EFFECTIVE CLASSROOM PRACTICE …web1.highlands-s.schools.nsw.edu.au/wp-content/uploads/2014/08/PB… · To enhance the effectiveness of classroom rules, ... Evertson, C. M., ... Classroom

FACTSHEET MODULE 1 NSWIT 5.2.3, NPST 4.3.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 1

EFFECTIVE CLASSROOM PRACTICE

EXPECTATIONS AND RULES - FACT SHEET

Expectations are outcomes. Rules, sometime called behaviours are the specific criteria for meeting expectation outcomes. Behaviours or rules identify and define concepts of acceptable behaviour. Why Clarify Classroom Expectations and Rules?

A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. (Brophy, 1998)

Teaching rules and routines to students at the beginning of the year and enforcing them consistently

across time increases student academic achievement and task engagement. (Evertson & Emery, 1982; Johnson, Stoner & Green, 1996)

Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority.

(Good & Brophy, 2000)

Use of expectations and rules provides a guideline for students to monitor their own behaviour and

they remind and motivate students to meet certain standards.

To enhance the effectiveness of classroom rules, 5 guidelines need to be considered.

Guideline: This Means: Example: Non-Example:

Observable I can see it. Raise hand and wait to be called on.

Be your best.

Measurable I can count it. Bring materials. Be ready to learn.

Positively stated I tell students what TO do. Hands and feet to self. No fighting.

Understandable The vocabulary is appropriate for age/grade level I teach.

Hands and feet to self. Rule for K-1:

Maintain personal space.

*Children of this age do not have a concept of “personal space.”

Always applicable I am able to consistently enforce.

Stay in assigned area. Remain seated until given permission to leave.

*This would not be applicable when students are working on certain types of group projects.

Other Considerations:

Students can play a role in formulating classroom rules Display rules prominently so they are easily seen and referred to by teacher and students The teacher models and reinforces classroom rules consistently Classroom rules should be easily monitored

FACTSHEET MODULE 1 NSWIT 5.2.3, NPST 4.3.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 2

EXPECTATIONS AND RULES - References

Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

EXPECTATIONS AND RULES - Bibliography

Brophy, J. & Evertson, C. (1976). Learning from teaching: A developmental perspective. Boston, MA: Allyn and Bacon.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.

Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.

Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.

Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

FACTSHEET, MODULE 2 NSWIT 5.2.3, NPST 4.2.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 1


PROCEDURES AND ROUTINES - FACT SHEET What are procedures and routines?

Procedures are a method or process for how things are done within the classroom. They create a vision of a successful student. Classroom procedures are patterns for accomplishing classroom tasks. Procedures form routines that help students meet expectations stated in classroom behaviours. Procedures and routines are important because they

• Increase instruction time by preventing problem behaviour

• Free teachers from correcting misbehaviour

• Improve classroom climate

• Create shared ownership of the classroom

• Develop self-discipline Keep in mind when defining specific classroom procedures

• They should be Observable, Measurable, Positively stated, Understandable, Always applicable (OMPUA)

• Write a task analysis or sequential list of steps necessary to successfully complete an activity

• Consider -

WHY is this procedure needed?

WHAT is the procedure?

WHAT are the steps for successful completion of the procedure?

WHEN will the procedure be taught?

WHEN will the procedure be practised?

WHERE is this procedure needed?

WHO needs to be taught this procedure?

WHO will teach this procedure?

HOW will you recognise procedure compliance?

Procedure and Routine Examples

Primary Secondary

During lessons

Sit in a learning position

Put up your hand for a turn to talk, if you have a question or if you need help

Wait for the teacher to come to you

Finish all of your work

Read your book if you finish your work early

Class discussion

Prepare for discussions by reading the required information in advance

Wait until the other person is finished speaking before you talk

Stay on topic

Respect the opinions and contributions of others

Use appropriate expressions of disagreement

For procedures to become routines it is every teacher’s responsibility to:

• Teach each one directly

• Practise them regularly

• Reinforce students frequently for following the classroom procedures


PROCEDURES AND ROUTINES - References

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.

Wong, H.K. & Wong, R.T. (1998). The first days of school. Mountain View, CA: Harry K. Wong.

PROCEDURES AND ROUTINES - Bibliography

Brophy, J. & Evertson, C. (1976). Learning from teaching: A developmental perspective. Boston, MA: Allyn and Bacon.

Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.

Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.

IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176

Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.


EFFECTIVE CLASSROOM PRACTICE ENCOURAGING EXPECTED BEHAVIOUR - FACT SHEET

Research indicates effective encouraging can 1. Increase…

• On-task behaviour • Correct responses, work productivity and accuracy • Attention and compliance • Cooperative play

2. Foster intrinsic motivation to learn that comes from mastering tasks 3. Have vicarious effect with benefits that may be long lasting Two types of adult attention 1. Non-contingent - attention provided regardless of student performance

• Greetings, proximity, smiles, conversations, jobs, etc. 2. Contingent - provided based upon student performance of an identified expectation or behaviour

• Praise, positive feedback, reinforcement, tangible item Preferred adult behaviours that impact affect, compliance and learning: • Proximity - communicate quietly (nearby, at student level) with individual students; communication across

the room reserved for information intended for entire group only • Listening - pause, attend thoughtfully to the student • Eye contact - communicate at eye level; look student in the eye when instructing or directing; hold eye

contact briefly for compliance • Pleasant voice - use calm pleasant voice when talking with, praising and correcting students • Smiles - pleasant facial expression and frequent smiles • Use of student’s name - begin interactions with student name and use frequently during interactions Positive feedback • Essential to change and sustain behaviour • Recognises effort or successes at tasks that are difficult for the child • While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired

behaviour • Students need clear specific feedback on classroom expectations Effective positive feedback 1. Specifically describe the behaviour 2. Provide a rationale 3. Can include a positive consequence 4. At a ratio of 4 teachers response to positive student behaviour to 1 correction or teacher response to

inappropriate student behaviour

Tangible reinforcers • Help teachers be accountable for recognising student behaviour and providing specific positive feedback. • Are a sign to students - both those receiving and those watching • Build a sense of community through group and class goals Why a menu of reinforcers? • Not all students are reinforced by the same things or in the same ways • Some students desire or seek social attention • Others do not like or avoid social attention • Include social attention, activities, and tangible items to appeal to all student needs • Students learning new behaviours need a continuous schedule of reinforcement • Students who have demonstrated mastery respond to an intermittent schedule of reinforcement


ENCOURAGING APPROPRIATE BEHAVIOUR - References Algozzine, B., Wang, C., & Violette, A.S. (2010). Reexamining the Relationship Between Academic Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.

Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology 45, 83–109

Good, C.E., Eller, B.F., Spangler, R.S., & Stone, J.E. (1981). The effect of an operant intervention program on attending and other academic behavior with emotionally disturbed children. Journal of Instructional Psychology, 9(1), 25-33.

Jones, V.F., & Jones, L.S. (1995). Comprehensive classroom management. Boston: Allyn and Bacon.

Reavis, Jenson, Kukic & Morgan (1993). Utah's BEST project: Behavioral and educational strategies for teachers. Utah State Office of Education, Salt Lake City, UT.

Sutherland, K.S., Wehby, J.H. & Copeland, S.R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders, 8, 2-8.

ENCOURAGING APPROPRIATE BEHAVIOUR - Bibliography

Lane, K.L., Kalberg, J.R. & Menzies, H.M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford.



DISCOURAGING INAPPROPRIATE BEHAVIOUR - FACT SHEET

Clearly stating expectations and consistently enforcing them lends credibility to a teacher’s authority (Good & Brophy, 2000)

Teachers who respond consistently feel positive about their teaching and help students improve their

performance (Freiberg, Stein & Huan, 1995)

Teachers should focus on increasing positive behaviour and interactions by consistently enforcing expectations (Shores, Gunter & Jack, 1993)

When teachers are inconsistent in their enforcement of expectations, students become uncertain of what

those expectations are and that the expectations apply to them (Evertson, Emmer & Worsham, 2003)

The single most commonly used but least effective method for addressing undesirable behaviour is to

verbally scold and berate a student (Albetro & Troutman, 2006)

Techniques to manage minor behaviour Not all student misbehaviour requires elaborate response strategies. Sometimes students will respond quickly to a teacher action to minimise the behaviour before it gets out of hand and requires more extensive intervention.

Technique Explanation

Proximity Control The strategic placement/movement by the teacher in order to encourage positive behaviour. The teacher is a source of protection and strength, helping the student to control impulses

Signal

Non-verbal Cue

Non-verbal techniques such as sustained eye contact, hand gestures, a handclap, finger snap, clearing one’s throat, etc. suggesting that the teacher is aware of the behaviour and prepared to intervene if it continues

Ignore,

Attend,

Praise

Uses the power of praise or positive feedback. The teacher praises an appropriately behaving student in the proximity of a student who is not following expectations. The praise serves as a prompt. When the student exhibits the desired behaviour, attention and praise are then provided

Instructional responses to inappropriate behaviour If the simple techniques above do not result in the desired change in behaviour, more direct instructional approaches can be used.

Strategy Explanation

Re-direct Brief, clear, private verbal reminder of the expected behaviour. A re-statement of school-wide and non-classroom behaviour, or classroom procedure

Re-teach Builds on the re-direct by specifically instructing the student on exactly what should be done

Provide Choice

Can be used when a re-direct or re-teaching have not worked. A statement of two alternatives - the preferred or desired behaviour or a less preferred choice

Student Conference

Lengthier re-teaching or problem solving. Discusses the behaviour of concern, teaches the desired behaviour, provides reasons why it is important, and a plan is made for future use. Can include role-play or practise


DISCOURAGING INAPPROPRIATE BEHAVIOUR - References

Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Pearson.

Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36, 59–82.

Evertson, C.M., Emmer, E. T. & Worsham, M.E. (2003). Classroom management for elementary teachers (6th Ed.). Boston: Allyn & Bacon.

Freiberg, J., Stein, T., & Huang, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

Good, T.J., and J. Brophy. (2000). Looking into classrooms. 8th ed. New York: Longman.

Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1-24.

Mayer, G.R., & Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (Eds.), Interventions for achievement and behavior problems (monograph). Washington, DC: National Association of School Psychologists.

Skiba, R.J., Peterson, R.L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education & Treatment of Children, 20(3), 295-316.

Shores, R.E., Gunter, P.L., & Jack, S.L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.

Walker, H. M. (1995). The acting out child: coping with classroom disruption. (2nd Ed.) Longmont, CO: Sopris West.

White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavioral Analysis, 8(4), 367-372.

FACTSHEET, MODULE 5 NSWIT 3.2.7, 5.2.3; NPST 3.5.2, 4.1.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 1


ACTIVE SUPERVISION - FACT SHEET

There is a relationship between the number of supervisor-to-student interactions and the instances of problem behaviour. (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008). When actively supervising you are verbally and non-verbally communicating to students the certainty that you do inspect what you expect.

Active supervision…

• Allows for the provision of immediate learning assistance to students

• Increases student engagement

• Reduces inappropriate and increases appropriate behaviour

• Provides knowledge on whether students are using expectations

• Allows for frequent use of encouragement

• Allows for timely correction of behavioural errors

• Builds positive adult-student relationships Active supervision is a monitoring procedure that uses 3 components (DePry & Sugai, 2002)

1. Moving effectively

When supervising work or activities, circulate among students o Continuous movement o Proximity with students o Random or unpredictable o Include moving close to noncompliant students and possible targeted problem areas o Demonstrate interest in students, assist with learning tasks, provide feedback - both positive and

corrective o Periodically move and supervise when providing individual or small group instruction

2. Scanning effectively

Frequently and intentionally look around at students o Looking students in the eye o Visually sweep all areas of the room as well as look directly at students nearest you o If working with an individual student, position self so as to scan the entire room or get up and scan

occasionally 3. Interacting frequently

While moving and scanning you should also frequently interact with students o Communicates care, trust and respect and helps build relationships o Creates positive climate and increases likelihood of accepting correction if needed o Teacher behaviour remains the same when teaching, encouraging or addressing problem

behaviour o Include: proximity, listening, eye contact, smiles, pleasant voice tone, touch and use of student’s

name o Proximity and touch control, signals and non-verbal cues o Pre-correction o Non-contingent attention o Specific positive feedback o The continuum of responses to address inappropriate behaviour

“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment for enhancing their growth, using research-based strategies that guide students toward increasingly responsible and motivated behaviour.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

FACTSHEET, MODULE 5 NSWIT 3.2.7, 5.2.3; NPST 3.5.2, 4.1.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 2

ACTIVE SUPERVISION - References

De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255-267.

Lampi, A.R., Fenti, N. S., & Beaunae, C. (2005). Makin the three p’s easier: Praise proximity, and precorrection. Beyond Behavior, 15(1), 8-12.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing

FACTSHEET, MODULE 6 NSWIT 2.2.4, 3.2.7; NPST 3.5.2 MO SW-PBS Effective Classroom Practice Fact Sheet 2012-2013. Adapted by Positive Behaviour for Learning NSW 1


OPPORTUNITIES TO RESPOND - FACT SHEET

Definition: An instructional question, statement or gesture made by the teacher seeking an academic response from students. Can be provided individually or to whole class. (Sprick, Knight, Reinke & McKale 2006) A variation of 4 key components

Teacher instructional talk

Prompts given to students

Wait time for the response

Specific feedback for correct responding Why provide multiple opportunities for students to respond?

Increased rates of responding and subsequent improved learning tend to increase the amount that can be covered

On-task behaviour and correct response increase while disruptions decrease

Shown to improve reading and maths performance

Provides continual feedback for the teacher on student learning and the effectiveness of teaching strategies

(Heward, 1994; Carnine, 1976; Skinner, Smith & McLean, 1994; Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

Guidelines

Teacher talk should be no more than 40-50% of instructional time

New material - a minimum of 4-6 responses per minute with 80% accuracy

Review of previously learned material - 8-12 responses per minute with 90% accuracy

Wait time should be 5 seconds Strategies for increasing student opportunity for response

A. Verbal strategies - students respond orally to teacher prompts or questions

1. Individual Questioning

a. Use seating chart, tallying to monitor rate of questions presented to each

b. Student names on strips of paper, drawn as questions asked

c. Use above random strategy and call on a student to repeat or summarise what the student just said

2. Choral Responding

a. Develop questions with only one right answer that can be answered with short, 1-3 word answers

b. Provide a thinking pause or wait time of at least three seconds between asking the question and prompting students to respond

c. Use a clear signal or predictable phrase to cue students to respond in unison

d. Use a brisk, lively pace

e. Provide immediate feedback on the group response

B. Non-verbal strategies - students use a signal, card, writing or movement to respond

1. White boards

2. Written response cards

3. Student Response Systems, called “clickers”

4. Signalling or movement activities, e.g. thumbs up/down

5. Guided notes

C. Other strategies

1. Computer-assisted instruction

2. Class-wide peer tutoring

3. Direct instruction


OPPORTUNITIES TO RESPOND - References

Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists and behavior support teams. Thousand Oaks,CA: Corwin Press.

Miller, S.P. (2009). Validated practices for teaching students with diverse needs and abilities. Upper Saddle River, NJ: Pearson Education.

Reiser, R. A., & Dempsey, J. (2007). Trends and issues in instructional design and technology (2nd Ed., pp. 94-131). Upper Saddle River, NJ: Pearson Education.

Rowe, M. (1987) Wait time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.

Simonsen, B., Myers, D., & DeLuca, C. (2010). Providing teachers with training and performance feedback to increase use of three classroom management skills: Prompts, opportunities to respond, and reinforcement. Teacher Education in Special Education, 33, 300-318.

Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

Wood, C.L., & Heward, W.L. (2004). Good noise! Using choral responding to increase the effectiveness of group instruction. Unpublished paper.

OPPORTUNITIES TO RESPOND - Bibliography

Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3, 217-233.

Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.

Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Garner, III, D. M. Sainato, J. O., Cooper, T. E., Heron W. L., Heward, J., Eshleman, & T.A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole.

MacSuga, A. S., & Simonsen, B. (2011). Increasing teachers’ use of evidence-based classroom management strategies through consultation: Overview and case studies. Beyond Behavior, 20(11), 4-12.

Scott, T. M. Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson Education, Inc.

Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.

Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, 98-107.

Sutherland, K. S., Adler, N., & Gunter P. L. (2003). The effect of varying rates of opportunities to respond on academic request on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders (11), 239-248.

Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of student with EBD: A review. Remedial and Special Education, (22), 113-121.

West, R. P., & Sloane, H. N. (1986). Teacher presentation rate and point delivery rate: Effect on classroom disruption, performance, accuracy, and response rate. Behavior Modification, 10, 267-286.



ACTIVITY SEQUENCING AND CHOICE - FACT SHEET

For students who can do the work but choose not to do it, activity sequencing and choice strategies may be helpful. According to research, use of these strategies is associated with

Increases in student engagement with learning and task performance

Decreases in disruptive behaviour

High rates of positive, specific feedback

Improved student perception of and preference for assignments students consider difficult

More positive student - teacher relationships

1. Activity Sequencing

Thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behaviour

Sequencing content to promote learning and appropriate behaviour. Two strategies

A. Task Interspersal - Intermixing easy/brief problems among longer or more difficult tasks. A simple strategy of interspersing tasks that have already been mastered within an assignment of new learning

B. Behavioural Momentum - Using simple instructions to precede more difficult instructions A. Task Interspersal

For some students presenting difficult tasks back-to-back often sets the occasion for frustration, failure and problem behaviour. Varying the sequence of tasks may not be necessary for average students, but can be very important for students who are at-risk for learning or behaviour concerns (Darch & Kame’enui, 2004).

Guidelines for using Task Interspersal

o An item must be truly at mastery level before using for interspersing

o Students prefer assignments when up to 30% of items are new

o Intersperse in a ratio of 1:3; one mastered to every three new items

o Slowly fade the mastered items as fluency builds with new content

o Eventually disperse and eliminate the already mastered items (Logan and Skinner, 1998)

B. Behavioural Momentum

Can be used with individual students or the entire class

Increases likelihood that the more difficult task will be completed

Guidelines for Behaviour Momentum

o Identify behaviours that have a high probability of completion

o Then precede more difficult requests by giving three or more requests the student can readily do

o After successful completion, reinforce the student

o Then present the task that is known to have a lower probability of being completed

o Again, reinforce the student

o Gradually reduce the number of easier requests


2. Offering Choice (Kern & State, 2009)

Teachers can allow choice for…

o The type of activity or task to be completed

o The order in which tasks will be completed

o The kinds of materials students will use to complete an assignment

o Who students will work with

o Where students will work

o Use of time before, during or after an activity or assignment

Steps for using choice in the classroom (Kern & State, 2009, p. 5)

1) Create a menu of choices you would be willing to provide to students

2) Look through your choice menu before planning each lesson

3) Decide what types of choice are appropriate and where they fit best in the lesson

4) Provide choices as planned while teaching the lesson

5) Solicit student feedback and input

Remember . . . Every lesson does not have to include all of the choices on your list, but if each lesson you teach provides at least one opportunity for choice, students are likely to benefit.

ACTIVITY SEQUENCING AND CHOICE – References

Cates, G. L., & Skinner, C. H. (2000). Getting remedial mathematics students to prefer homework with 40% more problems? An investigation of the strength of interspersal procedure. Psychology in the Schools, 37, 339-347.

Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.

Darch, C. B. & Kame’enui, E. J. (2004). Instructional classroom management: A proactive approach to behavior management. Upper Saddle River, NJ: Pearson.

Kern, L. and Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18(2), 3-11.

Logan, P., & Skinner, C. H. (1998). Improving students’ perceptions of a mathematics assignment by increasing problem completion rates: Is problem completion a reinforcing event? School Psychology Quarterly, 13, 322–331.


Skinner, C. H., Hurst, K. L., Teeple, D. F., & Meadows, S. O. (2002). Increasing on-task behavior during mathematics independent seatwork in students with emotional disorders by interspersing additional brief problems. Psychology in the Schools, 39, 647-659.

ACTIVITY SEQUENCING AND CHOICE – Bibliography

Kern, L., Vorndran, C., Hilt, A., Ringdahl, J., Adelman, B., & Dunlap, G. (1998). Choice as an intervention to improve behavior: A review of the literature. Journal of Behavioral Education, 8, 151-169.



TASK DIFFICULTY - FACT SHEET

Work that is too difficult for students or requires them to use skill sets that are challenging for them, commonly results in problem behaviour (Scott, Anderson, & Alter, 2012). When problem behaviour occurs primarily in the face of academic demands, it is important to consider what aspect of the task might be contributing to the problem. Many behaviour problems are a mismatch between the task and the student’s skills.

1. “Will the student be able to complete the assignment if time or assignment length adjustments are made?”

If yes, use one of the “Change the Time or Assignment Length” strategies

Shorten the assignment, allowing the student to demonstrate mastery with fewer items

Highlight, in colour, those problems the student is to complete

Break the assignment up into shorter tasks; put fewer problems on a page

Have shorter work periods with other tasks in between

Have the student cover all items except the one he is working on at the time

Provide physical breaks between difficult tasks

Provide alternative times for the work to be completed

2. “Could the student do the work if the mode of responding was altered? Does the student have difficulty responding in written format, orally or when reading is involved?”

If yes, use one of the “Response Mode - Writing” strategies

Provide a choice between written and oral answers

Allow the student to dictate answers to the teacher, an assistant, or peer

Create guided notes to minimise writing

Allow the student to tape record answers to tests or assignments

Allow the student to use other creative modes for demonstrating understanding (e.g., building, drawing, drama, etc.)

If yes, use one of the “Response Mode - Reading” strategies

Include illustrations on worksheets that depict how to complete tasks

Highlight or underline important words in instructions and texts

Create guided notes that limit reading and draw attention to key points

Provide text on recording for the student to listen to as they read

Assign a partner to share the reading requirements and assist the student with unfamiliar words

3. “Will the student be able to complete the tasks if (s)he has more instruction, guided or individual practise?” If yes, use one of the “Instruction and Practise” strategies

Arrange for additional brief instructional sessions using the modelling-guided practise-independent practise approach (acquisition stage)

Arrange for a peer tutor to assist with guided practise opportunities (fluency-building stage)

Use partner work to increase fluency with flash cards (fluency-building stage)

Use meaningful real life examples for practise and application (mastery or generalisation stage)


TASK DIFFICULTY - References

Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, G. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

Kern, L. Childs, K., Dunlap, G., Clarke, S., & Falk, G. (1994). Using an assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.


Documents

EFFECTIVE CLASSROOM PRACTICE …web1.highlands-s.schools.nsw.edu.au/wp-content/uploads/2014/08/PB… · To enhance the effectiveness of classroom rules, ... Evertson, C. M., ... Classroom