Best Practices for Classroom Management Presented by The Behavior Specialist Team Tawanda Jenkins-Brown Tiffany Baskin-Downs Tawanna Robertson Greer Powell

4 Critical Features of Effective Classroom Management __________________________ “Best Practices” Maximizing structure in the classroom Post, Teach, Review, Monitor, & Reinforce Expectations/Rules Actively engage students in observable ways An established continuum of behavior strategies

Where does it begin?

#1: Maximizing Structure Develop Predictable Routines Teacher Routines Student Routines ____________________ Examples: Routines for homework check; grading, daily signals; independent work Set-up & Design [that will] Elicit appropriate behavior Minimize crowding & distraction _____________________ Examples: Arrange furniture for easy traffic flow; Eyes on every area; designated areas for centers & reflection

Self-Reflection… Next step….Action plan….

What When How Drawbacks/Star Points Action Plan: -Describe your predictable routine for entering the classroom; turning in homework; lining up , dismissal, etc: Share/discuss with a neighbor 2 minutes What When How Drawbacks/Star Points

TASK: Describe predictable routine for entering the classroom; turning in homework; lining up , dismissal, etc: -What -When -How -Drawbacks/Star Points Insert Text Here 1 2 5 1 3 2 4 7 6 8 9 2 5 6 4 3 1 5 9 4 5 3 2 1 6 7 2 3 1 8 7 4 2 1 2 9 8 8 7 3 4 9 8 7 5 6 5 6 4 5 3 1 9 4 6 2 3 7 1 9 8 Hours Minutes Seconds

#2: Post, Teach, Review, Monitor, & Reinforce Expectations/Rules Establish behavior expectation/rules Post it as positively stated Teach in context of routines Prompt or remind students Monitor student responses/behavior; provide positive feedback Evaluate review; revisit; reinforce -Small # of rules -We Do vs. DO NOT Do -Should mirror School-wide expectations

What do the established rules look like? Plan out what the rules would look like across settings Our “BEE” Successful Routines & Rules   Entering Classroom Seat Work Small Group Activity Leaving the Classroom Be Safe Be Respectful Be Responsible

Just like any new skill… TEACH the expectations/rules

Where should expectations should be taught… ___________________________________________________________________________________________________________________________________________________________ In every area behavior is expected Cafeteria Hallway Bathroom Media center Gym Auditorium Bus Teaching the expected behavior is a “Pre-Correction Strategy” which may include Verbal reminders/signal words Behavior Rehearsals Role Play/demonstrations

Continuous Process… Monitor the behavior in the Natural Context Prompt or remind students Monitor the behavior in the Natural Context Visual prompts (posters; illustrations; signs) Hand Signals Active supervision Provide reinforcement and specific praise to students who are following the rules Corrective feedback *Just like an academic error Acknowledge & recognize *School-wide incentives *Classroom token system http://www.youtube.com/watch?v=bMfhlMdbzlE

Self-Reflection… Next step….Action plan….

Cafeteria Hallway Bathroom Media center Gym Auditorium Bus Action Plan: -Choose a behavior expectation; describe how it would look across these settings: Cafeteria Hallway Bathroom Media center Gym Auditorium Bus Share/discuss with a neighbor 3 minutes

TASK: Choose a behavior expectation; describe how it would look across these settings: -Classroom -Cafeteria -Bathroom -Gym -Hallway -Media Center -Auditorium -Bus Insert Text Here 2 3 5 1 3 2 4 7 6 8 9 2 5 6 4 3 1 5 9 4 5 3 2 1 6 7 2 3 1 8 7 4 2 1 2 9 8 8 7 3 4 9 8 7 5 6 5 6 4 5 3 1 9 4 6 2 3 7 1 9 8 Hours Minutes Seconds

#3: Active Engagement of ALL *Engaged = on task = less to no behavior problems Vary ways to respond Incorporate various modalities of instruction Differentiate Use research based instruction tools

Research based instruction practices include: (but are not limited to) Direct Instruction Computer Assisted Instruction Class-wide Peer tutoring Guided Notes Response Cards Use of manipulatives

#4: Establish a continuum of strategies to acknowledge both appropriate & inappropriate behavior ____________________________________________________________________________________________________________________________ Error Corrections Differential Reinforcement Planned ignoring Response cost Time out or Reflection Time Specific & Contingent Praise Group Contingencies Token Economies Behavior Contracts

Establishing a continuum… Specific & Contingent Praise Praise should be: -contingent: occur immediately following desired behavior -specific: exactly what they are doing correctly & continue to do in the future “Good Job”- not specific enough “I like how you are showing me active listening by having your hands & feet quiet and eyes on me”  Group Contingencies 3 Types: -“All for One” -“One for All” -“To each his own”

Establishing a continuum… Token Economy Teach the target skill Select tokens Define & teach the token system Determine how it can be monitored RTI If it’s not effective, determine what factors prohibit it, revisit/revise Behavior Contracts Written document that specifies a contingency for the class or individual student Contains the following elements: *Operational definition of behavior *Clear descriptions of reinforcers *Outcomes if student DNM

Included in handouts….

Establishing a continuum For inappropriate behavior… Error Corrections Differential Reinforcement Planned ignoring Response cost Time out or Reflection Time

Self-Reflection… Next step….Action plan….

Action Plan: -Look at the definitions for the Differential Reinforcement; discuss when to best use each of the methods Share/discuss with a neighbor 3 minutes DRO DRA

TASK: Look at the definitions for the Differential Reinforcement; discuss when to best use each of the methods -DRL -DRO -DRA -DRI Insert Text Here 2 3 5 1 3 2 4 7 6 8 9 2 5 6 4 3 1 5 9 4 5 3 2 1 6 7 2 3 1 8 7 4 2 1 2 9 8 8 7 3 4 9 8 7 5 6 5 6 4 5 3 1 9 4 6 2 3 7 1 9 8 Hours Minutes Seconds

Recap 4 Critical Features of Effective Classroom Management Maximize structure in your classroom Post, Teach, Review, Monitor, & Reinforce Expectations/Rules Actively engage students in observable ways Establish a continuum of behavior strategies for both appropriate & inappropriate behavior

Handouts & Additional Resources http://www.edu.gov.mb.ca/k12/specedu/fas/pdf/5.pdf http://www.rewardcharts4kids.com/ http://www.stickersandcharts.com/ http://www.child-behavior-guide.com/printable-reward-charts.html http://www.pbis.org/swpbs_videos/school_examples.aspx http://www.pbismaryland.org/schoolexamples.htm http://www.pbis.org/school/swpbs_for_beginners.aspx