How to Assert Academic Control in the Classroom

1. How to Assert Academic Control in the Classroom Presenter: Jim Wright www.intervention central.org

2. Classroom Management: Tier I Universal intervention: Available to all students Example: Additional classroom literacy instruction Tier I Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Supplemental peer tutoring in reading to increase reading fluency Tier II Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education Tier III

3. Key Concept: ‘Behavior Stream’ (Schoenfeld & Farmer, 1970) Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’) • When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors • Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to ‘capture’ student behavior effectively

4. Proactive Classroom Management: The Teacher’s Key to Positive Behaviors Group behavior management skills are the key to any well-run classroom and also promote improve learning. Most students do well and behave appropriately when: • The physical environment of the classroom is neat, orderly, and well laid out. • The teacher makes efficient use of time, gives clear directions, and instructs at a brisk pace to keep students full engaged in academics. • Students are active learners who ‘show what they know’ during instruction and receive teacher feedback and encouragement. • Classroom rules are fair, simple, and stated in positive terms. • The teacher actively scans the classroom to proactively head off behavior problems before they spiral out of control.

5. www.interventioncentral.org

6. Good Behavior Game(Barrish, Saunders, & Wold, 1969)

7. Good Behavior Game: Ideal for… using during academic study or lecture periods to keep groups of students academically engaged…

8. Good Behavior Game: Steps • Decide when to schedule the Game • Clearly define the 2-3 negative behaviors that will be scored: • Talking out • Out of Seat • Disruptive Behavior

9. Good Behavior Game: Steps • Decide on suitable daily (and perhaps weekly) team rewards • Introduce Game to class • Divide class into 2 or more teams • Put Game into effect: Score each individual negative behavior observed as a point for the student’s team

10. Good Behavior Game: Steps • If both teams come in at or under teacher-set limit, both win privilege or rewardIf both go over, the team with the lowest score wins

11. Good Behavior Game: Troubleshooting • Avoid temptation to overuse Game • If a student sabotages a team through bad behavior, put that student on his or her own team • If the Game appears to be losing effectiveness, check to be sure it is being implemented with care

12. Good Behavior Game Pt Limit=5 Team 1 Team 2 Out of Seat Call Out Disruptive Game Over