Delete this Slide. Notes to Consultants

Slides:



Advertisements
Similar presentations
CLASSROOM PROCEDURES Community Gold.
Advertisements

LAUNCH Manual Routines and Procedures. Teacher Effectiveness 1.Organizing and managing classroom activities. 2. Presenting instructional material. 3.
LMS Staff PLC PBIS Meeting April 27, 2011 Caren Lederer, PBIS Coach PBIS Lewiston Middle School Universal Team Members.
Procedures Mrs. Hornsby’s Class.
Effective Classroom Practice : Procedures & Routines MO SW-PBS Center for PBS College of Education University of Missouri.
Conquering Classroom Management (CM) April 8, :00-4:30 Please Reflect on the : “Classroom Management STOIC” checklist.Classroom Management STOIC.
Effective Classroom Practice: Expectations and Rules MO SW-PBS Center for PBS College of Education University of Missouri.
Booster/Refresher Training: Classroom System Benchmarks of Quality Items # 42 –
Mrs. Lowe’s Classroom Procedures and Expectations.
Session 4: CLASSROOM MBI Team Training Presented by the MBI Consultants.
SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Using Classroom Procedures and Routines.
Perkins Elementary Mrs. Shultz’. =conversation How are we going to communicate? =help How will you get your questions answered? =activity What is the.
CHAMPS Expectations for Success Phone Collection in Class
Family and Consumer Science
Promoting Effective Classroom Instructional and Behavioral Supports
Here’s how to have a successful year in Mrs. Noble’s Class
6th Grade Routines, Procedures and Expectations
How to Effectively Manage Time in My Spanish Classroom
Mrs. Bates’ Classroom Procedures and Expectations
Mr. Semaya’s Classroom West Essex Middle School North Caldwell, NJ
Why Do We Have Procedures?
Welcome to the school year!
PBIS: Greyhound Pride.
8 Steps Planning Guide Tier 1 Implementation
Focus Questions How do teachers create a positive learning environment? What routines contribute to maintaining a productive classroom environment? How.
Welcome to Mrs. Dobbs’ Classroom
Scenario 12: Giving instructions
WHAT WE KNOW School-wide PBL focuses on changing the environment to better meet the needs of all students through a comprehensive and proactive approach.
Arrival Quietly enter building and greet staff in reception.
Welcome Back! Classroom Expectations/Procedures
Arrival Quietly enter building and greet staff in reception.
Mrs. Lowe’s Classroom Procedures
Ms. Jeter’s Classroom Procedures
Building Community within the Mathematics Classroom
What it is, How to Implement it, and How to sustain it
Mrs. Lyons Classroom Procedures
Mrs. Makin & Classroom Procedures
CLASSROOM MANAGEMENT.
Physical Science Simmons/Fortney
Mrs. Zhang’s Classroom Procedures
Materials Needed for this Module
School-Wide PBIS: Planning for Implementation Day 4 pbis.sccoe.org
Student Does Teacher Does
Mrs. Komorowski Compacted Math & Science
Ms. Shockey’s Room Room 609 AE
Welcome Back to a New and Exciting Year!!
Name____________________________________________ Period____
Mrs. Robinson’s Students:
Reading Class 2016/2017.
WELCOME Teacher: Mrs. Hall Room 130
Bulloch Information Session
PBIS in the Classroom: Structure Application
Classroom Procedures and Expectations
CLASSROOM EXPECTATIONS AND PROCEDURES
Welcome To 7th Grade! Miss Blum
PBIS in the Classroom: Expectations Application
CHAMPS Teaching expectations Creating a positive physical space
Bellwork With your East-West partner, discuss what you think this is a photo of (you don’t need to write today’s bellwork) Be prepared to share your thoughts.
Welcome to the school year!
Responsibility Optimism Accountability Respect
Mrs. Macdonald’s Second Grade Class
Classroom Management Kayla Nakano Education Manager
Mrs. Sony’s Classroom Procedures.
Clarifying Expected Behavior Expectations and Rules
Welcome back and Happy New!!!!
Mrs. Lyons Classroom Procedures
1st Q, wk #1 Aug , 2018.
Welcome to Grade 11 World Religions
Delete this Slide. Notes to Consultants
Welcome to HSP3U: An Introduction to the Social Sciences
Presentation transcript:

Delete this Slide. Notes to Consultants Slides with a red background indicate that you can select an activity that fits the session and audience Slides with the pencil icon denote an activity that may also include discussion. Slides with the group icon denote a discussion. Slides with a yellow star denote accompanying materials must be accessed. Slides with this icon denote a video. Slides with the check icon denote action planning.

Approximate Time Estimates: Trainer Notes (Remove before training.) Approximate Time Estimates: Clarifying Expected Behavior – Procedures and Routines Session: Developing Classroom Procedures 60 minutes Classroom & Non-Classroom Procedures 90 minutes 2.5 Hours MO SW-PBS

Clarifying Expected Behavior Procedures and Routines

Working Agreements Be Respectful Be Responsible Be a Problem Solver Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group “These will be the Working Agreements for our time together.”

Attention Signal Practice Select and teach an attention signal. “One of our agreements is to follow the attention signal.” “Your team will work with your school to develop an attention signal you will use in every setting.” “In order to get all of you focused after discussions, activities or breaks, I will ________________________.” (Insert your attention signal here.) “Your task will be to finish your sentence, quiet your voice and ____________________________.” (Insert what you want participants to do.)

Introductions Insert an Introductions Activity. Choose an Introductions Activity/Ice Breaker appropriate for your context and audience

At the end of the session, you will be able to… Session Outcomes At the end of the session, you will be able to… Identify and develop classroom procedures. Plan for implementation of procedures to create routines. Say, “Here are the outcomes for this session. Read slide.

Engage in appropriate behavior A B C Antecedent Behavior Consequence Establish positively stated rules to clarify expected behavior. Engage in appropriate behavior Use tangibles and specific positive feedback to recognize students who engage in appropriate behavior. Establish procedures to increase structure to support the rules and efficiently complete all tasks. Correct and re-teach students who engage in inappropriate behavior. This slide has animation. Say, “This A-B-C chart reflects the importance of establishing the behavioral rules, or what students do to demonstrate following the expectations. We then identify consequence strategies designed to maintain or increase the likelihood of expected behavior.” Advance the slide. Then say: “Establishing and teaching procedures, or the when, where, and how of the rules, increases the likelihood that students will engage in appropriate behavior and remain engaged in learning tasks.” Advance the slide. Then say: “Teaching the rules and procedures, and providing many opportunities to practice them will tremendously impact the amount and quality of expected behavior in the classroom. Teach the rules and procedures and provide many opportunities to practice them. Provide additional consequences for students who do not respond to re-teaching. MO SW-PBS

What Are Procedures & Routines? Procedures are patterns for accomplishing classroom tasks. Procedures explain the accepted process for carrying out a specific activity, such as sharpening pencils, turning in completed work, using lockers, or asking to use the restroom. Clear procedures form routines, the regular behaviors that help students meet expectations as stated in school-wide and classroom rules. Read the slide or direct participants to read the slide, then say, “Procedures are the steps we take to complete a task. Routines are the habits we form by repeating the same set of steps over and over.” “Procedures are how we do something. Routines develop from consistent use of procedures. Procedures and routines are important because they help students follow rules and meet expectations.”

Why Focus on Procedures and Routines? “When students can predict the events throughout their school day, they are more likely to be engaged and less likely to display problem behavior. One way to increase predictability in a classroom is to establish routines, particularly early in the school year.” Kern & Clemens, 2007, p. 67 “As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated.” Evertson, Emmer & Worsham, 2003; Good & Brophy, 2003 Say, “Research tells us… then read the slide.

Having Classroom Procedures Increases instructional time by preventing problem behavior. Frees teachers from correcting misbehavior. Improves classroom climate. Creates shared ownership of the classroom. Develops self-management. TO Say: Having classroom procedures… 1. Increases instructional time by preventing problem behavior. Procedures show students how to behave, minimizing amount of non-academic time while increasing time for academic instruction. 2. Frees teachers from correcting misbehavior. When students perform routines smoothly, teachers can focus on recognizing the expected behavior, and are freed to take care of instructional tasks, review student work, while having to provide less correction. 3. Improves classroom climate. When you take time to explain how things are to be done, you appear fair and concerned. Students then experience higher rates of success and satisfaction, ensuring a positive learning environment. 4. Creates shared ownership of the classroom. Involving students in management of the learning environment empowers them, helping them to feel a partnership for their success and that of others. 5. Develops self-management. Procedures provide students with productive work habits that lead to personal accountability and effectiveness later in life.

Effective Procedures & Routines Effective procedures should be. . . Positively stated As brief and concise as possible Worded in age and context appropriate terms Read the slide. “Effective procedures should provide students with the information about what TO do. Positively stated procedures leave little room for confusion. When procedures are clear and simple, there is a higher likelihood of success, as opposed to multi-step or complex procedures, which provide many more opportunities for error. Finally, procedures should be communicated in a way that supports learners.”

How to Create Effective Procedures Identify the desired outcome of the procedure. Sequentially list each step required to complete. an activity (each step must contain an observable action to be performed by the student). Describe what to do, when to do and how to do it. Think of the errors students typically make before, during and after an activity when identifying the steps to include in the procedure. Read the slide, then say, “Examples of effective procedures follow.”

Possible Procedures Classroom Entering Transitions Whole class activities Small group Activities Independent Work Use of electronics Asking questions Getting help Say: “Here are settings and situation where procedures are needed. We have expectations for behavior – like Be safe or Be Respectful, and examples of what that looks like on the matrix, but procedures are the concrete steps students need to know HOW to meet the expectations in each space and situation.” The next slide shows some examples of procedures outside of the school environment.

Everyday Procedures Say: “Simple things that we do every day have procedures to follow in order to do them correctly. From using the ATM, parallel parking, loading the dishwasher, to measuring your pupillary distance so you can buy glasses online all have steps to follow in order to get the desired result. School procedures need to be as clear and explicit for students.”

Classroom: Elementary Example Lining Up Sit quietly when you hear the signal. Neatly place books and materials in your desk. Quietly stand when your name (or row) is called. Push your chair under your desk. Quietly walk to the line. Stand with your hands at your sides, facing forward, voice at 0 level. Say, “Notice each step is positively stated, telling the student what to do, when to do it and how to do it. If these procedures are posted, modeled, taught, and acknowledged, it increases the likelihood they will become the routine for lining up in this classroom.” (Newcomer, 2008)

Classroom: Secondary Example Entering and Starting Class Enter the classroom before the bell rings. Take your seat and get out the materials listed on the board. Talk quietly until the bell rings. After the bell rings, get quiet and respond to the challenge question on the board. Read the slide or direct participants to read the slide, then say, “The teacher developed this procedure after having a class meeting with all students. After agreeing on these steps, the teacher and the students identified a specific location on the board to list materials required for each day’s work and a specific location to post the daily challenge question. The students stated that posting the procedure, required materials and daily challenge question would be very helpful because they had to keep track of procedures, materials and assignments in 8 different classes in their block schedule.”

Classroom: Elementary Example During Lessons. Raise your hand for a turn to talk, if you have a question, or if you need help. Finish all of your work. Choose an activity from the “Extension Activities List” if you finish your work early. Take restroom or water breaks during independent time. Say, “The teacher worked with the students to develop this classroom procedure,” then direct participants to read the slide. “The teacher addressed the expected behavior at the beginning of the lesson, in the middle of the lesson and at the conclusion of the lesson. The teacher and students created a list of activities from which students choose to extend their learning when assigned tasks are completed. Attending to personal needs was also addressed.“ (Newcomer, 2008)

Classroom: Secondary Example Class Discussion Prepare for discussion by reading the required assignment in advance. Stay on topic. Wait until the other person is finished speaking before you talk. Use agreed upon process for acknowledging, extending, and critiquing others’ comments. Say, “You will notice the procedures are positively stated and tell what the student is to do, when to do it and how to do it, but the language in the secondary procedure is more sophisticated.” (Newcomer, 2008)

Activity: Developing a List of Classroom Procedures Think through the activities of your day. Review the list of classroom procedures. Put a Check Mark ✓ by any that you currently utilize that are efficient and effective. Put an × by any that you think you need to develop. Add any that might be missing. Share with a partner. Direct participants to p. 129 of the 2018-19 Tier 1 Workbook. Introduce this activity by saying, “You can use the List of Classroom Procedures with this activity and the Procedure Writing activity to work with your staff to develop procedures for each classroom.” MO SW-PBS 129

Activity: Procedure Writing With a partner . . . Select one of the procedures you identified on the list as not being in place. Identify the desired outcome of the procedure. Sequentially list each step required to complete an activity (each step must contain an observable action to be performed by the student). Describe what to do, when to do and how to do it. Direct participants to p. 129 of the 2018-19 Tier 1 Workbook. Introduce this activity by saying, “Select one of the procedures you identified on the list as not being in place. Then, remember the steps involved in writing well-defined procedures introduced previously.” Provide approximately 10 minutes for this activity. 129

Developing Procedures is Not Sufficient… Developing Procedures is Not Sufficient…. Procedures Must Become Routine Procedures must be taught! Post, teach, and acknowledge student performance of procedures. When? Teach procedures before they’re needed. Teach at the beginning of the year, when a new procedure is needed, and throughout the year as needed. Read the slide, then say, “After the classroom procedures have been defined and taught, they should be posted in the classroom in a prominent spot where you and your students can refer to them regularly and frequently. Another important step in teaching is acknowledging students when they perform the classroom procedures. Giving positive feedback that is specific will help increase the likelihood students will engage in the expected behavior in the future. An example of positive feedback might be ”Marisol, thanks for putting your make up work in the folder. That was very responsible, and makes sure you get credit for your work!” MO SW-PBS

Implementation of Procedures Answer Who, What, Where, When, Why, and How WHO needs to be taught this procedure WHO will teach it? WHAT are the steps for successful completion of the procedure? WHEN will the procedure first be taught? WHERE will this procedure be taught? WHY is this procedure needed? HOW will you recognize successful performance? Read the slide, then say, “Your team must work with your staff to answer all of these questions in order to effectively implement procedures in all classrooms.”

Discussion: Procedures to Routines Turn to a partner and identify 3 examples of procedures that have become routine for you or your students. Think of in-school and out-of-school examples How did the procedure become routine? Read the directions. Provide approximately 2-3 minutes for this discussion. Possible Responses: students giving their id number to pay for lunch checking out a library book lining up when the fire drill signal is given bus dismissal ordering at McDonalds presenting your ID and ticket, entering the gate, taking off your shoes as part of airport security providing insurance card at the doctor’s office MO SW-PBS

Making Procedures Routines Clarify and teach the procedure Raise hand to participate Practice the procedure Provide lots of opportunities for students to use the procedure TO say: In the classroom, making procedures routine can be accomplished in three basic steps: Clarify and teach the routine – make sure students know what and how to do it. Practice the procedure – make sure students have lots of opportunities to perform the procedure. Provide feedback to students – when we let students know their performance did or did not meet expectations, they can have the best chance of performing successfully in the future. Provide feedback to students Recognize student with positive specific feedback for successful use of the procedure Use specific corrective feedback to address errors

Discussion: When they’re not quite there yet… Reflect on a procedure students are not yet performing reliably. Describe the procedure and what the students are currently doing. Answer and discuss the following questions: Has the procedure been clarified and taught? Are the lots of opportunities to practice? Do students receive regular feedback?

Activity: Procedure Writing Select one of the procedures not consistently in place you identified during your discussion. Identify the desired outcome of the procedure. Sequentially list each step required to complete the procedure (each step must contain an observable action to be performed by the student). Describe what to do, when, and how to do it. Make a plan for teaching, practicing, and providing feedback to students. Introduce this activity by saying, “Select one of the procedures you identified as not being in place. Then, remember the steps involved in writing well-defined procedures introduced previously.” Provide approximately 10 minutes for this activity.

At the end of the session, you will be able to… Session Outcomes At the end of the session, you will be able to… Identify and develop classroom procedures. Plan for implementation of procedures to create routines. Read the second outcome, then say, “Now that we’ve studied the role of teaching in response to social errors, your team will begin the work of developing a system to discourage inappropriate behavior.”

Contact Information Facilitator Contact Information: Email: Phone: pbismissouri.org facebook.com/moswpbs @MOSWPBS MO SW-PBS