Nuts and Bolts of Preventative Classroom Management

1. Nuts and Bolts of Preventative Classroom Management PBS in the Classroom Erin Chinworth Ebony Dorsey Melinda Gallagher Jennifer Kain

2. What this is not… • This is not about teaching classroom management. You are already classroom managers. • This session is about connecting and intertwining PBS ideology with classroom management.

3. Why do we need this? • If you have more than 50% of your referrals in the classroom, you need help with classroom management. 86% of CMS is in the classroom. • Teachers know their content and how to help students academically, but they panic when it comes to behavior. • Another problem is that everyone is doing their own thing. PBS is about getting all teachers speaking the same language in their classrooms and increasing consistency throughout your school.

4. What it is…. • Every teacher has classroom management skills that they are implementing. Unless every teacher has the same procedures, there is no consistency and procedures are not clear to students. • These are the nuts and bolts of using PBS in classroom management. We want to address strategies that your school can use to get all teachers speaking the same language and teaching the same procedures.

5. A more accurate description of what effective classroom management requires is “ teacher self-management of instructional practice in group settings”. • What is “teacher self-management” and why is this effective classroom management? Knoster, (2009)

6. Self-management is… Bringing our own personal best into the classroom everyday enables us to be more effective in the classroom. • Physical Health • Mental Health • Emotional Health Since we cannot control our students behavior, the only power we have is in managing ourselves.

7. Agenda • PBS ideals – overview • Building rapport • Reflection • Consistency and clear expectations • Buy-in and academics • Mantra activity • Positive reinforcement • 4 to 1 activity • Universal classroom procedures and rewards • Brainstorm with your team or find a partner • Diffusers and classroom management strategies

8. The Grand Illusion • The idea that you are going to control or manage how someone else acts. • However, what we do (how we act) in the classroom does directly influence how our students act. Knoster, (2009)

9. Building Rapport • Set goal of all communication to be reciprocal and equal – connect with the other person you are communicating with whether it is a student, a co-worker, a family member, or a friend. • “I don’t have the right to choose which students I build a rapport with. I can choose in my personal life, but not at school.” • We must proactively reach out to those kids that we have a hard time connecting with. Knoster, (2009)

10. Building Rapport continued… • All behaviors are contextual – different for all based on cultural, spiritual, experiences, etc. • The need for belonging is more primary than physical needs (reversal of Maslow’s hierarchy). • We all need to feel safe in our social relationships. PBS does not FIX top-tier kids, but it gives them support to be successful. Wonnacott & Moore, (2009)

11. Evaluate Yourself…. • Minimally, you want 80% of your interactions with students invested in prevention through positive rapport-building and no more than 20% of your time in responding to (intervening on) student inappropriate behavior. • Spend a moment and think about your classroom and how much time you spend building rapport versus disciplining students. • What are some ideas that you have that can help improve your rapport with students?

12. Ideas for Building Rapport • Go to student’s performances, athletic events, after-school programs, etc. • Take an interest in the books that they read, the movies they watch, and the songs that they hear. • Notice if they get a haircut or have new shoes. Show interest in them… who they are and what they do.

13. It’s more than being hip… • Show appropriate facial expression, • Use appropriate tone of voice, • Be physically close, • Use Appropriate touch, • Show appropriate body language, • Listen while the student speaks, • Show empathy, • Ask open ended questions, and • Ignore “junk” behavior. Knoster, 2009

14. “It has to be about improving Quality of Life – not just decreasing bad behaviors.” • Student quality of life • Teacher quality of life • Our mission should be to create supports & opportunities for quality of life. It should be about empowering individuals. Horner, (2009)

15. Consistency and Clear Expectations “Consistency of enforcement of procedures gives the students clarity and lessens atmosphere of confusion and chaos throughout the school.” -Clinton teacher, 2009 “During the first week rules were explained. Throughout the year, no. Very little consistency between teachers and no follow-through on discipline.” - Clinton student, 2009

16. Staff Buy-In • Teachers know their content and how to help students academically, but they panic when it comes to behavior (Hatton, 2009). • Behavior and academics cannot be separated out! They must go together. (Response to Intervention with Positive Behavior Supports) • Good instruction doesn’t mean anything if behavior isn’t good enough to allow it; and perfect behavior means nothing without good instruction (Abernathy, 2009).

17. Both sides of the triangle must be strong

18. Research • Class-wide systems of PBS increased amount of academic instructional time by 57%, amount of on-task behavior by 24% (Putnam, Handler & O’Leary-Zonarich, 2003; Putnam, Handler, Rey & O’Leary-Zonarich, 2002) • The relationship between problematic behavior and academic performance strengthens over the course of middle school (Roeser, Eccles, Sameroff, 2000) • Schools implementing SW-PBS scored higher on state Reading tests than non-PBS schools (FL PBS Project, 2007; Horner, Sugai, Todd, & Lewis-Palmer, 2005)

19. Mantra • Classroom procedures must correlate to school-wide mantra. Let teachers make their own, but create them using the same language of the school-wide expectations. • Classroom expectations should follow the same format as the school-wide mantra. • Procedures must be observable, measurable, positively stated, with no question about meaning. (Lewis, 2007)

20. Pet Peeves & Self-Management • Most “Pet Peeves” can be sufficiently addressed through preventative classroom management approaches (Knoster, 2009). • Jot down your pet peeves, those student behaviors that tend to send you over the edge. • Make sure your classroom procedures address your personal pet peeves to prevent frustration and to create an environment that is workable for you.

21. Jennifer’s Classroom Procedures PRIDE Procedures:Enter class; sharpen pencil; start bell work; sit in assigned seat Respect:Show respect by borrowing materials at beginning of class and returning them at the end. Individuals: Do your work individually. Class work is done everyday. Write it in your spiral. You may redo any test. Differences:We will celebrate everyone’s different birthdays on Fridays. You will be rewarded for your good behavior. Everyday:Be prepared everyday. Come with a pencil and your math spiral everyday. Quiz every Friday; bell work everyday.

22. SCOTS Example • Student made videos are an excellent way to teach classroom procedures. • Use humor to keep interest, but be clear on expectations. • While you watch video pay attention to skills and strategies for classroom management • Stop, redirect, reinforce • defusers

23. Activity In groups of 4 to 6, choose a school mantra and develop classroom procedures using the same language and format. Share with the group…

24. Positive Reinforcement • Teach – define, teach, and reward expectations. ALL staff must do this to gain success. (Wonnacott & Moore, 2009) • Avoid responding to junk behavior by positively recognizing the students who are following expectations. Give positive rewards to students who are in close proximity to students with problematic behavior. (Knoster, 2009)

25. Providing Positive Reinforcement • Tell the student what he or she did that was correct. • Stay close when acknowledging appropriate behavior. • Provide positive acknowledgement that fits the situation. • Provide the positive consequence within 3-5 seconds of recognizing the appropriate behavior. Knoster, (2009)

26. 4 to 1 • Strive to achieve a four to one ratio of positive reinforcement for appropriate behavior for each instance where you provide corrective feedback for problem behavior. (Knoster, 2009) • What are some compliments you can give your students? Make a list! (Add your ideas to the Building Rapport handout.)

27. Universal Classroom Procedures/ Rewards • This is tier 1 classroom support • School-wide classroom procedures • Classroom rules are developed according to school-wide expectations • Teachers teach procedures and reward students with a SW reward system

28. Examples of Universal Procedures • Restroom procedures- orange vest, clipboard • All students must use agenda for hall pass • Attention signal- peace sign • Paper heading • Dismissal procedure Can you think of other procedures that are universal in your school?

29. Examples of Universal Rewards • Tokens, bucks, tickets for school store • “Caught You Being Great” with candy • Free Dress Fridays • Send home letters to parents about rewards • Pizza parties • AttenDance • Students vs. Staff sports events Can you think of any other rewards that are universal at your school?

30. Defusing Problem Behavior • Defusing Anger and Aggression: Safe Strategies for Secondary School Educators with Geoff Colvin, PhD. • Our teachers watched short vignettes on defusing problem behaviors. See handout for notes on appropriate responses to angry and aggressive students.

31. 17 Classroom Management Strategies(See handout for descriptions) • Increase ratio of positive to negative teacher to student interactions • Actively supervise- continuously and positively • Positively interact with most students during lesson • Manage minor problem behaviors positively & quickly • Follow school procedures for chronic problem behaviors • Conduct smooth and efficient transitions between acitivities. • Be prepared for activity. Lewis, (2007)

32. 17 Classroom Management Strategies continued… • Begin with clear explanations of outcomes/objective. • Allocate most time to instruction • Engage students in active responding • Give each student multiple ways to actively respond • Regularly check for student understanding • End Activity with specific feedback • Provide specific information about what happens next • Know how many students met the objective/outcomes • Provide extra time/assistance for unsuccessful students • Plan for next time activity conducted Lewis, 2007

33. Sources Abernathy, S. (2009). Come together! Braiding pbs and rti. 6th International PBS Conference; March 27, 2009. Colvin, G. (1999). Defusing anger and aggression: Safe strategies for secondary school educators. IRIS Media, Inc. Hatton, H. (2009). Scaffolding classroom management with PBS. 6th International PBS Conference; March 27, 2009. Horner, R. (2009). Keynote presentation at 6th International PBS Conference, Jacksonville, FL, March 26, 2009. Knoster, T. (2009). The nuts and bolts of preventative classroom management: PBS in the classroom. 6th International PBS Conference; March 26, 2009. Lewis, T. (2007). Making connections november 2007: Small group strategies. Accessed July 7, 2009 at http://www.pbis.org Wonnacott, A. & Moore, M. (2009). Theories of love, relationships, communication, & PBS. 6th International PBS Conference, March 26, 2009.