Effective Classrooms
How to Manage Your Classroom So You Can Teach!
IMPACT on Behavior Thomas J. Stacho Ed.S.State Support Team
11Educational Service Center of Central Ohio
Brandi
Others
Others
4Responding to Problem Behaviors Insubordination, noncompliance,
defiance, late to class, nonattendance, truancy, fighting,
aggression, inappropriate language, social withdrawal, excessive
crying, stealing, vandalism, property destruction, tobacco, drugs,
alcohol, unresponsive, not following directions, inappropriate use
of school materials, weapons, harassment 1, harassment 2,
harassment 3, unprepared to learn, not following directions,
parking lot violation, irresponsible, trespassing, disrespectful,
banned items, failure to complete homework, disrupting teaching,
uncooperative, violent behavior, disruptive, verbal abuse, physical
abuse, dress code, other, etc., etc., etc..
Exist in every school
Vary in intensity
Are associated with variety of contributing variables
Are concerns in every community
5Behavior is Learned at it Serves a PurposeBehavior is learned
at it serves a purposeIts taught & someone has reinforced
it!
6Behavior is Related to the Context in Which it OccursSchool is
a very different place than home which is why parents/teachers do
not necessarily see the same behaviorsHard wood or plastic chairs,
fluorescent lights, restroom requirements, drinks, food,
entertainment, working, breaks etc.
7For every year a behavior has been in place, consider one month
of consistent appropriate intervention for us to see a change!
8Hard FactsBehavior is learned and serves a purpose
Behavior is related to the context in which it occurs
For every year a behavior is in place it takes at least one
months for that behavior to have significant change
Children comply with the rules 80% of the time. However they are
complimented for their behavior less than.....
9
MESSAGESomething effective for most
Aurora, CO, EBD, all schoolsTwo messages:1. high rates of
problem behaviors & reactive get tough management2. teaching to
the corner
10SIMPLE SOLUTION #1Over-reliance on Role-Bound
AuthorityStudents should behave because Im the teacher
Thinking that the person with the most power can MAKE THE KID
STOP (principal)
SYMBOLIC POWER of authority
SIMPLE SOLUTION #2An Increase in Emotional Intensity
12SIMPLE SOLUTION #3Over-Reliance on PUNISHMENT WHY DO WE
OVER-RELY On PUNISHMENT?
Its Quick!Its Easy to Administer?Its Cheap!It Works!!!
(with students without challenging behaviors 80-95%)
A quote from Haim GinottI have come to a frightening conclusion
that I am the decisive element in the classroom. It is my personal
approach that creates the climate. It is my daily mood that makes
the weather. As a teacher I possess tremendous power to make a
childs life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated, and a child humanized or
de-humanized.Between Teacher and Child
14Evidence Based Practices in the Classroomwill have an IMPACT
on Behavior! IInteract positively with students
MMonitor behavior and actively supervise
PPrepare and deliver effective instruction
AArrange and organize learning environments
CCorrect misbehavior effectively
TTeach clear behavioral expectations
Arrange and Organize Correct Misbehavior Effectively Teach
Expectations Interact Positively Monitor Behavior Prepare Effective
Instruction
Provide frequent non-contingent attention to build
relationships
Provide frequent, age-appropriate positive feedback to
acknowledge students effort to be successful
Strive to provide a high ratio of positive interactions
(4:1)
Avoid embarrassing feedback
Interact Positively(We can improve behavior by 80% by pointing
out what the student is doing correctly!)
18Its Not Only What You Say, But How You Say It! Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Paralinguistics (tone, pitch, rhythm, loudness etc.)
Humor
19
3 Stars and a Wish19
The way you built the climax of the story made me really want to
turn the pages and youre facing forward. I love the way you use
personification when describing the forest trees and sitting with
your feet on the floor. Youre story is so easy to read because of
your neat handwriting and youre sitting up straight.
20
And a Wish20
I wish youd add more detail to your main characters and finish
you work by the end of class today.
211. Do you interact with every student in a welcoming manner
(e.g., saying hello, using the students name, talking to the
student at every opportunity?Yes No2. Do you provide age
appropriate, non-embarrassing feedback?Yes No3. Do you strive to
provide positive interactions with students AFTER a negative
behavior?Yes No
Interact Positively
Monitor Behavior Active Supervision
Circulate, Scan & Interact!
Model friendly, respectful behavior
Monitor behaviorthrough Moving & Scanning
23Monitor and Collect DataAre rules being followed?
If there are errors,-who is making them?-where are the errors
occurring?-what kind of errors are being made?
Summarize data (look for patterns)
Use data to make decisions Guiding Questions:
1. What do we want students to learn?2. How will we know when
they have learned it?3. How will we respond when students dont
learn?4. How will we respond when students have already
learned?
241. Do you circulate and scan as a means of
observing/monitoring student behavior?Yes No2. Do you model
friendly respectful behavior while monitoring the classroom?Yes
No3. Do you periodically collect data to make judgements about what
is going well and what needs to be improved in your management
plan?Yes No
Monitor Behavior and Actively Supervise
25
Do lessons have learning goal strategies for progress
monitoring, new knowledge, practice, review and application?
Assess and monitor
Opportunities to Respond (OTRs)
Prepare Effective Instruction
261. Are lessons designed establishing learning goals,
strategies for monitoring progress, introducing new knowledge,
practicing, reviewing and application?Yes No2. Do you frequently
assess performance and monitor student's academic progress?Yes No3.
Do students have ample opportunity to respond (OTRs) during
instruction?Yes No
Prepare and Deliver Effective Instruction
27
Arrange and OrganizeLevel of Classroom Structure
Positive Working Environment
Attention Signal
Effective Rules
Effective Schedule
Beginning and Ending Routines
28Classroom Structure Example(use of the pencil sharpener)Low
StructureWhen someone is not teaching or speakingWhen you need to
sharpen your pencil
Medium StructureWhen there is no one in line at the
sharpenerSharpen quietly with no talkingRespect personal space of
others
High StructureAlways have 2 sharpened pencilsRaise hand for
permissionSharpen and return quickly and quietly
29Attention Signal
Point of Order
Class, your attention please
Given in any location
Can be used outside of room
Visual and auditory
Ripple effect
30 Teach, Review, Monitor, and Reinforce a Small Number of
Positively Stated Rules/Expectations
Sarah
31
31
32Rules within Routines MatrixRoutines
RulesEntering ClassroomSeat WorkSmall Group ActivityLeaving
ClassroomRespectResponsibilityPride
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Typical Contexts/ RoutinesClassroom-Wide
Rules/ExpectationsRespect OthersRespect PropertyRespect SelfAllUse
inside voice.Raise hand to answer/talk.Recycle paper.Put writing
tools inside desk.Do your best.Ask.Morning MeetingEyes on
speaker.Give brief answers.Put announcements in desk.Keep feet on
floor.Put check by my announcements.HomeworkDo own work.Turn in
before lesson.Put homework neatly in box.Touch your work only.Turn
in lesson on time.Do homework night/day before.TransitionUse inside
voice.Keep hands to self.Put/get materials first.Keep hands to
self.Have plan.Go directly.I Need AssistanceRaise hand or show
Assistance Card.Wait 2 minutes & try again.Have materials
ready.Have plan.Ask if unclear.Teacher DirectedEyes on speaker.Keep
hands to self.Use materials as intended.Have plan.Ask.Independent
WorkUse inside voice.Keep hands to self.Use materials as
intended.Return with done.Use time as planned.Ask.Problem to
SolveStop, Step Back, Think, ActStop, Step Back, Think, ActStop,
Step Back, Think, Act
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
Family Teaching MatrixSETTINGAt homeMorning RoutineHomeworkMeal
TimesIn CarPlayBedtimeRespect OurselvesRespect OthersRespect
Property
Expectations
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
351. Is the room arranged promoting a positive working
environment?Yes No2. Does the schedule create consistency, variety,
and opportunities for movement?Yes No3. Do you have effective
beginning and ending routines?Yes No
Arrange and Organize Learning Environments(s)
36
Correct Misbehavior EffectivelyDo you correct misbehavior
calmly, immediately and briefly?
In a business-like fashion?
Menu of in class consequences?
Do you have a plan when...
Gentle verbal reprimand
BEHAV IOR
RESPONSE
381. Do you correct consistently?Yes No2. Do you correct
calmly?Yes No3. Do you correct immediately?Yes No4. Do you correct
briefly?Yes No5. Do you correct respectfully?Yes No6. Do you have a
menu of in-class consequences?Yes No7. Do you have a plan how to
respond to different types of misbehavior fluently?Yes No
Correct Misbehavior Effectively
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Teach ExpectationsHave you created lessons and TAUGHT behavioral
expectations for all types of activities and transitions?
Do you provide teaching and reteaching as needed?
401. Have you created lessons on expectations and explicitly
taught them for classroom activities and transitions?Yes No2. Have
you created lessons and explicitly taught expectations for
classroom routines and rituals?Yes No3. Have you provided teaching
and reteaching as needed?Yes No
Teach Clear Behavioral Expectations
41Evidence Based Practices in the Classroomwill have an IMPACT
on Behavior! IInteract positively with students
MMonitor behavior and actively supervise
PPrepare and deliver effective instruction
AArrange and organize learning environments
CCorrect misbehavior effectively
TTeach clear behavioral expectations
42
IMPACT on Behavior at All Levels42
References and ResourcesDr. Laura Riffel at
www.BehaviorDoctor.orgDr. Randy Sprick at
www.SafeAndCivilSchools.com
43
44Contact Info:
Thomas J. Stacho Ed.S.State Support Team 11Educational Service
Center of Central Ohio
(ESCCO)[email protected]
