Getting the Pit Crew Ready: The Five Evidence-Based Practices Of Classroom Management

1. Getting the Pit Crew Ready:The Five Evidence-Based Practices Of Classroom Management Elsa Barrientos & Todd Pope New Techer Academy 2019

2. NORMS • Understand that those who work, learn. • Look for solutions, not blame. • Be honest. • Recognize that everyone has expertise. • Phrase questions and comments for the benefit of the group. • Share talk time.

3. Name Plates • Fold horizontally, hamburger, portrait • Twice • On the outside please write your name On the inside…

4. Think of your favorite teacher. • Describe the classroom • Name and grade • Describe the effect she had in your life. • On the inside of your name plate write about your teacher. • Turn to neighbor, introduce self and talk about your favorite teacher.

5. 5 Principles ofClassroom Management Identify and teach expectations

6. Identifying And Teaching Expectations

7. Favorite store • Home Depot • Target • Sephora • Walmart Why do you like your store? Walk to your favorite Store Logo located in corner

8. Relate The Classroom To Real World What you expect when you go to a store… • The Store: layout, organized, clean, labeled • The Merchandise: on display, accessible, and available • The help: management, efficiency, knowledgeable, and friendly

9. Average student50th percentile Average student with Classroom Management practices, 21st percentile Less More Rates of unwanted behavior

10. Expectations • Foundation of classroom management is a set of common expectations that generally describe desired behavior across all routines, settings, tasks, etc. within a classroom. • Shape values and climate of classroom • No more than five, • positively worded, • short, developmentally appropriate, • translate into specific behaviors

11. What should your classroom look like to meet those expectations?

13. Defining Rules • Two options: • Define rules for the classroom that go across all events • Define rules for each event P Follow directions. Treat others as you would want treated. Use good manners and appropriate language PracticeRespect A Be on time every day and stay on-task. Complete all assignments. Come to class prepared. Act Responsibly Use active listening Seek out others’ opinions Be assertive when stating your needs. Stay on-task W Work Together S Keep hands, feet, objects to self. Use respectful language. Be aware of your actions. Stay Safe

14. Example & Non-Example During independent work time, you work quietly and without disrupting others. This is respectful. During independent work time, you distract others by making noise and tapping your pencil.

15. Example & Non-Example You come into class loudly, saying hello to classmates and slapping people on the back. You ignore the “daily work” and make jokes with friends. • You show responsibility by coming into class quietly and sitting down. You start on your “daily work” right away.

16. Procedures You have your own routines and procedures…so does everyone else. A student has multiple teachers in one day.

17. 5 Principles ofClassroom Management Identify and teach expectations Establish procedures and structure

18. “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach.If a child doesn’t know how to behave, we punish?”Why can’t we say teach as easily with behavior? Instructional Approach to Behavior John Herner (1998), former president of the National Association of State Directors of Special Education

19. For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong; The First Days of School: How to be an Effective Teacher)

20. Actively Engage Students

21. 5 Principles ofClassroom Management Identify and teach expectations Establish procedures and structure Actively engage students

22. What Does Engagement Look Like?

23. Opportunities to Respond (OTR) • Anytime a student can respond to an academically-oriented task/question/prompt • Provides a sensitive measure of engagement

24. Verbal Written Action EXIT SLIPS

25. Remember…we all need practice without penalty when we are learning.

26. Strategies To Acknowledge Behavior

27. 5 Principles ofClassroom Management Identify and teach expectations Establish procedures and structure Actively engage students Reinforce expectations

28. Acknowledgement • Acknowledge and provide feedback to students on use of expectations and appropriate behavior • Praise, acknowledgement, feedback are synonymous. All used to let students know they are performing a skill correctly. • Create a comprehensive acknowledgement system to strengthen desired behavior • Behavior-Specific Praise • High-frequency acknowledgment • Long-term acknowledgement

29. Behavior-specific Praise

30. Behavior-specific Vs. General Praise

31. Washoe County School District, Reno NV www.pbis.org/common/cms/files/pbisresources/2_UsingRewards.ppt http://www.wfbschools.com/middleschool/Parent_Handbook_2017_18.pdf

32. http://www.pbis.org/ South Elementary Denver, Colorado

33. At Generic Middle School our Lions are Grrreat! Greatness means being… Respectful, Responsible & Ready Name: ___________________ Team: __________ Date: ____ Teacher: _________________ Place Stamp Here To:

34. Behavior-specific Praise • Benefits (Lampi, Fenty, & Beaunae, 2005; Marchant & Anderson, 2012; Stormont & Reinke, 2009): • Takes little effort and costs nothing • Improves student- teacher relationships • Not time consuming or intrusive • Increases on-task behavior and reduces problem behavior • Increases positive social and academic behaviors • Challenges: • Determine students’ preferred method of praise – public or private • Consider the needs of students who are more motivated by escaping tasks or activities rather than accessing teacher attention

35. Strategies to Manage Misbehavior

36. 5 Principles ofClassroom Management Identify and teach expectations Establish procedures and structure Actively engage students Reinforce expectations Manage misbehavior

37. Managing Misbehavior • Create a structured, comprehensive system to manage misbehavior that is built on re-teaching and reinforcing desired behavior prior to punishing misbehavior

38. Behavior Theory Desired Behavior Planned & Natural Reinforcement Antecedent Unwanted Behavior Reinforcement (Function)

39. Competing Contingencies/Consequences Ignore work or argue, etc Avoid work Make this most appealing Work request Complete work Gain skills Most engaging, successful, praise, active Talk to peer Peer attention Look at phone Peer attention; Get games, music, etc

40. 5 Principles ofClassroom Management Identify and teach expectations Establish procedures and structure Actively engage students Reinforce expectations Manage misbehavior

41. Key Points • Use of 5 principles = comprehensive and effective classroom management • Misbehavior is an opportunity to reteach • High rates of responding and behavior-specific praise are your two most effective tools

42. Does Your Table Look Like This? Thank you for helping me keep our area clean and organized 