Classroom Management

1. Classroom Management David Hulac, Ph. D Presented to Washington School Psychologists January 19, 2018

2. Academic Problems? • How do we address the needs of a child with serious academic problems? • LD Identification • Testing • Special Education • Intense interventions – one on one etc.

3. Academic

4. Mental Health Problems? Academic • BASC -2 • SED Identification • SED classroom • Behavior Plans? • Out of district placement • Alternative schools • Individual counseling

5. Academic Mental Health Social Skills

6. Academic Mental Health Social Skills Problems? • Intense social skills instruction • Behavior intervention plans • Alternative placements etc.

7. Academic Mental Health Social Skills 3 3 3 Tier 3 stuff

8. Academic Mental Health Social Skills 3 2 2 2 3 3 Small group interventions/ curriculum Group counseling Social Skills Groups

9. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 High Quality Curriculum Progress Monitoring Mindfulness training Mental Health education Social skills curriculum Guidance

10. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 None of these things can happen if we cannot manage our classrooms

11. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 In schools we teach. We must allow teaching to occur.

12. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1

13. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 Lost opportunities to practice. Lost instruction time. Students don’t feel safe enough to learn.

14. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 Teachers yell more potentially Exacerbating trauma. Physical and Verbal aggression increases.

15. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 Reduced opportunities to learn social skills Poor modeling of problematic social skills.

16. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 Classroom Behavior Management

17. Academic Mental Health Social Skills 3 2 1 2 1 2 3 3 1 Classroom Behavior Management The bedrock of schools

18. Example • Baltimore • Kids are randomly assigned to first grade classrooms.

19. Impact of First Grade Teacher CapacityBaltimore Longitudinal Data on Top 25% Aggressive First-grade Boys: Risk of Being Highly Aggressive in Middle School (Kellam, Ling, Merisca, Brown, & Lalongo, 1998) Do we prevent some problems? 45

20. In other words • Classroom management is critical for student mental health.

21. Wait a minute, don’t teachers learn classroom management in schools?

22. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings.

23. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings.

24. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings. 2. Most programs function under the belief that “instructional virtuosity” will render the need for classroom management moot because all students will be enthralled with the flawlessly executed lesson that they will be unable to act out.

25. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings. 2. Most programs function under the belief that “instructional virtuosity”will render the need for classroom management moot because all students will be enthralled with the flawlessly executed lesson that they will be unable to act out.

26. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings. 2. Most programs function under the belief that “instructional virtuosity” will render the need for classroom management moot because all students will be enthralled with the flawlessly executed lesson that they will be unable to act out. 3. Teachers are encouraged to come up with a philosophy for classroom management based upon their own beliefs about child development.

27. National Council for Teacher Quality (NCTQ) 1. Most teacher education programs are not deliberately teaching the science of classroom management in class and clinical settings. 2. Most programs function under the belief that “instructional virtuosity” will render the need for classroom management moot because all students will be enthralled with the flawlessly executed lesson that they will be unable to act out. 3. Teachers are encouraged to come up with a philosophy for classroom management based upon their own beliefs about child development.

28. NCTQ • Classroom management is the #1 problem for teachers (The New Teacher Project, 2013). • Main contributor to teacher burnout (Aloe, Amo, & Shanahan, 2014; O’neill & Stephenson, 2011).

29. Many teachers have even reported leaving the field due to frustrations with student behavior problems (US Department of Education, 2000-01).

30. Of course, some do manage to succeed.

32. Getting into the heuristic

33. Said differently • Students perform behaviors to: • Get something tangible • Get to do something they want • Get attention • Avoid something they don’t want • Avoid attention • Internal reinforcement Positive Reinforcement Negative Reinforcement Automatic Reinforcement

34. Problem with ABC models • Too simplistic when looking at one behavior. • Two types of antecedents

35. Concurrent Schedules (cont’d) • When similar reinforcement is scheduled for each of the concurrent responses: • the response receiving the higher frequency of reinforcement will increase in rate • the response requiring the least effort will increase in rate • the response providing the most immediate reinforcement will increase in rate Slide source: http://www.slideshare.net/ebisuganya/schedules-of-reinforcement

36. Concurrent schedules of reinforcement • Think about a cafeteria lunch. Which is going to get thrown away?

37. Concurrent schedules of reinforcement 4 2 • There are five schedules of reinforcement in effect. 1 5 3 1 – Breaded mystery deliciousness 2 - Oranges 3 – Orange breaded mystery deliciousness 4 - Milk 5 - Salad

38. Concurrent schedules of reinforcement 4 2 • There are five schedules of reinforcement in effect. 1 5 3 1 – Breaded mystery deliciousness 2 - Oranges 3 – Orange breaded mystery deliciousness 4 - Milk Which are kids going to eat? 5 - Salad Which are kids not going to eat?

39. Behaviors are like a church potluck What goes quickly? • Deviled eggs (easy to eat) • Cheesy Potatoes (warm & fatty) • Mashed potatoes (warm – great with butter). • Nachos Meat etc. What goes slowly? • Veggie tray

40. Which would you choose?

41. Which would you choose?

42. Which would you choose?

43. Which would you be more likely to eat?

44. Which would you choose? Depends how hungry you are!

45. I eat horribly at a church potluck. • Most people do. • This is a problem behavior. • The environment elicits it.

46. Describe well-managed classrooms

47. “Effective vs. Ineffective teachers” • No difference in the way they addressed problematic behavior. Source: Kounin, 1970

48. The teachers of classrooms that are well managed . . . • Take preventative measures • Make desirable behaviors easier/more rewarding • Undesirable Behaviors more difficult

49. Most of this presentation

50. Teachers of well managed classrooms • With-it-ness – Aware. • Constantly moving around in the classroom. • Communicate to students that they know what is going on in the classroom • Well planned activities with very few gaps. • Students always have something to do • Student needs are anticipated • Everybody has the opportunity to respond. • Students called on randomly Kounin, 1970