Designing effective classrooms
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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


Reasonable and logical strategies

Reasonable and Logical Strategies


Reasonable and logical strategies1

Reasonable and Logical Strategies


Reasonable and logical strategies2

Reasonable and Logical Strategies


Reasonable and logical strategies3

Reasonable and Logical Strategies


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

[email protected]

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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