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Classroom Management
PracticesNicole Anderson
My ExperienceWorked two years as an IA III in a special education classroom for children with emotional disturbance (ED)
Two years teaching an SDC classroom at Thomas Edison
Worked closely with the PBS team on overall classroom management and specific cases
Have used these classroom management practices including a behavior contract in my own classrooms since 2007 (grades 1st-8th)
Married to a wonderful resource He worked two years on the San Juan PBS Team He is currently a School Psychologist and part time
Behavior Specialist He is also working toward his Board Certification in
Behavior Analysis
Goal for the Lesson
1. Teachers will be able to learn a new behavior management practice
2. Teachers will be able to implement a new management practice into their classroom
Classroom Management Philosophy
Positive Behavior Support
is…. an evidence based practice that focuses on the teaching and reinforcing of new skills.
is not…. forgetting that limits and consequences are important as well.
Classroom Management Practices Objectives
I: Classroom Behavior Contract
II: Use of an Attention SignalIII: Use of a Timer
Woven throughout these three techniques teachers will:1. Clearly State Expectations2. Model3. Give Specific Praise (4 to 1 ratio)
Classroom Behavior Contract
Behavior Contract
Why use a behavior contract?1.Clearly identifies and communicates
expectations2.Provides structure for both you and the
students
Sample Contracts
Student Contract
Presentation
There are three main rules in my classroom:
Be RespectfulBe Responsibl
eBe Safe
Sample Ways to Be RespectfulHow to be RESPECTFUL How to NOT be RESPECTFUL
Kind comments to classmates & teachers
Treat classroom materials with respect
Follow directions first time asked
Active listening (eyes on the speaker)
Kind tone, volume & words Ask for permission to
leave your seat
Rude comments to classmates & teachers
Make demands Don’t follow directions
or require reminders Eyes not on speaker Interrupt/call out Whining, Complaining Out of your seat without
permission
Teachers- Think how you can… 1. Clearly State Expectations 2. Model 3.Give Specific Praise
Sample Ways to Be ResponsibleHow to be RESPONSIBLE How to NOT be
RESPONSIBLE
Not on task Avoiding your work Talking when you are
supposed to be working
Not bring your materials (forget pencil, book, paper)
Use restroom during class
Don’t seek help
On Task Ask for help if you need it Completing your work Have your materials Use the restroom at
recess, lunch, or passing period
Care about your education
Work without disturbing others
Teachers- Think how you can… 1. Clearly State Expectations 2. Model 3.Give Specific Praise
How To Be SAFE How To NOT Be SAFE
Hands & feet to yourself
Chair and desk legs on the floor
Keep personal space Walking behind the
person in front of you in line
Walk in the classroom
Touching or pushing others, even if you’re friends
Leaning back in your chair
Being too close to your classmates (upset them)
Running in the classroom
Sample Ways to Be Safe
Teachers- Think how you can… 1. Clearly State Expectations 2. Model 3.Give Specific Praise
If you are not RESPECTFUL, RESPONSIBLE or SAFE you will receive a mark on your contract. You can get up to three marks as “warnings”. If you receive four marks in one day you will be removed from class (class suspension) and/or given a detention. Parents will be notified.
Question:What do I do if I receive a mark on my contract?
Answer:Change your behavior!
For example: If you receive a mark on your contract for talking in class, then you need to make the choice to stop talking in class. Also, you need to make a choice to change your behavior throughout class so you don’t get too many marks.
Automatic Loss of ContractLying to Staff
Language to StaffPhysical Aggression
Out of AreaOvert Defiance
Slur = talking about someone’s race, ethnicity, sexual orientation, or
cognitive ability
or ANY severe behavior that is not Respectful, Responsible, or Safe
Students who follow all the rules of the behavior contract will become a
V.I.PVery Important Person
How to become a V.I.P1. Make your contract 8 out of 10 days in a
row2. Be at school 8 out of 10 days
3. Turn in homework 8 out of 10 days
How to STAY a V.I.P4. Make your contract everyday
5. Miss only 1 day of school in 10 days6. Miss only 1 homework assignment in 10
days
Privileges of a V.I.PName on the wall
First in line for transitionsFirst pick for _____
Asked to run special errands for the teacherFirst pick for classroom jobs
Classroom Contract
Use each of the following during AND after the behavior contract presentation:
1.Clearly State Expectations 2.Model (you model, then students model)
3.Give Specific Praise
“I like the way…” “That was perfect how…”
“Thank you for….” “Great job….”
Classroom ContractTeachers and Instructional Assistants:NEVER take away a mark once givenNEVER argue over a mark during class (they may talk to you after class)DO NOT give a warning that you will mark the contract, the mark on the contract IS the warningDo not be concerned if several students lose their contract while adjusting to your new expectations and limit setting
Use of an Attention Signal
Attention Signals
Why use an attention signal?1. Saves time to get the students’ attention2. Regroups the class3. Allows you a way to get control of the class
when it may be chaotic
Sample Attention Signals
Teacher Says Students Say
“Okay listen up” “Okay listen up”
“1,2,3 eyes on me” “1,2 eyes on you”
“Finish what you are saying… 3,2,1 (ring bell) heads up”
(other examples)
Attention Signals
Teachers1. Clearly State Expectations for the attention
signal (stop what you are doing, hands on your desk, voices off, eyes on the teacher)
2. Model expectations for the attention signal (demonstrate what all the above look like)
3. Students model the attention signal4. Give specific praise for correct behavior (“I
like the way David immediately stopped what he was doing, put his hands on his desk, his voice was off, and his eyes were on me. Great job David!”)
5. Mark contracts for students who do not follow the expectations of the attention signal once in place
Use of a Timer
Use of a Timer
Why use a timer?1. Predictable2. Clearly states expectations and time given
to achieve expectations3. Can be used for individual student
behaviors
Sample Ways to Use a Timer1. Transitions • “You have one minute to get your book
out to page 75.”• “You have two minutes to clean
everything up and get back to your seat.”
• Countdown to transition. “We will transition in 2 minutes.”
2. Work Completion• “You have 10 minutes to complete
numbers 1-8”What the Teacher Does What the Teacher Says (Examples)
Clearly States Expectations before the timer starts
“I see Mark is following directions, thank you Mark.”
“Thank you for cleaning up, you have one more minute.”
“Great job getting your books out in less than a minute!”
Gives Specific Praise while the timer is going
Sample Ways to Use a Timer3. Non Compliance • “I’ll check back with you on this in one
minute.”• “I’ll give you one minute to make your
choice.”• “Please take a timeout for three minutes
in the back of the room.”• “It’s fine if you don’t want to do this right
now, you will owe me time.”• “If you are on task for 10 minutes, I will
give you 2 minutes of free time.”• “I will give you one minute to exit the
room, if you do not I will have to call someone to escort you from my room.”
In SummaryThe behavior contract will not work if it is the ONLY form of behavior management you use. However combined with…
Clearly stating ALL expectationsModeling expectationsConsistency on expectations Consistency giving consequencesUsing Engagement Strategies (think-pair-share, choral response)Use of other management strategies (timer, call signal)And (most important) Giving Specific Praise
…the behavior contract will be WONDERFUL for both you and your students!
Thank you for listening!