Passport to Classroom-English

Improving Student Achievement through Effective Classroom ManagementAsif Amin Khokhar 2011 (ELC English Language Centre) *

Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and student learning can take place. Superior Class Room Management for Teachers*

Superior Class Room Management for Teachers

Students are deeply involved in their work Students know what is expected of them and are generally successful. There is relatively little wasted time, confusion, and disruption. The climate of the classroom is work oriented, but relaxed and pleasant. Superior Class Room Management for Teachers*


RulesProceduresRewardsConsequencesClassroom LayoutTeacher OrganizationParental InvolvementThe First DaySuperior Class Room Management for Teachers*


Rules are expectations of appropriate student behaviorThe function of a rule is to prevent or encourage behavior by clearly stating student expectationsKeep the number of rules to a minimum (3-5) If possible, state rules positivelySuperior Class Room Management for Teachers*


Follow directions the first time they are givenRaise your hand and wait for permission to speakStay in your seat unless you have permission to do otherwiseNo cursing or teasingSuperior Class Room Management for Teachers*


Be in your seat when the bell ringsBring all books and material to classNo personal grooming during class timeSit in your assigned seat dailyFollow directions the first time they are givenSuperior Class Room Management for Teachers*


Consequences are what result when a person abides by or breaks the rulesRules must have consequencesConsequences can be positive or negativePositive consequences are called REWARDSNegative consequences are called PENALTIESSuperior Class Room Management for Teachers*


The best consequences are reasonable and logicalStudents will be more likely to rebel if the consequences dont make senseA reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposedThe best logical consequences teach the students to choose between acceptable and unacceptable actionsSuperior Class Room Management for Teachers*


Time OutDemerit or FineDetentionAssignment to write six ways to correct the problemBeing the last to leaveDeprivation of some rewardExclusion from class participationSuperior Class Room Management for Teachers*


Do not stop instruction when giving out the consequencesWhen you see a violation of one of the rules, immediately give out the penaltyGive out the penalty quietly as you continue with the lesson or class workAlways deal with the behavior, not the person. You leave a persons dignity when you deal only with the behavior or the issueInclude a severe clause in your consequence listSuperior Class Room Management for Teachers*


The best reward is the satisfaction of a job well doneUse praise, recognition, and honors oftenUse tangible rewards sparinglyExplain your reward system when explain your rules and consequencesPost your reward system in the classroomSuperior Class Room Management for Teachers*


Free time on FridayStudent of the week/ semesterTickets used for a drawing or other monetary systemPRAISE be specificExtra CreditGood work postedFirst to be dismissedHomework PassSuperior Class Room Management for Teachers*


A pat on the back, high five, handshakeA noteA note homeA phone call homePencil/ EraserCandyAnswer on a testSuperior Class Room Management for Teachers*


Move a seatClass ice cream partyMarble jar

Dont Forget That Positive Reinforcement is Your Greatest Tool for Management of Student BehaviorSuperior Class Room Management for Teachers*


A procedure is a method or process for how things should be done in a classroomSuperior Class Room Management for Teachers*


Classroom procedures allow many different activities to take place efficiently during the school dayClassroom procedures increase on-task time and greatly reduce classroom disruptionsClassroom procedures tell student how things operate in a classroomSuperior Class Room Management for Teachers*


All procedures must be rehearsedSpend time the first few days of school teaching, modeling, and practicing proceduresSuperior Class Room Management for Teachers*


Entering the classroomMorning routineWhen you are tardyDismissalParticipation in class discussionsWhen you need a pencil or paperChecking out class materialsComing to attentionWhen you are absent Working cooperativelyChanging groupsSaying thank you Superior Class Room Management for Teachers*


Keeping your notebookGoing to the officeGoing to the restroomPassing in papersReturning student workHeadings on papersWhen you finish earlyAsking a questionWalking in the hallFire drills, earthquake, etc. When visitors are in the classroomIf the teacher is out of the classroomSuperior Class Room Management for Teachers*


Good classroom rules are the backbone of classroom managementThere should be a minimum expectation for behavior for every student in the classroomAll students should be expected to follow the rules, even special students. Once rules exceptions are made a double standard exists and rules become worthlessIt is essential that students understand the resulting consequences (both positive and privilege loss) of the rulesSuperior Class Room Management for Teachers*


Read a posted ruleDiscuss and/ or role play why the rule is importantExplain what will happen if the rule is followedExplain what will happen if the rule is not followedStudent should be allowed to question the utility or fairness of a rule during discussion periods but it is the teacher who makes the final decision. Rules cannot be questioned at other times, especially when a rule is broken. Teachers should select and post the core of the classroom rules before the first day of school. They can be fine tuned during discussion the first two weeks of school .Superior Class Room Management for Teachers*


Keep the number of rules to a minimum about five rules for each classroomKeep the wording of rules simple pictures or icons depicting the rules help the understanding of younger studentsHave the rules logically represent the basic expectation for a students behavior in the classroomKeep the wording positive if possible. Most rules can be stated in a positive manner; some rules cannot. However, the majority of classroom rules should be positiveMake the rules specific. The more ambiguous (i.e. open to several interpretations) the rules are, the more difficult they are to understand. Dont give any loopholesSuperior Class Room Management for Teachers*


Make the rules describe behavior that is observable. The behavior must be observable so that an unequivocal decision can be made as to whether the rule has been followed. Make sure the rules describe behavior that is measurable. That is, behavior must be able to be counted and quantified in some way for monitoring purposes. Publicly post the rules in a prominent place in the classroom (e.g., in front of the classroom, near the door). The lettering should be large and block printed. The following the rules to consequences. Spell out what happens positively if students follow the rules, and what they lose if they do not follow the rules. Always include a compliance rule. You get the behavior that are posted in the rules. If you want to improve compliance in the classroom, include a rule such as Do what your teacher says immediately. Superior Class Room Management for Teachers*


Be responsibleBe a good citizenPay attentionBe ready to learnDemonstrate respect for othersRespect others rightsRespect authorityTreat school property appropriatelyDo your bestTake care of your materialsMaintain appropriate behavior in the classroomBe kind to othersBe politeSuperior Class Room Management for Teachers*


Turn in completed assignments on timeBring paper, pencil and books to classSit in your seat unless you have permission to leave itRaise your hand and wait for permission to speakWork when you are supposed toDo not bother or hurt othersWalk, dont run, at all times in the classroomKeep hands, feet and objects to yourselfBring books, notebooks, pens and pencils to classSuperior Class Room Management for Teachers*


Disruptive students should be placed in the front of the classroom near the teacher, but not separated from rest of classTwo disruptive students should not be allowed to sit next to each otherDisruptive students need more frequent reinforcement than other students. Having them close to the teacher makes this possibleIf there are a group of difficult students, have the most difficult one sit close to the teacher and spread the others out. Place appropriate students next to disruptive studentsStudents should have only relevant materials on their deskDo not place easily distracted students near the window or other location where distraction is likelySuperior Class Room Management for Teachers*


Moving around the classroom frequently is the best proactive strategyThe more time the teacher is behind her/ his desk, the more opportunity students have to misbehaveWalking around lets the teacher more easily detect problems before they get out of handWalking around allows the teacher to subtly reinforce students (e.g., a touch on the shoulder, leaning down to look at their work, saying good job). Superior Class Room Management for Teachers*


Make sure you mean it! Never issue a command you do not intend to see followed through to its completionDo not present command as a question or favor. State it simply, directly, and in a businesslike voiceUse a quite voice, do not yell. Getting you upset may be reinforcing to them. Try to maintain your composure. Give the student time. When giving a command allow 5 to 10 seconds to respond before (1) giving the command again or (2) giving a new command. Superior Class Room Management for Teachers*


Do not nag Issue a command only twice, then follow through on the preplanned consequence. The more you ask, the less likely they are to comply. Do not give too many commands at once Give only one or two commands at a time. Make sure student is paying attention to you Make sure you have eye contact. Describe the behavior you want It helps to give specific well-described commands that are not open to interpretation. Make more start requests than stop request Do requests are better than Dont requests. Verbally reinforce compliance It is easy to forget and not socially reward a student when he/ she complies to your request. Superior Class Room Management for Teachers*


Definition A School-Home note is an informational note that goes from the classroom to home, and back to school. It provides information between the parents and teacher about a students classroom behavior and academic performance. Step 1: Decide what type of home note is necessary. Daily notes are helpful when the program is first started. Weekly notes can be used once things stabilize. Step 2: Set up a conference with the students parent (s). Solicit their cooperation, ask them their goals, and help them decide on positive and negative consequences at home. Step 3: In the conference with the parent(s) decide on the behaviors that should be included on the home note. It is best to mix classroom behavior and academic behavior. Include no more than five behaviors for elementary school students. Step 4: In the conference with the parent(s), decide on how the behavior should be rated. Superior Class Room Management for Teachers*


Step 5: In the conference with the parent(s), decide what type of reductive consequences and positive reinforcement should correspond to each rating. Remember, the note should be mostly positive. Step 6: In the conference with the parent(s), suggest that no excuse is accepted from the student for not bring the note home. No note means a bad note. Step 7: Explain the procedure with the student after meeting with the parent(s). Step 8: Begin the home note program on a Monday. After the note has been rated, initial the note and give it to the student. Superior Class Room Management for Teachers*


Definition Contracting involves placing contingencies for reinforcement, and sometimes punishment, into a written document which is agreed to and signed by the student, the teacher, and any other individual (i.e., parents) involved with the contract. Step 1: Define the specific behavior for which the contract is being implemented. Step 2: Select the contract reinforce with the help of the student. Step 3: Define the contract criteria. Include the amount of behavior required, the amount of reinforcement to be provided, and the time limits for performance. Step 4: If possible, include a bonus clause for exceptional performance or behavior completed before the time limits set nonperformance. Superior Class Room Management for Teachers*


Step 5: Negotiate the contract with the student. Indicate why a contract is necessary. Discuss the target behavior, reinforcement, and performance criteria. Indicate that aspects of the contract are negotiable but the need for it is NOT. Tell the student what you suggest and ask for his/ her input. Dont allow the student to set unrealistically high standards. Indicate that the contract may need to be renegotiated in the futureStep 6: Put the terms of the contract in writing. Step 7: Set a date for reviewing and possibly renegotiating the contract. Step 8: Have all participating parties sign the contract. Keep a copy and make a copy for each participant. Superior Class Room Management for Teachers*


Is a group contingency really necessary? Do peers contribute to problem students behavior through encouragement? Is improved student cooperation necessary? Have other positive approaches failed to change this behavior? Define the target behavior. Is it observable, measurable, and easily tracked? Is/ Are the student(s) capable of performing the target behavior? Specifically define the behaviors expected and not tolerated (e.g., no one is to laugh when another student talks back to the teacher, everyone must raise his/ her hand before speaking out in class). Interdependent Group Contingency probably best. Reinforcement is based on class average/ criteria, not on any individuals behavior. Superior Class Room Management for Teachers*


Describe to the class the positive reinforcer that can be gained as a group. Ask for the groups input (e.g., the class can select a reward from a reinforcer menu.) Also Mystery Motivators. Describe to the class the consequences if the behavior you want to reduce is exhibited. Not always necessary. Post the rules for the group contingency. Include these rules: No threats or making fun of a student who has difficulty will be allowed. Students should encourage others to do their best. Publicly post the group contingency information: The criterion for gaining a reward or losing a privilege. How the students are doing (e.g., marks on the board for the number of talk outs.) What the students will win or lose. Emphasize the positive and cooperative aspect of the group contingency. Superior Class Room Management for Teachers*


Effective Teachers Have

The Room ReadyThe Work ReadyThemselves ReadySuperior Class Room Management for Teachers*


Assign seats the first dayKeep your seating chart postedKeep materials accessibleBulletin boards should be attractive and functionalRules, consequences, rewards, and important procedures should be postedDisplay student workClear traffic pathsSuperior Class Room Management for Teachers*


Have your basic materials ready for the first week of school. Find and organize containers for your materials. Label containers and keep an index card in each that lists its contents. Keep extra file folders in your filling cabinet to use for handouts, tests, quizzes, notes for each unit you teach. Label the folder with the unit/ topic so it is ready for next year. Superior Class Room Management for Teachers*


Have an emergency kit (tissue, gloves, bandages, paper towels etc. ) Familiarize yourself with your teachers manuals and other subject materials. Make copies of important forms and keep a file for each (attendance forms, tardy slips, hall passes, referral forms, etc. )Generate a class list and keep multiple copies in a file. Superior Class Room Management for Teachers*


Assign each student a number. Create a homework file for absent students. Number desks for seating. Create a seating chart. Keep a documentation folder for every student. Keep a contact sheet in each folder. Superior Class Room Management for Teachers*


Create substitute folder that includes a class list, schedule, discipline policy, assignments, and names of helpful students and teachers. Color code everything (binders for each subject, grade book, etc. ) Get to know the secretary, custodians, and other helpful school staff. Superior Class Room Management for Teachers*


Create a parent handbook including class list, discipline policy, brief outline of course content to be covered, text book information, and your contact information. Call every parent to introduce yourself during the first week of school. Word as a partner with the parents. Always start and end every parent phone call with a positive comment. When you have to make a negative call, get in the habit of then making a positive call. If possible, present parents with opportunities to volunteer in your classroom. Superior Class Room Management for Teachers*


Parent ConferencesEncourage parent/ teacher conferences throughout the year. Make a list of points you want to cover before the conference begins. Start and end every conference on a positive note. Have samples of the students work to show parents. Let the parents know you want their child to succeed. Document the conference by jotting down what happened and what was said after the conference. Keep this in the students folder. Superior Class Room Management for Teachers*


Greet everyone you encounter with a smile and greeting. Greet every student at the door with a smile and a cheerful Good Morning! or Good Afternoon! Make sure your name is on the board with the room number, section/ period, and subject. Communicate as the walk in how you would like them to sit. Have some work for them to do as soon as they sit down. Superior Class Room Management for Teachers*


State your name and your expectations for the upcoming year/ semester. Point out that every morning will start the same way (entering quietly, taking their assigned seat, and getting to work on the posted assignment.) Clarify for the students what materials they will need for your class. Show them where things are located in the classroom. Go over your rules and consequences (Point out where they are located in the room). Introduce your most important procedures (the ones that will be used during the first two or three days of school). Model each procedure and have students practice them. Get busy on your first assignment. Superior Class Room Management for Teachers*


Am I in the right room? Where am I suppose to sit? What are the rules in this classroom? What will I be doing this year? How will I be graded? Who is the teacher as a person? Will you treat me as a human being? Superior Class Room Management for Teachers*


Begins the first day of school attempting to teach a subject and spends the rest of the school year running after the students.

From H. Wong, The First Days of SchoolSuperior Class Room Management for Teachers*


Spends the first weeks of school

Establishing a positive learning community (climate) Getting to know the studentsTeaching classroom routines & proceduresSuperior Class Room Management for Teachers*


How do you begin to build sense of belonging (inclusiveness) How do you build an environment where students feel they can contribute? How do you help students feel safe? (Physically and emotionally) Superior Class Room Management for Teachers*


Climate gives all students the sense that can learn and succeed, that they can collaborate and question, that they are all valued as part of a learning community

Gayle Gregory Differentiating InstructionSuperior Class Room Management for Teachers*


Students learn best when learning opportunities are natural, meaningful, and context-laden. Lynn (Erikson, Concept-Based Instruction)

Students learn best when classrooms and schools create a sense of community in which students feel significant and respected. Linda (Albert, Cooperative Discipline)Superior Class Room Management for Teachers*


Students learn best when classrooms and schools create a sense of community in which students feel significant and respected.

Students Need to Feel: CapableConnectedCared for

Linda Albert, Cooperative DisciplineSuperior Class Room Management for Teachers*


Learning Styles InventorySuperior Class Room Management for Teachers*


At the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year. Superior Class Room Management for Teachers*


What to do and when to do it How to enter the classroomWhat to do firstWhat to do nextWhere and how to store materialsHow to finish class and exit the roomWhat to do when they finish a projectOptions they have for learningWhat to do when they do not know what to doTaken from Americas Choice, Rituals, Routines and Artifacts, p.3Superior Class Room Management for Teachers*


That set up the class for achievement to take place. Informs students what you want them to do, how things are to be doneAre steps to be learnedSuperior Class Room Management for Teachers*


What the students do automatically Overall structure of the class activitiesThe absolute predictability of this routine communicates to students that the work of the class is important and well planned

From Americas Choice, Routines, Rituals and ArtifactsSuperior Class Room Management for Teachers*


1. Clearly define classroom procedures and routines2. Effectively teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing procedures until they become routines. Superior Class Room Management for Teachers*


Is not discipline; it is the lack of procedures and routines. Superior Class Room Management for Teachers*


Then youre planning to fail. Superior Class Room Management for Teachers*


Clearly define classroom procedures and routinesEffective teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing until they become routines.

H. Wong, The First Days of SchoolSuperior Class Room Management for Teachers*


Provide StructureHelp curb impulsive behaviorProvide a safe environmentReinforce rights of all individuals Define limitsIdentify appropriate/ inappropriate behaviorsProvide consistency and fairnessSuperior Class Room Management for Teachers*


Discipline: Concerns how students BEHAVE

Procedures: Concern how things are DONESuperior Class Room Management for Teachers*


Discipline has penalties and rewardsProcedures have NO penalties or rewardsSuperior Class Room Management for Teachers*


RulesConsequencesRewards

H. Wong The First Days of SchoolSuperior Class Room Management for Teachers*


ObservableMeasurableObtainablePositively StatedClearly DefinedPractices, reinforced, rewardedNo more than 5Superior Class Room Management for Teachers*


CompliancePreparationTalkingIn/ Out of Class BehaviorTransitionsSuperior Class Room Management for Teachers*


Follow your teachers directionsDo what your teacher askSuperior Class Room Management for Teachers*


Have books, pencils and paper for classHave your homework completed and ready to hand inSuperior Class Room Management for Teachers*


Raise your hand to speak

Talk to your friends only during free timeSuperior Class Room Management for Teachers*


Keep hands and feet to yourselfAsk permission to leave your seatRespect other peoples property, space and ideasSuperior Class Room Management for Teachers*


Be in your seat before the bell rings

Be in class and prepared by 7:00 AMSuperior Class Room Management for Teachers*


Walk down the halls with hands and feet to yourselfUse inside voices in the hallWalk on the right side of the hallSuperior Class Room Management for Teachers*


PunishmentExclusionCounselingSuperior Class Room Management for Teachers*


Social skills trainingAcademic curricular restructuringBehaviorally based intervention

Expert, define, instruct, model, practice, reinforce, reinforce, reinforce Superior Class Room Management for Teachers*


Examples of PreventionPrimaryReduce new cases of problem behaviorSecondary Reduce current cases of problem behaviorTertiaryReduce complications, intensity, severity of current cases*

Instructional ApproachFocus on teaching social behavior like academic skills

Emphasis on teaching & encouraging prosocial behavior that competes with development & displays of rule-violating behavior. Dr. L. Eber*

How Important Are You? Researchers estimate that students typically gain about 34 percentile points in achievement during one academic year. A student who scores at the 50th percentile in math in September will score at the 84th percentile on the same test given in May. Average teacher: 34 percentage points Effective teacher: 53 percentage pointsLess effective teacher: 14 percentage points*

How Important Are YOU? The highly effective teacherKnows their students. Employs a variety of instructional strategies to meet the many needs of their students. Has well defined, consistent classroomManagement techniquesPossesses a solid understanding of curriculum and designs instruction in a fluent, seamless fashion. *

The role of a teacher Is not to grade a studentThe main role of the teacher: Is to help every student reach the highest possible level of achievement. *

The highest form of Teaching Occurs When Students Are:

Working cooperatively Solving open-ended problemsUse higher-order thinking skills

The greater the time students work together and the greater the responsibility students take for their work, the greater the learning. *

Complete Critical Attributes for the First Day of SchoolWrite down three attributes you will DevelopChangeRefinePlace this list into an envelopSeal the envelop and sign your name across the back flapOn the front, write your name and schoolSuperior Class Room Management for Teachers*


Background 1943 Abraham Maslow published his Hierarchy of NeedsDivided needs into two groups deficiency needs and growth needsWithin the deficiency needs each lower need must be at least partially met before moving to the next higher need

Superior Class Room Management for Teachers*


Superior Class Room Management for Teachers*MASLOWSHierarchy of Needs


1. Physiological Life Support Hunger, Thirst, Air, Bodily comforts, Elimination, Sex2. Safety Security/ Out of dangerPeers, Curriculum, Teacher Administrators3. Sense of Belonging Being affiliated with, and accepted by, othersPhysically and psychologically safe haven. Superior Class Room Management for Teachers*


4. Esteem To achieve, be competent, and be recognized has both an internal and an external component. (You as the teacher have the most control over helping students meet this esteem need. You control the extent to which work is challenging and rewarding. ) Superior Class Room Management for Teachers*


Once the deficiency needs have been at least partially met individuals are ready to act upon growth needs. Maslow originally conceptualized only one growth need: Self-actualization To find fulfillment and realize ones potential a concern for personal growth. Superior Class Room Management for Teachers*


Self-actualization To find fulfillment and realize ones potential a concern for personal growth. Superior Class Room Management for Teachers*


Maslow later added two growth needs prior to self-actualization and one after it. The needs added prior to self-actualization are: Cognitive a need to know, understand, and explore

Aesthetic a need for symmetry, order, and beauty Superior Class Room Management for Teachers*


The need added after Self-Actualization was Transcendence To help others find self-fulfillment and realize their potential. Superior Class Room Management for Teachers*


Since 1943, when Maslow published his hierarchy, other psychologists such as William James, Gordon Allport, and other developed other hierarchies. Ironically, Maslows hierarchy remains the most popular despite the lack of any empirical evidence to support the idea. Superior Class Room Management for Teachers*


Credited to B.F. Skinner (1953). Classical conditioning/ behaviorism. Manipulating the environment (providing rewards or punishments) to bring about a behavior change in someone else. Someone else is the prime mover. Regardless of how benevolent the reason, the students opportunity to make a free choice is reduced or eliminated. Superior Class Room Management for Teachers*


Credited to William Glasser (1965) and used in clinical psychiatry. Past events not allowed to excuse current behavior. Student Identifies consequences of behavior and decides if it is acceptable. Student is the prime mover in deciding on and implementing, a plan to avoid unacceptable consequences. Superior Class Room Management for Teachers*


Assumes that if there is a behavior problem, the student wants to minimize the number of others who get involved. Depends on keeping anecdotal (written) records, i.e., name, date, problem, and on the approval of your principal to use this approach. Superior Class Room Management for Teachers*


Involvement goes from aStudent and teacher; to Student, teacher, and parents; toStudent teacher, parents, and school counselors and/ or administrators. Anecdotal records document systematic attempt to solve problem without administrative assistance. Superior Class Room Management for Teachers*


Illegal to give a student a zero for management issuesOther possibilities: 1. After-school detention2. Break detention3. Corporal PunishmentThere has to be an intermediate step between your initial consequence and an office referralSuperior Class Room Management for Teachers*


Things you can ControlThings you cant Control Superior Class Room Management for Teachers*


Class Size (this is the determining factor) StudentsTime of DayInterruptionsSuperior Class Room Management for Teachers*


SeatingProceduresRules and ConsequencesSuperior Class Room Management for Teachers*


The Goal: Increase the variety of learning activities but decrease transition time. Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another.



Withitness refers to a teachers awareness of what is going on in the classroomSuperior Class Room Management for Teachers*


When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problemWhen two discipline problems arise concurrently, the teacher deals with the most serious firstThe teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by othersSuperior Class Room Management for Teachers*


When handling misbehavior make sure all students learn what is unacceptable about that behaviorGetting angry or stressed does not reduce future misbehaviorDeal with misbehavior without disrupting the learning activitySuperior Class Room Management for Teachers*


Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Be free to roamAvoid turning back to classSuperior Class Room Management for Teachers*


Verbalize descriptions of behaviors and never value judgments about individualsVerbalize feelings but remain in controlDO NOT USE SARCASMDo not place labels (good or bad) Do not get students hooked on praise Praise the word and behavior not the students themselvesSpeak only to people when they are ready to listen Superior Class Room Management for Teachers*


Or, Do not smile until Eid Superior Class Room Management for Teachers*


Take advantage of the first days of classEstablish an environment in which achieving specified learning goals takes priority over other concernsIt is much easier to establish this environment from the beginning rather than laterSuperior Class Room Management for Teachers*


Take advantage of the new school year or term to set the stage for cooperationBe particularly prepared and organizedMinimize transition timeUtilize a communication style that establishing non-threatening, comfortable environmentClearly establish expectations for conductSuperior Class Room Management for Teachers*


Take advantage of initial uncertaintyRide your fencesPLAN for a favorable beginningClassroom/ lab organizationOngoing routinesUse learning activities with easy-to-follow, uncomplicated directionsUse a disclosure statementSuperior Class Room Management for Teachers*


Used to clearly communicate expectations to students and parentsRefer back to the guidelines throughout the termNot a legally binding documentSuperior Class Room Management for Teachers*


Basic Course OutlineGrading ProceduresInclude procedures for making up missed work, extra credit, homework expected, etc. Attendance Policies (Should be consistent with school policy) Other class rules, policies, proceduresSafety considerations as necessaryAccommodation for disabilities statementSignature of student and parent/ guardianSuperior Class Room Management for Teachers*


Make sure all students can see and hear clearly (and you can see them clearly) Arrangement is determined by learning activity (lecture, class discussion, small group work, etc. ) Allow room and easy access for proximity controlThink through class procedures and learning activities and arrange the room in the best possible waySuperior Class Room Management for Teachers*


Every behavior has a functionFour primary reasons for disruptive behavior in the classroomPowerRevengeAttentionWant to be left alone (i.e., disinterest or feelings of inadequacy) Superior Class Room Management for Teachers*


Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacherDo not tolerate undesirable behaviors no matter what the excuseUnderstanding why a person exhibits a behavior is no reason to tolerate itUnderstanding the function of a behavior will help in knowing how to deal with that behaviorSuperior Class Room Management for Teachers*


Remain focused and calm; organize thoughtsEither respond decisively or ignore it all togetherDistinguish between off-task behaviors and off-task behavior patternsControl the time and place for dealing with off-task behaviorProvide students with dignified ways to terminate off-task behaviorsSuperior Class Room Management for Teachers*


Avoid playing detectiveUtilize alternative lesson plansUtilize the help of colleaguesUtilize the help of guardiansDO NOT USE CORPORAL PUNISHMENTA form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behaviorSuperior Class Room Management for Teachers*


Use the principle of Extinction Whenever the positive rein forcers for a persons voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behaviorSpecify the exact behavior pattern to extinguishIdentify positive rein forcers for the behaviorPlan to eliminate positive reinforcementEstablish a realistic time scheduleImplement the planEvaluate the effectiveness by observing behaviorSuperior Class Room Management for Teachers*


Use the principle of Shaping Reinforce behaviors that are similar to the behavior to be learnedSubsequent actions that are more like the behavior to be learned than previous actions are reinforcedSubsequent actions that are less like the behavior to be learned than previous actions are not positively reinforcedSuperior Class Room Management for Teachers*


Attention-seeking students prefer being punished, admonished, or criticized to being ignoredGive attention to this student when he or she is on-task and cooperatingCatch them being good! and let them know you caught them Superior Class Room Management for Teachers*


Power-seeking students attempt to provoke teachers into a struggle of willsIn most cases, the teacher should direct attention to other members of the classSuperior Class Room Management for Teachers*


POSSIBLE RESPONSES: Refocus attention by restating relevant pointDirect questions to group that is back on the subjectAsk how topic relates to current topic being discussedUse visual aids, begin to write on board, turn on overhead projectorSay: Would you summarize your main point please? or Are you asking ? Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Change teaching strategies from group discussion to individual written exercises or a videotape Give strong positive reinforcement for any contributionInvolve by directly asking him/ her a questionMake eye contactAppoint to be small group leaderSuperior Class Room Management for Teachers*


POSSIBLE RESPONSES: Acknowledge comments madeGive limited time to express viewpoint or feelings, and then move onMake eye contact with another participant and move toward that personGive the person individual attention during breaksSay: Thats an interesting point. Now lets see what other people think. Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Admit that you do not know the answer and redirect the question the group or the individual who asked it. Acknowledge that this is a joint learning experience. Ignore the behavior.



POSSIBLE RESPONSES: Redirect question to group or supportive individuals. Recognize participants feelings and move on. Acknowledge positive points. Say: I appreciate your comments, but Id like to hear from others, or It looks like we disagree.



POSSIBLE RESPONSES: Say: You are entitled to your opinion, belief or feelings, but now its time we moved on to the next subject, or Can you restate that as a question? orWed like to hear more about that if there is time after the presentation. Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. Respond to fear, not hostility. Remain calm and polite keep your temper in check. Dont disagree, but build on or around what has been said. Move closer to the hostile person, maintain eye contact. Always allow him or her a way to gracefully retreat from the confrontation. Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Say: You seem really angry. Does anyone else feel this way? Solicit peer pressure. Do not accept the premise or underlying assumption, if it false or prejudicial, e.g., If by queer you mean homosexual Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. Ignore behavior. Talk to him or her privately during a break. As a last resort privately ask the individual to leave class or for the good of the group. Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Point out that we cant change policy here. Validate his/ her point. Indicate youll discuss the problem with the participant privately. Indicate time pressure. Superior Class Room Management for Teachers*


POSSIBLE RESPONSES: Dont embarrass talkers. Ask their opinion on topic being discussed. Ask talkers if they would like to share their ideas. Casually move toward those talking. Make eye contact with them. Standing near the talkers, ask a near-by discussion is near the talkers. As a last resort, stop and waitSuperior Class Room Management for Teachers*


Policies relating directly to students: Attendance/ Tardy PolicyAcademic/ Grading PoliciesTelephone use (school phones, cell, papers) Student Dress and Grooming PoliciesSafe School PoliciesWeapons, fighting, intimidation verbal abuse, etc. Alcohol, Tobacco, and Drug PoliciesSexual Harassment PolicySuperior Class Room Management for Teachers*


Internet/ Email use policiesPolicies regarding the reporting of abuse, neglect, suicide threats, etc. Emergency proceduresFire, earthquake, bomb threat, intruder, etc. Field Trip policiesAccident reporting proceduresReporting academic progressPurchasing guidelinesSubstitute teachersRequests for, planning, etc. Use of videos, movies, and instructional materialsSuperior Class Room Management for Teachers*


Engaging StudentsSuperior Class Room Management for Teachers*


In order for students to understand what teachers are trying to say, they have to hear what the teachers are saying! Task, but there are ways to get your information through to them!Superior Class Room Management for Teachers*


Lead-In-Activity: This will get your students brains warmed up before you begin the days lesson. Consider these activities Jumping Jacks for the Mind! Superior Class Room Management for Teachers*


When will I use this? Students always want to know how class topics will relate to them in the real world. Make the subject matter practical. Present the information as the students might see it on tests or assignments, and then relate it to their lives. Make it seem real to them instead of spouting off some abstract concept. Superior Class Room Management for Teachers*


There was this one time Students love to hear stories. Use your personal experience in your lessons, as they relate to the topics being discussed. Allow the students to visualize concepts through your stories. Superior Class Room Management for Teachers*


Activities, Activities, Activities! Activities are the one way to trick students into learning important concepts without them realizing they are (oh no!) learning!Superior Class Room Management for Teachers*


Dont be a Dictator!Students always unfairly compare being in schools to being in prison. Avoid this in your classroom by offering choice of assignments. (i.e. present an assignment and allow students to choose how they answer the same problem from three different methods. )Superior Class Room Management for Teachers*


I didnt get it because Im a visual person. All students learn differently. Try to present your ideas or concepts in multiple ways, exploring multiple modalities of learning. Expose all the senses by giving the information to students so that they hear it, see it, feel it, and hopefully understand it. Use different colors, sounds or music, and/ or hands-on examples to reinforce lessons. Superior Class Room Management for Teachers*


If you cant beat em, join em! How do a majority of students spend their free time???... Playing video games! Students can easily wire and install elaborate entertainment systems in their cars, most have hi-tech communication devices. Superior Class Room Management for Teachers*


Take advantage of this by incorporating technology into your classroom. Use multi-media systems to show informative web pages, videos, and power points that enhance lessons. Have students do assignments on the internet instead of in their textbooks. Your school media specialists can help you implement these technologies into your classes. Superior Class Room Management for Teachers*


If they want to talk, let them talk!!! Encourage student responses in class. They may help you relate information in a way. This is more easily retained by other students. Group assignments are great because students are able to communicate and talk, yet in a more constructive way. Superior Class Room Management for Teachers*


Mix it up! You cant expect to keep your kids attention for ninety minutes by making them sit and listen to you lecture. You can provide variety without sacrificing structure. Break the class period down into sections, were information is explored in different ways (i.e. lead-in activity, notes, lecture, group work, assignment, hands-on activity review.) Superior Class Room Management for Teachers*


Dont be afraid to have fun! Its ok to make your class fun. If your kids enjoy their time with you, they are more likely to be successful. Your class might be the only time of the day that they feel important, or the only time they smile. Superior Class Room Management for Teachers*


Using the research on the first-week management behavior of effective classroom teachers, state what you would do during your first week as a new teacher and why you would do that. Discuss the difference between focusing on increasing on-task behavior or decreasing off-task behavior (Give specific, original examples, not just generalities.) Superior Class Room Management for Teachers*


The most important factor in classroom management is getting off to a good start. In general, this means to develop and implement a classroom management plan that will prevent problems from occurring. Superior Class Room Management for Teachers*


In general, teachers who get off to a good start in terms of classroom management generally have more orderly classroom in January as well as better student achievement (e.g., Emmer, Everston & Anderson, 1980; Everston & Emmer, 1982) Superior Class Room Management for Teachers*


One of the most important activities during the first week is to establish and teach classroom rules (guidelines for appropriate and inappropriate behavior) and procedures (specific routines for accomplishing daily activities). Superior Class Room Management for Teachers*


A second guideline is to work with the whole class during the first two weeks to establish group cohesiveness and solidarity. If groups are to be used, every student ought to be engaged in the same activity. Superior Class Room Management for Teachers*


A third guideline is to provide many opportunities for students to respond appropriately. If you want students to write their names and the date on their papers I a certain place, give several assignments each day where students will have to practice this activity. Then provide corrective feedback to help students accomplish the task successfully. Superior Class Room Management for Teachers*


A fourth guideline is to use a variety of activities during the first week or two in order to capture and maintain students attention. These should be relatively easy and enjoyable and should probably engage students in reviewing previously learned material. Superior Class Room Management for Teachers*


A fifth guideline is to keep track of each students progress and insure, as much as is possible, that each student is engaged and successful in learning activities. Any student that seems to demonstrate an inability to keep up should be dealt with us quickly as possible. Superior Class Room Management for Teachers*


Increasing student involvement in classroom activities (or time-on-task) is one way to think about getting off to a good start. Superior Class Room Management for Teachers*


However, sinceTotal allocated time = Time-on-task + Time-off-taskAnother perspective is to focus on how to decrease time-off-taskSuperior Class Room Management for Teachers*


Huitt, Caldwell, Traver & Graeber (1981) found that student off-task (unengaged) behaviors could be classified in one of five categories: Management/ transitionSocializingDisciplineUnoccupied/ observing, andOut of the roomSuperior Class Room Management for Teachers*


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Management/ TransitionDaily, routine classroom activities or in-between activitiesDistributing, setting up, or gathering equipment, supplies, materials, etc.


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Management/ TransitionTaking rollStudents standing in lineWaiting for teachers helpTurning pages in bookListening to nonacademic directionsWaiting for next activity to begin


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*SocializingTwo or more persons are interacting socially


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*SocializingWhispering nonacademic comment to neighborPassing notesWatching someone else whispering


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*DisciplineAdult is reprimanding a student, a student is being punished, or student is watching other student being scolded


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*DisciplineOne student is being scolded and other students are listeningHead on desk as punishment


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Unoccupied/ ObservingSitting or standing alone, wandering about with no evident purpose or goal, watching other people or unassigned activities, or playing with materials


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Unoccupied/ ObservingStaring out the windowAimlessly wandering around the roomWatching another student do a different assignment


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Out of the roomTemporarily out of the room


The acronym of Ms. Duo can be used to help remember these categoriesSuperior Class Room Management for Teachers*Out of the roomGone to theBathroomNurseLibraryPrinciples office


Superior Class Room Management for Teachers*Work in schools helping teachers improve student engaged time (e.g., Caldwell, Huitt & French, 1981) showed that two of the five categories were used to classify almost 90% of the unengaged behaviors: Management/ transition andUnoccupied/ observing


Superior Class Room Management for Teachers*Management/ transition occurred mainly when the teacher was working with the whole class.

Unoccupied/ observing occurred more often when students were involved in seatwork.


Superior Class Room Management for Teachers*A larger than normal amount of socializing generally meant that the teacher was involved in the social interaction process (e.g., discussing a recent sports activity or the upcoming dance.)


Superior Class Room Management for Teachers*When a larger than normal amount of discipline occurred it generally was a result of a cease and desist classroom management strategy. That is, the teacher waited until an inappropriate behavior occurred and then tried to stop it rather than attempting to establish appropriate behavior in a proactive manner.


Superior Class Room Management for Teachers*A larger than normal amount of out-of-the-room behavior usually meant that eitherThen teacher was not paying attention to the number and lengths of trips to the bathroomORSome person outside of the classroom was requesting that students leave the classroom on a regular basis


Superior Class Room Management for Teachers*Specific research-based management strategies focused on the most often occurring management problems in a classroom are provided in your handouts. Close attention to dealing with these problems in a proactive manner will reduce time-off-task, thereby increasing time-on-task. [Notice that the management/ transition category has four subcategories with suggestions for each. ]


Superior Class Room Management for Teachers*IntroductionBehavior & LearningSetting up your Students for SuccessDefining & Teaching Behavioral ExpectationsReinforcing Expected BehaviorEffective Scanning and Monitoring Instructional Variables related to BehaviorParticipationStudent SuccessResponding to MisbehaviorReview & Tools


Superior Class Room Management for Teachers*There are no bad boys, there is only bad environment, bad training, bad examples, and bad thinking William Tames


Superior Class Room Management for Teachers*Early ChildhoodMiddle ChildhoodLate ChildhoodBAD NEWS: Long-term risk increases with each stageGOOD NEWS: We can take Kids off this developmental pathway


Superior Class Room Management for Teachers*Assumption of Behavior Theory: People are constantly engaged in learning and every experience adds to a persons knowledge base and influence his/ her subsequent actions. Therefore, effective teachersSpend more time promoting responsible behavior than responding to irresponsible behaviorRecognize that misbehavior occurs for a reason, & take this into account when determining how to respond to misbehavior


Superior Class Room Management for Teachers*Are NOT born with bad behaviors Do NOT learn when presented contingent aversive consequencesDo learn better ways of behaving by being directly & receiving consistent positive feedback.


Superior Class Room Management for Teachers*Student(s) dont know expectationsStudent(s) dont know how to exhibit expected behaviorStudent is unaware he/ she is engaged in the misbehaviorMisbehavior is providing student with desired outcome: Obtaining attention from adults/ peersEscape from difficult task or non-desired activity


Superior Class Room Management for Teachers*Students who chronically engage in problem behavior have: Learned that it is a functional response for getting what they wantIn many cases avoiding academic tasks they struggle withOften do not have practiced alternative, more appropriate behaviors to fall back on


Superior Class Room Management for Teachers*Are we setting students up to misbehave? Every time a student engages in problem behavior, escalation, or a power struggle they are further practicing that responseAs educators, we need to: Prevent students from practicing habits of problem behavior & escalationTeach more appropriate alternative behaviors


Superior Class Room Management for Teachers*Views students behavior as a teaching problem, in which errors need to be eliminated and correct responses need to be taught and strengthened


Superior Class Room Management for Teachers*We need to explicitly teach expected and desired behavior rather than take the risk, or expect, that students should know, or they will figure it out on their ownOur tendency when students dont follow behavioral expectations is to punish students rather then teach studentsWould we punish a student for not reading a word correctly?


Superior Class Room Management for Teachers*We cannot prescribe medicationWe cannot change the students previous experiencesWe often cannot change the parenting practices in the homeSome venting is good, but too often it takes over leading to less productive meetings, instruction & supports for students

There is a LOT we can do in the classroom to change student problem behaviorThis starts with student learning


Superior Class Room Management for Teachers*If students are repeatedly engaging in a behavior, they are most likely doing it for a reason, because it is paying off for the student. Behavior is communication, students can learn either that (a) expected behavior or (b) problem behavior is the best way for them to get their needs metStudents will use which ever behavior works most effectively and most efficiently for them to attain their desired outcome


Superior Class Room Management for Teachers*What happen before (A or antecedent) the behavior occurs? What is the behavior (B)? What happens after (C or consequence) the behavior occurs?


Superior Class Room Management for Teachers*What happens Immediately preceding the problem/ target behavior? What triggers the behavior, be specific What activity? What peers? What tasks? Describe in detailIf you wanted to set up the student to engage in the problem behavior, what would you have do?


Superior Class Room Management for Teachers*What happen Immediately following the behavior? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses occur following the problem behavior? What is the student gaining as a result of engaging in the behavior? How is it paying off for the student?


Superior Class Room Management for Teachers*Student Learns through repeated experience, that under these specificAntecedent condition, if I engage in thisBehavior, I can expect this Consequence



ABCIn reading class, student is asked to read the word aloud on the boardStudent tries, but reads slowly, struggles, and gets the word wrongPeers laugh at the student and one students says, That word is so easy What did the student learn?NEXT DAYStudent is asked to read the word aloud on the boardWhat happens today?


Superior Class Room Management for Teachers*If the consequence is rewarding/ desired, the subject learns the behavior is functional for getting what they wantBehavior Increases in the FutureRewarding or Desired Consequence


Superior Class Room Management for Teachers*If the consequence is punishing/ undesired, the subject learns the behavior is not fictional for getting what they wantBehavior Decreases in the FuturePunishing or Undesired Consequence


Superior Class Room Management for Teachers*(A) When sitting at the lunch table with group of cool peers (B) If I try to get their attention appropriately by offering to share (C) peers ignore me and dont respond do not get desired attentionBehavior is punished less likely to occur in future(A) When unlucky girl comes to table with cool peers and student wants attention (B) If I make fun of unlucky girl (C) peers will laugh and give me attentionBehavior was rewarded more likely to occur in future


Superior Class Room Management for Teachers*Student Learns through repeated experience, that under these specific Antecedent conditions, If I engage in this Behavior, I can expect this ConsequenceConsistent Responding is the Key!!!


Superior Class Room Management for Teachers*Consistent Responding is Key when new skills (academic or behavioral) are first being learned. Consistent praise and acknowledgment for correct behaviorConsistent error correction with practice performing the correct responseFrequent Review and Pre-CorrectionPraise and error correction should follow nearly every response during Acquisition of a New Skill


Superior Class Room Management for Teachers*AntecedentHold flashcard up w/ word CAT, What word? BehaviorStudent ResponseSay word correctly CatSay word incorrectly Car ConsequenceNice job, this word is Cat. No, this word is Cat, we can sound it out c-a-t, cat. Return beginning and practice word again


Superior Class Room Management for Teachers*When leading a class were always teaching something we often get into trouble from what students are learning that we dont know were teaching. We need to be aware of what were teaching that arent a part of our curriculum. Not just what comes out of our mouth, but what our actions are teachingWe must also be aware of what we are not teaching.


Superior Class Room Management for Teachers*What are students learning when They are sitting idly and not doing their work for 3-5 minutes with no teacher responseThey are continually asked to complete assignments that they cannot be successful withThey are not provided opportunities to practice corrections to errors they are making academically or behaviorally


Superior Class Room Management for Teachers*Explicitly Teaching Expected Behavior


Superior Class Room Management for Teachers*Teachers set and Teach Clear Standards for classroom Behavior and Apply them fairly and ConsistentlyTeachers Establish Smooth, Efficient Classroom RoutinesTeachers Interact with Students in Positive, Caring WaysTeachers Provide Incentives, Recognition, and Rewards to Promote Excellence


Superior Class Room Management for Teachers*Before we can teach, reinforce, and enforce anything in our classroomsWe must clearly define: Fair behavioral expectations & Effective behavioral routines


Superior Class Room Management for Teachers*Identify Classroom rules and expectations, use School Rules if applicableUnit # of Rules to 3-5Rules should be broad enough to cover all potential problem behaviorsMake rules positivePost them in your classroomCommon ExamplesBe Safe, Be Responsible, Be RespectfulState specific behavioral expectations as a subset of the most appropriate Rule


Superior Class Room Management for Teachers*Easier to learn and remember then a long list of specific behavioral expectationsPositively stated rules can cue staff to respond to acknowledge positive, not only negative behaviorPosting rules creates a visual cue for students and staff to remind them of the rules As well as a tool for accountability


Superior Class Room Management for Teachers*Those common activities that are completed by students with minimal assistance from the teacherCommon routines in reading groupsHow to enter class and get startedRaising hand to speak (how & when) How to work Independently Unison responding (how & when)


Superior Class Room Management for Teachers*Carefully plan routines to minimize problems This may require planning of the physical set up of the environment as well Examples: Working independently & getting started in reading centers accessibility of materialsTransitions between reading centers traffic patters, routine for turning in homework or independent workBe cautious not to inadvertently set up students to misbehave through unclear or ineffective routines


Superior Class Room Management for Teachers*Identify what routines will allow students to perform independently in the 90 min. reading time: What are your Reading centers?Should small groups of students be able to succeed in this center working independently? Are any aides, parent volunteers, additional support available to support students during this time? Can students access materials and set up for the reading center independently? How will students ask for help if something isnt set up right? Will the students have back-up work to do if the center is not working properly? Transitions between reading centers


Superior Class Room Management for Teachers*Establishing Behavioral RoutinesExplainSpecify Student BehaviorsModel Desired BehaviorLead Student Practice each individual student should get an opportunity to practice the routine Test/ MonitorFollow-up reinforce & review regularly


Superior Class Room Management for Teachers*Model (I do) teacher or peer displays skill performed correctlyLead (We do) require student to practice skill with coaching assistanceTest (You do) ask student to display the skill without teacher assistance & provide specific & immediate positive feedback when the skill is performed correctly


Superior Class Room Management for Teachers*Match Intensity of Instruction with Level of Need, which can vary according to: Developmental levelSeverity of disabilityComplexity of Behavior being taught Level of existing knowledge Strength of the habit of doing it the wrong way Most importantly, if they didnt get it, teach it again and provide frequent pre-correction


Superior Class Room Management for Teachers*We also need to provide: Frequent opportunities to practice the behaviorFrequent reinforcement and acknowledgement for the desired behaviorFrequent review and practice of the skillPre-correction and reminders to cue the expected behavior & develop the habitEffective error correction procedures


Superior Class Room Management for Teachers*Student learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this ConsequenceConsistent Responding is the Key!!!


Superior Class Room Management for Teachers*Teaching a Behavior or Routine Use the Teaching Behavior formExample routines to teach: Transitions between reading centersGetting started & working independently during reading centersHow to ask for help during reading centersTurning in work and starting a Fast Finishing activityHow to sit appropriately at the table or during groupReward Program for best group behavior during reading centersAsking to go to the bathroom v. emergency bathroom (sick etc.) Entering the classroomUnison responding Attention Signal


Superior Class Room Management for Teachers*Acquisition When the learner is first exposed to a new skill or knowledge and begins to move it from short-term to long-term memoryFluency learning begins to build speed & efficiency in use of the skill or knowledgeMaintenance student is able to use the skill or knowledge with a high rate of accuracy and at an appropriate rate


Superior Class Room Management for Teachers*Reward/ acknowledge the expected behavior almost every time it occursCorrect errors every time a non-desired behavior occursContinuous Reinforcement Schedule allows students to receive the maximum possible number of opportunities for feedback about the accuracy of responsePaired with an effective error correction procedure, this should prevent the development of bad habits


Superior Class Room Management for Teachers*We can begin to fade acknowledgement of a newly taught skill once the student starts to provide a high percentage of accurate responsesDo not fade too quickly gradual fading of reinforcement is recommended over time as the student continues to develop fluencyEventually the student will require little teacher feedback


Superior Class Room Management for Teachers*Stages of Learning/ TeachingAcquisitionFluencyMaintenance

ContinuousIntermittentFadingRates of Reinforcement & Corrective Feedback

Continuous Reinforcement provide reinforcement or corrective feedback on every occurrence of behavior


Superior Class Room Management for Teachers*Immediate & frequent (dont wait until the end) Tickets, point systems can be good for cuing teachers to provide frequent reinforcementVerbally label specific behaviors being reinforcedKeep it genuineMakes reinforcement a teaching strategyReinforce all students, not just the best studentsMore challenging students need even more reinforcement for desired behavior then othersErr on the side of too much reinforcement, rather than not enough (at least 4:1) but, keep it genuine


Superior Class Room Management for Teachers*The most available reinforcer available in effective classrooms is success on academic tasksThe most available punisher is academic failure


Superior Class Room Management for Teachers*Each transition award small groups for positive behavior Ready Freddie Readers best group during each center Quite as a Mouse pointsCould have aide or parent volunteer help with thisRate on a Hard Worker scale and add points toward a reward for each groupCan make it into a competition, or reward system for the whole classEach group can post daily awards on the wall or add up points and when they reach a goal, they can have some sort of reward (popcorn party, game time, lunch w/ teacher, etc. )


Superior Class Room Management for Teachers*1. Develop & teach Expectations/ RoutinesHave students explicitly practice appropriate behaviors & routinesCreate consistent & effective routines2. Respond consistentlyTo reward appropriate behavior (4:1ratio) To inappropriate behavior w/ corrective feedback


Superior Class Room Management for Teachers*Setting up the room for easy monitoring/ accessibility to all studentsStructure classroom to allow for smooth transitions


Superior Class Room Management for Teachers*Actively roaming around the room monitoring Pay attention to the behavior you want to seeCalmly, quietly, & quickly approach & redirect students who are off-taskCan often just point, say quick two wordsThen walk away & continue to reinforce other studentsReduces chances of power struggleIf no progress approach student privatelyAsk how student is going & see if you can offer supportGive choices of things to do not in the form of a?


Superior Class Room Management for Teachers*Effective scanning and movement allows for more opportunities: To catch students engaged in positive behavior (4:1) Catch minor misbehavior early and prevent escalationUse proximity and prompts to redirect student behavior3. Catch academic errors early during independent seat work to catch frustration early and prevent practice of misrules or errors


Superior Class Room Management for Teachers*a) Proximityb) ReinforcementRemember in a classroom the most frequently available reinforcer is academic success2 of your most powerful tools in managing Behavior


Superior Class Room Management for Teachers*Good instruction of academic content is the best and most important Behavior Management tool you haveAcademic success is the most frequent reinforcer available to students in the classroomStudents should experience at least a 90% success rateTo be successful students need 2 things: Effective instruction with frequent reviewHigh rates of success with questions and assignments


Superior Class Room Management for Teachers*Structure activities from time students enter until they leave classroomIdle hands (or Idle time) = devils workbenchHave activities and a routine ready in advance for students who finish their work earlyProvide briskly-paced, interactive, engaging instructionMust be interactive & engaging for ALL students, not just the best students


Superior Class Room Management for Teachers*Avoiding Difficult Tasks is one of most common functions of student problem behaviorResponsesProvide the most effective instructionProvide instruction/ activities to meet/ match students varying skill levelsCollect data to Monitor student work and error patterns to identify what needs re-teachingReview, review, reviewBe active in scanning work to catch student errors early to prevent frustration and practice of misrules


Superior Class Room Management for Teachers*Increasing task efficiency through effective strategies can greatly increase likelihood and student tolerance to do assigned tasksThis is where research based curriculum and strategies are importantHaving students talk through strategies or watching their work can help to ID ineffective or inefficient strategiesExamples14 x 7 v. 14+14+14+14+14+14+147+5Take 2 from 7Add 5+5 = 10Add 2 taken away previously = 12


Superior Class Room Management for Teachers*Requires high levels of participation for all students in instruction/ classroom activitiesWays to get Everyone involved: Use Chorale Responding clear signal w/ think time to increase respondingBe Careful of relying too much on volunteersWhen reading aloud do not always go sequentially around the roomUse a random selection technique (i.e. choose from popsicle sticks with student names on them) Ask clear questions to which students should be able to experience a high rate of success based on the instruction provided.


Superior Class Room Management for Teachers*ReadEachWordTogether


Superior Class Room Management for Teachers*Identify your expectationsRoutines & Volume LevelsMay use signs, signals or cues to identify different requirements &/or Volume Levels (5-Level system) Use an attention signalExplicitly teach expectation with practiceGive students something to do


Decreasing Talk Outs during Instructions*Teach & Practice Raising handsMost Importantly consistently enforce responding to hand raisingDifferential reinforcement for blurting out answers v. raising handFor students who struggle with this, make sure you get to them quickly for raising their hand and reinforce them verbally

Independent Work* Define & Teach Expectations & Routines during Independent WorkHigh rates of reinforcement for early practice and independent workPractice at first with non-work activitiesMight want to link with a tangible reinforcer at firstProvide independent work that students can be successful with independently (90% accurate)

Independent Work* Break long, multi-step tasks into smaller parts with opportunities for participation Instead of waiting 15 minutes to complete & present a multi-step task, break task into portions & have students present progress on smaller steps in 5 minutes intervals

Active Movement & Scanning w/ frequent Reinforcement & Support if struggling

Can Do v. Will Do Problem* Skill Deficit v. Motivation ProblemFor skill deficits we can: Provide more instruction or support to alleviate specific skill deficit orProvide the student with easier questions of assignments to increase participationFor motivation problems we can: Find incentives to motivate the students to engage in the academic task

Preparing for Misbehavior*

Be prepared! Be proactive!* Anticipate behaviors you will see and know how you will respondList potential behaviorsIdentify what behaviors and expectations you can teach in advance to prevent anticipated problem behaviors and link with a reinforcement program early to develop habits. List out how you will respond to problem behaviorIdentify Classroom Managed v. Office Managed behaviors

Teach & use an Attention Signal*Qualities of a good attention signal Multi-sensory presentationVisual signalAuditory signalGive students a way to respondProvides an alternate behavior to engage in that will focus attention back to the teacherHelps to make the attention signal visible to all others students in classroom

RESPONDING TO MISBEHAVIOR*

IMMEDIATE RESPONSES TO MISBEHAVIORResponses to Misbehavior should interrupt Instruction to the least degree possibleBe careful not to escalate behavior into a CrisisCatch minor misbehavior and address them early before they escalate*

Problem Behavior situation with potential to escalate into a crisisUse strategies for defusing the situation

Crisis Si

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