How to Assert Academic Control in the Classroom Presenter: Jim Wright www.intervention central.org

Classroom Management: Tier I Universal intervention: Available to all students Example: Additional classroom literacy instruction Tier I Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Supplemental peer tutoring in reading to increase reading fluency Tier II Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education Tier III

Key Concept: ‘Behavior Stream’ (Schoenfeld & Farmer, 1970) Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’) When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to ‘capture’ student behavior effectively

Proactive Classroom Management: The Teacher’s Key to Positive Behaviors Group behavior management skills are the key to any well-run classroom and also promote improve learning. Most students do well and behave appropriately when: The physical environment of the classroom is neat, orderly, and well laid out. The teacher makes efficient use of time, gives clear directions, and instructs at a brisk pace to keep students full engaged in academics. Students are active learners who ‘show what they know’ during instruction and receive teacher feedback and encouragement. Classroom rules are fair, simple, and stated in positive terms. The teacher actively scans the classroom to proactively head off behavior problems before they spiral out of control.

www.interventioncentral.org

Good Behavior Game (Barrish, Saunders, & Wold, 1969)

Good Behavior Game: Ideal for… using during academic study or lecture periods to keep groups of students academically engaged…

Good Behavior Game: Steps Decide when to schedule the Game Clearly define the 2-3 negative behaviors that will be scored: Talking out Out of Seat Disruptive Behavior

Good Behavior Game: Steps Decide on suitable daily (and perhaps weekly) team rewards Introduce Game to class Divide class into 2 or more teams Put Game into effect: Score each individual negative behavior observed as a point for the student’s team

Good Behavior Game: Steps If both teams come in at or under teacher-set limit, both win privilege or reward If both go over, the team with the lowest score wins

Good Behavior Game: Troubleshooting Avoid temptation to overuse Game If a student sabotages a team through bad behavior, put that student on his or her own team If the Game appears to be losing effectiveness, check to be sure it is being implemented with care

Team 1 Team 2 Good Behavior Game Pt Limit=5 Game Over Out of Seat Call Out Disruptive