Chapter 4

PURPOSEProvide brief overview of SWPBS practices & systems of behavior support in classroom settings.

• Guiding principles

• Classroom practices

& systems

WHY DOES IT MATTER?

Students who perceive teachers as creating a caring, well-structured learning environment in which expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of engagement are associated with higher attendance and test scores - variables that strongly predict whether youth will successfully complete school and ultimately pursue post- secondary education and achieve economic self- sufficiency.

Adena M. Klem, James P.ConnellJournal of School Health * September 2004, Vol. 74, No. 7

Preparing to train staff on PBIS Classroom Tier 1 5 Guiding Principles 10 Classroom Management Practices

Classroom Behavior

Management & PBIS

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

GP #2: Apply three tiered prevention logic to classroom setting

School-wide expectations

Classroom v. office managed rule violations

DEFINESimplyDEFINESimply

MODELMODEL

PRACTICEIn SettingPRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGEContinuously

MONITOR &ACKNOWLEDGEContinuously

GP #5: Build systems to support sustained use of effective practices

TOP 10Classroom

ManagementPractices

Page 86-87 ManualPage 86-87 Manual

Academic achievement Social success Effective & efficient teaching

Class Acts by Forlini,

Williams & Brinkman

(2010)— Expectations,

Transitions, cueing, prompts,

proximity, signaling, positives

etc.

Class Acts by Forlini,

Williams & Brinkman

(2010)— Expectations,

Transitions, cueing, prompts,

proximity, signaling, positives

etc.

Arrange furniture to allow easy traffic flow

Adequately supervise all areas Designate staff & student areasDetermine seating arrangement

Teacher routines: volunteers, communications, movement, planning, grading, etc.

Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

Establish behavioral expectations/rules

Teach rules in context of routines Prompt or remind students – pre-

teach Monitor students’ behavior in

natural context & give specific feedback

Evaluate effect of instructionRoutine matrix: SWPBS workbook pg. 93

Responsive Classroom Practices

•Morning Meeting

•Rule creation

•Interactive Modeling

•Role-playing

•Positive teacher language

•Logical consequences

•Classroom organization

•Collaborative problem-solving

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning MeetingEyes on speaker.

Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

HomeworkDo own work.

Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.

Keep hands to self.Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as

intended.Have plan.

Ask.

Independent WorkUse inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to SolveStop, Step Back,

Think, ActStop, Step Back,

Think, ActStop, Step Back,

Think, Act

Routine Desired Behavior

Signal Teach

RoutineEntering Class Walk in, read

message board, sit down, start work

Instruction on board

Positive examples

Teacher and student model

Obtaining class attention

Hands up, voice level 1, eyes on speaker, ready to listen

“Show me five” Interactive modeling Positive examples

Circling up for Morning Meeting

Quietly put materials away, push in chairs, and walk to the circle area

Ring chimes Interactive modeling

Positive examples

Lining Up Students will walk without touching each other and get into 2 lines

Show me Five Interactive modeling

Positive examples

Ratio at least 4:1 Interact positively once every

5 minutesFollow correction for behavior

violation with positive reinforcement for rule following

Individual/groupResponse type – written, oral,

gestural Increase participatory

instruction

*Learning Styles*

*Culturally Responsive Teaching*

*Learning Styles*

*Culturally Responsive Teaching*

Vary format – written, choral, gestures

Specify observable engagements

Link engagement with outcome objectives

Tasking

MoveScan InteractRemind/pre-correctPositively acknowledge

Respond Efficiently

Attend to appropriate behaviors

Follow school procedures

*Intercultural CONFLICT

Style Inventory**Intercultural CONFLICT

Style Inventory*

Social, tangible, activity, etc.Frequent v. infrequentPredictable v. unpredictable Immediate v. delayed

Class DJ Late work coupon Homework pass Bring stuffed animal Sit at teacher’s desk Use a special chair Choose your seat Pick a song to listen

to at end of class Free time Extra recess Do odds/evens One minute late

pass

Eat lunch w/ teacher & friend

Skip morning work Pick your own partner

pass Use a pillow on the

floor Chew gum Use teacher’s supplies Read a book to the

class Read a book to the

principal Line leader Leave class 1 minute

early

Good praise follows the “if-then” rule. Make sure students are doing exactly

what you want them to be doing Praise them within 1 or 2 seconds after

the behavior occurs If it is an on-going behavior, praise

during the behavior

Effective praise: includes student’s names is descriptive

▪ Simply describe what the student is doing at the time - focusing on actions

is convincing/genuine is varied does not interrupt the flow of instruction

Indicate correct behaviorsLink to contextProvide contingently

Respond proactively to infrequent social behavior errors Signal State rule and expected behavior Ask student to state/show expected

behavior Give positive feedback

Precorrect=prompt for desired behavior in problem context go to problem setting/situation get attention of students give reminder or opportunity to practice

skills watch child for demonstration of skill acknowledge demonstration

Provide positive feedback

DOListen carefullyGive personal spaceRemain calmBe aware of the environmentBe alertBe consistent and focusedEnforce limitsRemain in controlUse “ok” and “not ok”Follow throughBe aware of your body language

Don’tShow fearOver/under reactArgue or confrontMake false promisesThreatenUse jargonUse “right” or “wrong”

Classroom Management Self-Checklist

SWPBS Workbook Page 89

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Group Contingencies

•Can range from a small group of students...

•Up to the whole building

•Contingencies are designed so that peers will encourage positive behavior

Group Contingencies

Three types:•“All for one” (All student’s behavior in the group earns reward for the group)

•“One for all” (One student’s behavior earns reward for group)

• “To each his/her own” (Independent groups earn rewards for the group based on member’s behavior)

Puzzle Pieces

LINKS

The Peace TableThe Peace Table is an ideal spot in the classroom for the children to be assertive about their needs.  This is a designated area in the classroom where the children can talk to each other about difficulties they may be having. 

Friendship Fix-Its:1.Shake hands2.Give High 53.Give a hug4.Play together5.Sit together at lunch6.Draw a nice picture

Friendship Fix-Its:1.Shake hands2.Give High 53.Give a hug4.Play together5.Sit together at lunch6.Draw a nice picture

Whole GroupContingency

Small Group Contingency

Greeting at the door.....Teachers who stand at the door and greet their students have fewer disruptions throughout the day -Boynton, M. & Boynton, C.(2005)

True for Elementary and Secondary students

TUMS•Touch•Use name•Make eye contact•Smile

Compliment Board

30 compliments = Popcorn Party

Mystery MotivatorsDEFINITION Mystery Motivators are incentive systems designed to deliver random rewards for appropriate behavior. They can be used with single students, teams, or with a whole class.

pbis.org pbisworld.com Interventioncentral.org Pinterest-- “classroom discipline” or “classroom management ideas” Class Acts by Forlini, Williams & Brinkman

(2010) Classroom Assessment Tool (CAT)—

Assessment tool to help teachers evaluate their classroom management (Florida PBIS)

Take 2 minutes to reflect on PBIS in the classroom (written or silently) What area are you strongest in? Where could you put more focus? What ideas did you hear than may help

you in this area?

As a team, take 4 POST-IT notes. Use them as follows and then post on your team’s poster.

1. WHO will be involved in the presentation to staff about PBIS Tier 1 classroom management?

2. WHICH ideas that you saw will you use?

3. HOW will you share this information?

4. What will you need to complete this presentation?

TTasas follows, and then post on your team’s poster. WHO will be involved in the presentation to staff about PBIS Tier I Classroom Managemhat you saw will you use? HOW will you share this information? WHAT will you need to complete this presentation? follows, and then post on your team’s poster. WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? WHICH ideas that you saw will you use? HOW will you share this information? WHAT will you need to complete this presentation? as follows, and then post on your team’s poster. WHO will be involved in the presentation to staff about PBIS Tier I Classroom Management? WHICH ideas that you saw will you use? HOW will you share this information? WHAT will you need to complete this present

Tools to Consider Using:

*Classroom Management Checklist—

SWPBS pg.89

*Routine Matrix--SWPBS pg. 93

After posting your mini-action plan on your poster, browse at least 3 other teams’ posters and read through their plans

Be sure to write a shout-out to at least 1 other team (Bring pen or marker)