Instructional Management: Improving Classroom Behavior

Author, Consultant, Teacher Anita L. Archer, PhD Author, Consultant, Teacher archerteach@aol.com Additional information can be found in Chapter 5 of this book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org

Learning Intentions The participant will be able to: Organize classroom space to support explicit instruction Select or create classroom goals and rules Introduce routines and procedures to support effective and efficient instruction

Big Idea # 1 Classroom Organization Create an orderly learning environment that sets the stage for orderly behavior Create a pleasant climate for you and your students

Motto Space communicates

Big Idea #1 Classroom Organization 1. Design areas for specific activities Whole class instruction Small group instruction Rug activities Quiet reading area Free choice games and activities Computers

Big Idea #1 Classroom Organization 2. Arrange space so that : a. Students face the teacher without turning around b. Teacher has close proximity to students c. Students can interact with partner and/or team

Big Idea #1 Classroom Organization 2. Arrange space so that : d. Teacher can see all areas of room e. Teacher can easily monitor all areas f. Teacher and students can move easily around room

Big Idea #1 Classroom Organization 2. Arrange the space so that : g. Teacher can access necessary instructional materials h. Students can access necessary materials See diagrams of possible room arrangements

Paired Rows

Slanted Rows

Slanted Tables

Double U

Double E

Big Idea #1 Classroom Organization Assign seats Elementary Put student’s name on desk Secondary Number the desks Make a seating chart with desks, numbers, and names Give students a seating chart as they enter Have students keep the seating chart to learn classmate’s names

Practice Activity (See Support Materials) Directions: Examine the two sets of classroom arrangements. For each set, inspect the example and note the desirable qualities of the classroom. Next, examine the corresponding non-example and record suggestions that you would make.

Big Idea # 2 Classroom Goals and Rules Students are more likely to exhibit desired behaviors when expectations are clear

Big Idea # 2 Classroom Goals and Rules Motto What you expect = What you get

Big Idea # 2 Classroom Goals With grade level team or school faculty, establish goals you would like children to reach Goals reflect values you hold for students Goals are more global than rules Analogy Goal - Drivers should be courteous Rules - Speed limit 65 Stop for pedestrians in cross walk

Big Idea # 2 Classroom Goals Example goals Respect others Be responsible Do your best work Cooperate with others

Big Idea # 2 Classroom Rules Rules for Rules Rules: Are few in number State desired behavior Are short and simple List observable behaviors Begin with a verb Clearly define behaviors (Clarify in lessons)

Big Idea # 2 Classroom Rules Your rules. ________________________________

Big Idea # 2 Classroom Rules Example Rules 1. Arrive on time 2. Bring school materials only 3. Follow directions immediately 4. Participate in activities 5. Work during work sessions 6. Use language appropriate to school and work-place

Big Idea # 2 Classroom Rules Introduce rules Teach lessons on individual rules Review rules Post rules Act as if you expect desired behaviors

Big Idea # 3 Routines and Procedures In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.

Big Idea # 3 Routines and Procedures Motto Predictability predicts ability

Big Idea # 3 Routines and Procedures Step 1. Determine situations where a routine or procedure is needed See list of possible routines in Support Materials Check situation where a routine is necessary in your setting

Big Idea # 3 Routines and Procedures Step 2: For each situation, determine a routine/procedure that: - Promotes self-responsibility - Doesn’t require teacher involvement - Is effective and efficient - Can be used consistently Write down routines/procedures

Big Idea # 3 Routines and Procedures Step 3. Teach most important routines/procedures Step 4. Review routines/procedures as needed

Big Idea # 3 Routines and Procedures Movement into the classroom - Elementary Students assemble in designated area. Teacher greets students. Students and teacher walk to classroom. OUTSIDE classroom, teacher gains students’ attention and gives directions for next activity. Teacher opens the door and students enter.

Big Idea # 3 Routines and Procedures Movement into the classroom - Secondary Before bell rings, the teacher opens door and stands in doorway. Teacher greets students as they arrive. When the bell rings, the teacher closes the door. Students begin warm-up activity when bell rings. OR The teacher immediately begins a new lesson.

Big Idea # 3 Routines and Procedures Movement out of the classroom - Elementary Line leader goes to door. Teacher dismisses rows, tables, or groups when materials are organized. When all children are lined up, line ender goes to end of line. If necessary, the teacher reviews the guidelines for walking to new location (e.g., Stay with the group. Keep your hands and body to yourself. Use a “whisper” voice.) Teacher walks in middle of line.

Big Idea # 3 Routines and Procedures Movement out of the classroom - Secondary Students DO NOT pack up materials until teacher indicates end of class. The teacher NOT the bell dismisses students. Teacher moves to door and dismisses students. Teacher may require an exit task. - Show me tomorrow’s assignment on your calendar. - Write a 10 word summary of today’s lesson. Show it to me as you exit. - Show me your notes from today’s lesson. - Show me the rough draft of your paper.

Big Idea # 3 Routines and Procedures Use of the bathroom Students should use the bathroom before school, before class, during recess, during passing period. If there is an emergency, students should go to the bathroom during independent work time. Students must sign out, turn over sign, or take a pass. If the privilege is abused, the teacher will meet with the student.

Big Idea # 3 Routines and Procedures Use of pencil sharpener. Sharpen your pencil BEFORE class. Have more than one pencil in your pencil/pen pouch. If your pencil lead breaks, - use your extra pencil - use a pen - borrow a writing tool from your partner NEVER interrupt a lesson to sharpen your pencil.

Big Idea # 3 Routines and Procedures Correcting work in class Students take out correcting pen (pen, red pen, crayon). Teacher shows or tells each answer. Students indicate if answer is correct or incorrect on their paper. Teacher reteaches difficult items. Students use remaining time to correct any items.

Big Idea # 3 Routines and Procedures Tardy to Class Student arrives late. Teacher continues teaching. Student signs in Tardy Notebook. Checks “excused” or “unexcused”. Partner assists late-arriving student. When free, the teacher talks to tardy student. When appropriate, uses “payback” time as consequence.

Big Idea # 3 Routines and Procedures Absent - Elementary School Partner collects assignments, homework, and notices and puts in desk of absent student. Student returns to school and examines work in desk. Student checks class calendar, noting work to be completed. Student has same number of days to make up work as he/she missed. Completed work is placed in Make-up Work box.

Big Idea # 3 Routines and Procedures Absent - Secondary Partner picks up folder and writes name of absent student on it. Partner collects assignments, homework, and notices and places in folder. Partner may also fill out form with class information including: reading assignments, test dates, homework assignments, long term assignments. At end of period, the folder is placed in box labeled “Work for students who are absent”. Student returns and examines work in folder. Student checks class calendar, noting work to be completed. Student has same number of days to make up work as he/she missed. Completed work is placed in Make-up Work box.

Big Idea # 3 Routines and Procedures No materials in class Teacher sets clear expectations concerning materials. Extra materials are available. Student gets materials and fills out an IOU form. If student has forgotten book, looks on with partner. OR Uses loaner book with VERY bright book cover.

Big Idea # 3 Routines and Procedures Turning in or collecting work Students write number on assignment. Students pass work forward. Student Monitor collects all papers from front row seats. Monitor puts in numerical order. Monitor places papers in box labeled by subject or period. If more accountability is required: Students place homework on corner of desk. Teacher circulates and collects homework.

Big Idea # 3 Routines and Procedures Asking Questions During a Lesson - Elementary/Middle School 1. Students raise their hands when they have a PUBLIC QUESTION, one for which the answer will be useful to all students. 2. Students put their hands on their hearts when they have a PRIVATE question (Can I go to the restroom? Can I sharpen my pencil). When the teacher has a natural break, he/she will go to student.

Big Idea # 3 Routines and Procedures Big Idea # 3 Routines and Procedures Gaining assistance during independent/cooperative tasks Red and Green Card Student attempts task, consulting with worked examples in the text or from lesson. When student has a question, the RED side of the card is placed up. (Other signals can be used such as a “Help Wanted” sign or a book on the corner of desk.) Student must continue working. Teacher moves around room monitoring (Walk around. Look around. Talk around.) When teacher sees a RED card, assistance is provided.

Big Idea # 6 Routines and Procedures Big Idea # 6 Routines and Procedures Gaining assistance during independent/cooperative tasks Only When Near When the student has a question and the teacher is NOT near, the student may consult with his/her partner or uses the rule “Three Before Me”. If assistance is not adequate, student circles the item and continues working. The teacher moves around the room monitoring (Walk around. Look around. Talk around.) When the teacher is NEAR, the student may raise his/her hand and request assistance.

Big Idea # 3 Routines and Procedures Signals for speaking 0 - Silence (Teacher raises closed fist.) 1 - Whisper (Teacher puts up one finger.) 2 - Quiet conversation 3 - Speaking voice 4 - Outside voice

Big Idea # 3 Routines and Procedures Working with a Partner Looks Like Sounds Like You are: Looking at your partner Leaning toward your partner Smiling (pleasant face) On-task Whispering Giving “put ups” Encouraging

Big Idea # 3 Routines and Procedures Walking to another location. Looks Like Sounds Like You are: Keeping your hands and your body to yourself Moving quickly without running Carrying necessary materials Whispering

Big Idea # 3 Routines and Procedures Independent work (When teacher is teaching small group) Looks Like Sounds Like You are: Working at your desk Doing assignments Comprehension exercises Handwriting practice Spelling practice Summary writing Correcting work with keys Reading book Not talking as you work Quietly asking your partner for help Quietly asking the “Expert” for help

Big Idea # 3 Routines and Procedures Oral presentations - Speaker Looks Like Sounds Like You are: Standing in front of class Facing classmates Smiling (pleasant face) You have support materials ready (overheads, charts, notes) NOT fidgeting Prepared Presenting information with clarity Using a voice that is easy to hear Answering questions

Practice Activity Situation: _________________________ Looks Like Sounds Like

Big Idea # 4 Buffer and Sponge Activities When students do not have a task to complete or an activity to participate in or have to wait for the next activity, behavior challenges will surface.

Big Idea # 4 Buffer and Sponge Activities Motto Avoid the void for they will fill it.

Big Idea # 4 Buffer Activities Determine buffer activities that students can do when work is done These activities should be: Quiet Independent (one child) Done for variable amounts of time

Big Idea # 4 Buffer Activities List possible buffer activities ___________________________________________

Big Idea # 4 Buffer Activities Example - Elementary When you are done: Check your work for completion, accuracy, and neatness. Correct your work with a key if available. Work on other assignments that are due today or in the near future. If ALL of your work is done, select one of these activities: Read a book Study your spelling words Complete a “Bonus” assignment from the work box Assist your partner or others if help is requested

Big Idea # 4 Buffer Activities Example - Secondary When you are done: Check your work for completion, accuracy, and neatness. Correct your work with a key if available. Work on long term assignments for this class. Work on homework from other classes. If ALL of your work is done, select one of these activities: Read a book Study for an upcoming test Assist your partner or others if help is requested DO NOT interrupt the work or thinking of classmates.

Big Idea # 4 Sponge Activities Sponge activities will be used when you have a few moments These sponge activities should: Be short Require no materials or special preparation Reinforce content (If possible) Be easy for all students. FUN FUN FUN

Big Idea # 4 Sponge Activities Categories I will say a category. Be ready to add your example. I will say four items. Figure out the category and be ready to add your example. Telephone Number Make as many problems as you can using your telephone number. Rearrange the numbers to make the largest number possible. Fortunately, Unfortunately “I will start the story. Be ready to add to it. Fortunately…. Unfortunately …..

Big Idea # 4 Sponge Activities Plan a number of sponge activities that match your content area and age of students. ___________________________________________

Management Motto Teach with passion Manage with compassion