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Designing Effective Classrooms

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 Managing escalations. Universal Supports. Foundations

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Designing Effective Classrooms

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  1. Designing Effective Classrooms Cynthia M. Anderson University of Oregon

  2. Overview • Universal classroom interventions • Classroom rules • Acknowledgement system • Responding to problem behavior • SWPBS and classroom systems • Managing escalations

  3. Universal Supports • Foundations • Expectations and rules

  4. Rationale for Rules in Classrooms • Provides • Structure • Consistency • Positive climate • Allow teacher to maintain positive environment & focus on academics

  5. 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

  6. 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

  7. 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

  8. 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

  9. Action Planning • What are your classroom rules? • Do 80% of students consistently follow rules without reminders or prompts? • Are there other problems occurring in your room? • Consider: • Are your rules linked to the SWPBS program? • Do your rules reflect common discipline problems? • Do all students know and understand your rules and consequences? • Are your rules clearly stated, positively worded, and few in number? • What changes could you make to your rules?

  10. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior

  11. Acknowledgement Systems • Increase pro-social behavior • Focus staff and student attention on desired behaviors • Foster a positive climate • Increase time spent on academics

  12. 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!

  13. Acknowledgement: Formal vs. informal • Formal Acknowledgement • Linked to SWPBS • Independent system • Informal Acknowledgement—CRITICAL • Frequency • Use to “turn situation around”

  14. 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

  15. Acknowledgement Systems • Types of systems • Whole-class • Small group • Individual student

  16. Acknowledgement Systems • Whole-class • Best for • Discrete activities • Situations when each instance of correct behavior can be acknowledged • Embed within other systems • Examples

  17. Acknowledgement Systems • Whole-class • Small group- “teams” • “Work bursts” • Example: Classroom Game (TGBG)

  18. The Good Behavior Game • Overview • Rationale for use • Planning for TGBG • Implementing TGBG • Potential pitfalls and problem solving

  19. TGBG: Overview • General overview • Students divided into teams • Points allocated based on student behavior when game is in effect • Rewards delivered periodically (end of day, end of week) based on points earned

  20. 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

  21. Rationale for use • Large body of empirical support • Easily modified for • Different class sizes • Age groups • Ability levels • Activities • Daily variations in the classroom

  22. Variations of TGBG • Points for inappropriate vs. appropriate behavior • Appropriate: start at zero • Inappropriate: start at pre-determined number

  23. Variations of TGBG • Points for inappropriate vs. appropriate behavior • Tiers of acknowledgements • Primary acknowledgement—team with most points • “Good job” acknowledgement for all teams above (or below) criterion

  24. Variations of TGBG • Points for inappropriate vs. appropriate behavior • Tiers of acknowledgements • Known vs. unknown criterion • Known criterion—announced before game begins • Unknown • Teacher knows and announces at end of day • Surprise to everyone

  25. Variations of TGBG • Points for inappropriate vs. appropriate behavior • Tiers of acknowledgements • Known vs. unknown criterion • Standing teams vs. rotating teams

  26. Planning for TGBG • Why might you use TGBG?

  27. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Are expectations and rules established and taught? • Consider existing acknowledgement systems—are they working? • Remove or modify other acknowledgement systems?

  28. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • Points for inappropriate vs. appropriate behavior • Tiers of acknowledgements • Known vs. unknown criterion • Standing teams vs. rotating teams

  29. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • During specific activities each day • For an entire class period • During “randomly selected” activities each day

  30. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • How will teams be chosen? • Randomly determined teams • Random with some planning • Constant versus changing teams

  31. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • How will teams be chosen? • What appropriate behaviors will be targeted? • Link to your classroom expectations and rules for that activity or routine

  32. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • How will teams be chosen? • What appropriate behaviors will be targeted? • Identify acknowledgements and delivery criterion and schedule

  33. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • How will teams be chosen? • What appropriate behaviors will be targeted? • Identify acknowledgements • Prepare needed materials • Acknowledgements to be used • Materials to track points • List of team members • Rules posted

  34. Red Team

  35. Sample: Classroom Game + + + + + + - + + + - + + + +

  36. Planning for TGBG • Why do you want to use TGBG? • What other changes will you make to classroom management? • Which variations of TGBG will you include? • When will TGBG be scheduled? • How will teams be chosen? • What appropriate behaviors will be targeted? • Identify acknowledgements • Prepare needed materials • Introduce TGBG to the class • Rationale for game • How points are earned (lost) • When points will be traded and what can be earned • When game is and is not in effect

  37. Systems • Whole-class • Small group • Individual student • Acknowledgement contingent only on that student’s behavior • Examples

  38. Systems • Whole-class • Small group • Individual student • Acknowledgement contingent only on that student’s behavior • Advantages • Can individualize • Allows for acknowledgements to be tailored for student • Limitations • Less opportunity for student influence • Can be difficult to implement consistently while teaching

  39. Evaluation: Is what you are doing working? • Collect “baseline” data • Identify target behavior • Measure prior to implementation • Implement new program with fidelity • Compare baseline performance to intervention outcomes

  40. Potential pitfalls—problem solving • Students are not motivated to work for reward • Same group never earns a reward • One or a few students are picked on—as causing others not to benefit • What do you do when there is a substitute?

  41. When Your System doesn’t work • “Basics” are not in place • Rules are known by all and viewed as fair • Classroom is orderly and “works” • Curriculum matches academic level • Needed materials are available • Problems with acknowledgements • Not reinforcing • Schedule of delivery is too thin • Problems with team makeup • Problems with rule enforcement • System is confusing • Schedule is complicated • Competing classroom management systems • Plan for disruptions (e.g., substitutes)

  42. 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

  43. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior

  44. Traditional Strategies Used for Dealing with Problem Behavior • Time out • Demerit or fine • Detention • Writing assignment • Deprivation of some reward

  45. 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

  46. 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

  47. Reasonable and Logical Strategies

  48. Reasonable and Logical Strategies

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