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Designing Effective Classrooms. Cynthia M. Anderson University of Oregon. Overview. Universal classroom interventions Classroom rules Acknowledgement system Responding to problem behavior SWPBS and Classroom Systems. Universal Supports. Foundations Expectations and rules.

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designing effective classrooms

Designing Effective Classrooms

Cynthia M. Anderson

University of Oregon

overview
Overview
  • Universal classroom interventions
    • Classroom rules
    • Acknowledgement system
    • Responding to problem behavior
  • SWPBS and Classroom Systems
universal supports
Universal Supports
  • Foundations
    • Expectations and rules
rationale for rules in classrooms
Rationale for Rules in Classrooms
  • Provides
    • Structure
    • Consistency
    • Positive climate
  • Allow teacher to maintain positive environment & focus on academics
general classroom rules
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
general classroom rules1
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

rules for routines establish a predictable environment
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
designing classroom routines
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

example planning for transitions
Example: Planning for Transitions

Steps for Effective Transitions

  • Teach transition rules
  • Establish predictable transitions
  • Minimize frequency of transitions
universal supports1
Universal Supports
  • Foundations
    • Expectations and rules
    • Acknowledgement Systems
    • Strategies for responding to problem behavior
acknowledgement systems
Acknowledgement Systems
  • Increase pro-social behavior
  • Focus staff and student attention on desired behaviors
  • Foster a positive climate
  • Increase time spent on academics
why shouldn t we acknowledge appropriate behavior
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!
acknowledgement formal vs informal
Acknowledgement: Formal vs. informal
  • Formal Acknowledgement
    • Linked to SWPBS
    • Independent system
  • Informal Acknowledgement—CRITICAL
    • Frequency
    • Use to “turn situation around”
acknowledgement tips
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
acknowledgement systems1
Acknowledgement Systems
  • Whole-class
  • Small group
  • Individual student

In-depth systems

aligning with swpbs system
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
universal supports2
Universal Supports
  • Foundations
    • Expectations and rules
    • Acknowledgement Systems
    • Effective classroom layout
    • Strategies for responding to problem behavior
traditional strategies used for dealing with problem behavior
Traditional Strategies Used for Dealing with Problem Behavior
  • Time out
  • Demerit or fine
  • Detention
  • Writing assignment
  • Deprivation of some reward
why haven t the traditional strategies been effective
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
effective consequences for misbehavior require a system
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

strategies tips for teachers
Strategies: Tips for Teachers
  • Avoid stopping lesson to respond to student misbehavior
  • Use immediate consequences when feasible
  • Pick your battles

But.....

overview1
Overview
  • Rationale for Classroom interventions
  • FBA of a classroom
  • Universal classroom interventions
  • Building capacity for classroom PBS
next steps build the system

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

overview2
Overview
  • Rationale for Classroom interventions
  • FBA of a classroom
  • Universal classroom interventions
  • Building capacity for classroom PBS
university of oregon school psychology
University of Oregon School Psychology

Cynthia M. Anderson, PhD

canders@uoregon.edu

541.364.2617

your classroom vision
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?
well managed classroom
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
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