of expectations Allows for encouragement of those using expected behavior Allows for prompts/pre-corrections and timely correction of social/behavioral errors Can preempt escalations Builds positive adult-student relationships
Active Supervision: While moving and scanning, you also want to address any unexpected behavior quickly and calmly, using the continuum of strategies including: 1) ignore/attend/praise 2) redirect 3) re-teach 4) provide choice 5) student conference
Active Supervision: Greeting Students: 1. State name 2. Give one positive statement 3. Give explicit instruction
Progress Monitor Students’ Behavior in Natural Setting • Collect data – Are the expectations being followed? – Have negative behaviors decreased? • • If not: who is making errors? where are the errors occurring? what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions – Do environmental/structural changes need to be made? – Is the instruction effective or does it need to be redesigned?
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
How do you achieve engagement? • Effective instructional design, curriculum, delivery, and strategies – Well-planned lessons – preparation is key! • During lesson planning, always think: “What could make this lesson more fun/engaging/relevant? ” – The students need to WANT to be there – Limit lecture-style
Evidence based practices that promote active engagement • • • Explicit instruction Differentiated and developmentally-appropriate instruction Multi-sensory instruction Computer-assisted instruction Class-wide peer tutoring Regular feedback High rates of opportunities to respond (OTR) (more on handout) Instructional choice (more on handout) Opportunities for emotional connection to curriculum Link engagement with outcome objectives
Activity! With your neighbor, discuss what you currently do to ensure that your students are engaged (e. g. , practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
Acknowledge Expected Behavior • Frequent Behavior-Specific Praise (BSP) (6: 1 ratio) (more on handout) • Group Contingencies • Behavior Contracts • Token Economies • What do you do to acknowledge expected behavior? • What do you do to recognize students who are the ones consistently rising above expectations?
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve
Respond to Unexpected Behavior • Error Corrections • Calm, neutral, private (when possible) • Differential Reinforcement • Planned ignoring • Time out from reinforcement
Understanding Function of Behavior • What does “function of behavior” mean? – The why of a student’s behavior • Why should you think about it? – To minimize inadvertent reward of the problem behavior – Respond in a way that will reduce behavior – Will help you better understand students’ behavior
Behavior change occurs when the antecedents and consequences are manipulated effectively, based on function. Slide from Beautiful Minds of Princeton/Credit: Karen Umstead M. Ed BCBA
Two Basic Functions P o s i t i v e R e i n f o r c e m e n t Negative Reinforcement from Horner & Sugai at www. pbis. org
Examples of Function in Schools • Obtain/Get Reinforcers –I yell and others look at me –I fight and others listen to me –I wander and people talk to me –I hit in order to get toys from other kids • Escape/Avoid Aversives –I cry when work gets hard and the teacher tells me to take a time out –I throw a book during math class and the teacher will send me out of class –I stand against the wall in PE so my classmates do not throw the ball at me Vermont PBIS Universal Training
It’s both about you… and not about you
Evidence Based Practices: Classroom Management 1. 2. 3. 4. 5. 6. Maximize structure in your classroom. Establish and teach expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge expected behavior. Establish a continuum of strategies to respond to unexpected behavior. Use self reflection and behavior data to progress monitor and problem solve.
Help teachers to self-reflect…. . Positive Behavior Support Classroom Management: Self-Assessment Revised 7 r Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai Center on Positive Behavioral Interventions and Supports University of Connecticut Version: April 7, 2006
Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e. g. , explicit classroom routines, specific directions, etc. ). Yes No 3. I have posted, taught, reviewed, and reinforced 3 -5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e. g. , writing, verbalizing) Yes No 7. I actively supervised my classroom (e. g. , moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e. g. , class point systems, praise, etc. ). 1. Actively supervise & precorrect 2. Maximize active engagement Yes No 3. Maximize opportunities to respond No 4. High rates of positive interactions 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Overall classroom management score: 10 -8 “yes” = “Super” 7 -5 “yes” = “So-So” <5 “yes” = “Improvement Needed” https: //www. pbis. org/common/cms/files/pbisresources/gsclassman 0907. doc Yes # Yes___
Other Data Sources to Consider…. . • Observations • Number of positive acknowledgements received • Office Discipline Referrals • Academic Grades What else?
Pick a problem time in your classroom Prevention: Remove/alter “trigger” for problem behavior Teaching: Define, instruct & model expected behavior Reward: Expected/alternative behavior when it occurs; prompt as necessary Extinction: Increase acknowledgement of presence of desired behavior Corrective Consequence: Use non -rewarding/non-reinforcing responses when problem behavior occurs Data Collection: Indicate how you know when you have a solution
Strategies for Refining Your Craft 1. Review what you are already doing – – Complete a self-assessment checklist Video yourself teaching Ask a trusted colleague/mentor to observe you and provide feedback/data Ask to observe a teacher who is very strong in classroom management 2. Identify an area for growth and set a reasonable goal (i. e. I will increase my rate of positive, specific feedback. ) 3. Monitor your progress on your goal
What was missing from Brandi’s 6 Critical Features? • Build classroom community and rapport with students – Interact in a positive, caring way to develop strong relationships • What do you do to develop relationships with all of your students? • Morning handshake greeting • Non-classroom teachers connecting with students outside of classroom (i. e. hallway, recess, lunch room) • What else? – Extra opportunities for relationship-building with struggling students • Library helper volunteer example • 2 x 10 strategy • What else?
Closing Activity 1. Take 5 minutes of private reasoning time to reflect on the 6 Critical Features of Classroom Management 2. Write down…. . . 3 Things I learned……. . 2 Things I want to pursue further……. . 1 Thing I will do immediately……. . 3. Share with your neighbor 4. We’ll hear a sampling of responses
Thank You and Next Steps • Visit the following websites for additional resources: – www. pbisvermont. org – www. pbis. org • Evidence-Based Classroom Strategies for Teachers – http: //www. ci 3 t. org – www. pbisworld. com • Check out the BEST/VTPBi. S PD Calendar
Additional Classroom Management Resources Vermont PBIS Universal Training
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