How To Manage Your Classroom So You Can Teach

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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

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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.

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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

39

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)614.753.4693thomas.stacho@escco.org

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