Chapter 4

1. Effective Behavior Management in the Classroom SettingMichele WackmanAdapted from George Sugai Chapter 4

2. PURPOSE Provide brief overview of SWPBS practices & systems of behavior support in classroom settings. • Guiding principles • Classroom practices & systems

3. WHY DOES IT MATTER? Students who perceive teachers as creating a caring, well-structured learning environment in which expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of engagement are associated with higher attendance and test scores - variables that strongly predict whether youth will successfully complete school and ultimately pursue post- secondary education and achieve economic self- sufficiency. Adena M. Klem, James P.Connell Journal of School Health * September 2004, Vol. 74, No. 7

4. Classroom Management • Preparing to train staff on PBIS Classroom Tier 1 • 5 Guiding Principles • 10 Classroom Management Practices

5. Five Guiding Principles Classroom Behavior Management & PBIS

6. GP #1: Good teaching one of our best behavior management tools STUDENT ACHIEVEMENT Good Teaching Behavior Management

7. GP #2: Apply three tiered prevention logic to classroom setting Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~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

8. GP #3: Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations

9. ADJUST for Efficiency DEFINE Simply MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE InSetting GP #4: Teach social skills like academics

10. GP #5: Build systems to supportsustained use of effective practices

11. TOP 10 Classroom Management Practices Page 86-87 Manual

12. Why Formalize Classroom Management? Academic achievement Social success Effective & efficient teaching Class Acts by Forlini, Williams & Brinkman (2010)— Expectations, Transitions, cueing, prompts, proximity, signaling, positives etc.

13. #1 Minimize Crowding/Distractions • Arrange furniture to allow easy traffic flow • Adequately supervise all areas • Designate staff & student areas • Determine seating arrangement

15. #2 Maximize Structure/Predictability • Teacher routines: volunteers, communications, movement, planning, grading, etc. • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

16. #3 State, Teach, Review, & Reinforce - Expectations • Establish behavioral expectations/rules • Teach rules in context of routines • Prompt or remind students – pre-teach • Monitor students’ behavior in natural context & give specific feedback • Evaluate effect of instruction Routine matrix: SWPBS workbook pg. 93

17. Responsive Classroom Practices • Morning Meeting • Rule creation • Interactive Modeling • Role-playing • Positive teacher language • Logical consequences • Classroom organization • Collaborative problem-solving

20. Designing Classroom Routines

21. #4 Acknowledge Appropriate vs. Inappropriate Behavior • Ratio at least 4:1 • Interact positively once every 5 minutes • Follow correction for behavior violation with positive reinforcement for rule following

22. #5 Vary Opportunities to Respond • Individual/group • Response type – written, oral, gestural • Increase participatory instruction *Learning Styles* *Culturally Responsive Teaching*

23. #6 Maximize Active Engagement • Vary format – written, choral, gestures • Specify observable engagements • Link engagement with outcome objectives • Tasking

24. #7 Active & Continuous Supervision • Move • Scan • Interact • Remind/pre-correct • Positively acknowledge

25. #8 Respond Quickly, Positively, and Directly to Inappropriate Behavior • Respond Efficiently • Attend to appropriate behaviors • Follow school procedures *Intercultural CONFLICT Style Inventory*

26. #9 Vary Strategies for Acknowledging Appropriate Behavior • Social, tangible, activity, etc. • Frequent v. infrequent • Predictable v. unpredictable • Immediate v. delayed

27. Free Classroom Rewards/Incentives • Class DJ • Late work coupon • Homework pass • Bring stuffed animal • Sit at teacher’s desk • Use a special chair • Choose your seat • Pick a song to listen to at end of class • Free time • Extra recess • Do odds/evens • One minute late pass • Eat lunch w/ teacher & friend • Skip morning work • Pick your own partner pass • Use a pillow on the floor • Chew gum • Use teacher’s supplies • Read a book to the class • Read a book to the principal • Line leader • Leave class 1 minute early

28. Characteristics of Effective Praise • Good praise follows the “if-then” rule. • Make sure students are doing exactly what you want them to be doing • Praise them within 1 or 2 seconds after the behavior occurs • If it is an on-going behavior, praise during the behavior

29. Characteristics of Effective Praise • Effective praise: • includes student’s names • is descriptive • Simply describe what the student is doing at the time - focusing on actions • is convincing/genuine • is varied • does not interrupt the flow of instruction

30. #10 Provide Feedback for Errors/Corrections • Indicate correct behaviors • Link to context • Provide contingently

31. Infrequent Errors • Respond proactively to infrequent social behavior errors • Signal • State rule and expected behavior • Ask student to state/show expected behavior • Give positive feedback

32. Chronic Errors • Precorrect=prompt for desired behavior in problem context • go to problem setting/situation • get attention of students • give reminder or opportunity to practice skills • watch child for demonstration of skill • acknowledge demonstration • Provide positive feedback

33. Avoid Escalating Behavior & Power Struggles DO • Listen carefully • Give personal space • Remain calm • Be aware of the environment • Be alert • Be consistent and focused • Enforce limits • Remain in control • Use “ok” and “not ok” • Follow through • Be aware of your body language Don’t • Show fear • Over/under react • Argue or confront • Make false promises • Threaten • Use jargon • Use “right” or “wrong”

34. Essential Behavior & Classroom Management Practices Classroom Management Self-Checklist SWPBS Workbook Page 89

36. Classroom Management: Self-Assessment

37. Group Contingencies • Can range from a small group of students... • Up to the whole building • Contingencies are designed so that peers will encourage positive behavior

38. Group Contingencies • Three types: • “All for one” (All student’s behavior in the group earns reward for the group) • “One for all” (One student’s behavior earns reward for group) • “To each his/her own” (Independent groups earn rewards for the group based on member’s behavior)

40. Puzzle Pieces LINKS

42. The Peace Table The Peace Table is an ideal spot in the classroom for the children to be assertive about their needs.  This is a designated area in the classroom where the children can talk to each other about difficulties they may be having.  • Friendship Fix-Its: • Shake hands • Give High 5 • Give a hug • Play together • Sit together at • lunch • Draw a nice • picture

43. Whole Group Contingency Small Group Contingency

44. Greeting at the door..... • Teachers who stand at the door and greet their students have fewer disruptions throughout the day -Boynton, M. & Boynton, C. • (2005) • True for Elementary and Secondary students • TUMS • Touch • Use name • Make eye contact • Smile

45. Compliment Board 30 compliments = Popcorn Party

46. Mystery Motivators DEFINITION Mystery Motivators are incentive systems designed to deliver random rewards for appropriate behavior. They can be used with single students, teams, or with a whole class.

47. Resources • pbis.org • pbisworld.com • Interventioncentral.org • Pinterest-- “classroom discipline” or “classroom management ideas” • Class Acts by Forlini, Williams & Brinkman (2010) • Classroom Assessment Tool (CAT)—Assessment tool to help teachers evaluate their classroom management (Florida PBIS)

48. Recap & Reflect • Take 2 minutes to reflect on PBIS in the classroom (written or silently) • What area are you strongest in? • Where could you put more focus? • What ideas did you hear than may help you in this area?

49. Team Action Planning As a team, take 4 POST-IT notes. Use them as follows and then post on your team’s poster. • 1. WHO will be involved in the presentation to staff about PBIS Tier 1 classroom management? • 2. WHICH ideas that you saw will you use? • 3. HOW will you share this information? • 4. What will you need to complete this presentation? TT asas follows, and then post on your team’s poster. • WHO will be involved in the presentation to staff about PBIS Tier I Classroom Managemhat you saw will you use? • HOW will you share this information? • WHAT will you need to complete this presentation? follows, and then post on your team’s poster. • WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? • WHICH ideas that you saw will you use? • HOW will you share this information? • WHAT will you need to complete this presentation? as follows, and then post on your team’s poster. • WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? • WHICH ideas that you saw will you use? • HOW will you share this information? • WHAT will you need to complete this present Tools to Consider Using: *Classroom Management Checklist—SWPBS pg.89 *Routine Matrix--SWPBS pg. 93

50. At Break Time… • After posting your mini-action plan on your poster, browse at least 3 other teams’ posters and read through their plans • Be sure to write a shout-out to at least 1 other team (Bring pen or marker)