Classroom Management for the MIS Teacher Presented by: Temple Crutchfield, Lead Behavior Specialist

Ineffective Teacher’s Classroom

What the Effective Schools Research shows Effective Teachers: Establish smooth efficient classroom routines. Interact with students in positive caring ways. Provide incentives recognition, and rewards to promote excellence. Set clear standards for behavior and apply then fairly and consistently.

Continuum of School-Wide Instructional and Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org

Rules

Rules Rules refer to general expectations or standards for classroom behavior. The purpose is to create a strong expectation of what is or is not acceptable.

Establishing Effective Classroom Rules Should be few in number Should be stated positively Should be do-able Should be observable behaviors Should be posted in clear view Should be applicable at all times Should be taught to students Should be reviewed regularly Should be reinforced frequently and consistently

What Are Your Rules? Write down your own classroom rules. Share with your group members, and modify as needed. NOTE: If your school is already a PBS school, your classroom rules will be the same as your school-wide rules.

Procedures

Procedures Procedures refer to a specific activity and methods for accomplishing daily routines. Spend time the first few weeks of the year teaching classroom routines and procedures. Routines and procedures are the key to a well-managed, organized classroom. Most behavior problems result from lack of classroom routines and procedures. Teaching routines and procedures reduces the number of interruptions to academic instruction.

Teach Rules in the Context of Routines Teach expectations directly. Define rule in operational terms—tell students what the rule looks like within routine. Provide students with examples and non-examples of rule-following within routine. Actively involve students in lesson—game, role-play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting.

Effective Classroom Teachers Develop procedures for every possible circumstance. Teach Practice Reinforce

Let’s Brainstorm! How many situations can you come up with for which procedures are necessary to teach, practice, and reinforce with your students?

Classroom Routines and Procedures Entering the classroom Beginning work Announcements Tardies Absences/Make-up procedures Teacher's attention signal Getting out of your seat Assignments Getting supplies Sharpening pencils Procedures for using/carrying/handling equipment Getting into groups Working in groups Independent work Working at a center Dismissal

Procedures cont’d Lining up to leave the room Snacks/Water Restroom How to head papers Passing in homework Passing in papers Exchanging papers Asking questions Getting help Finishing work early Responding to fire drills, "codes", or other alerts Checking out classroom material Cleaning the room at the end of the day Organizing materials Homework Changing classes

Recap: Rule or Procedure? RULES PROCEDURES Few in number (3-5) 20 or more, depending on the nature of the class Worded in general terms that require interpretation Situation specific Stated positively, if possible Related to: housekeeping ,movement administration, instructional tasks Taught on student's first day (or as soon as possible thereafter) Taught in an orderly fashion over a period of days, weeks

Prompt or Remind Students of the Rule or Procedure Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

Establish Behavioral expectations/Rules Close your eyes and visual your perfect classroom on a perfect day. What do you want to see and hear? Open your eyes. Write down the five most important things you saw and heard. Transfer the behaviors to a sample classroom matrix.

Rules within Routines Matrix Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible

Token Economy Systems A token economy is a system based on the principals of positive reinforcement and operant conditioning Some “token” represents a unit of value that can be exchanged for a preferred item or activity Examples: Students earn points for good behavior Marbles placed in students’ cups for positive behavior PBS tickets Our own US monetary system

Steps to Setting up a Token Economy Pinpoint behaviors to be changed. Define and teach desired behaviors Select tokens (tokens, marbles in a jar, play money, points, etc.) Select reinforcers Create a bank for students to choose from Set token values Set reinforcer costs Construct a bank Arrange a time for students to cash in tokens/points (daily or weekly)

Point and Level Systems Goals: To increase appropriate behavior Promote academic achievement Foster a student’s improvement through self-management Develop personal responsibility for social emotional and academic performance

Advantages of a Point/Level System Specifies the hierarchy of skills that are needed to be successful Research states that it increases appropriate behavior and achievement

Use of Point/ Level System as it relates to IDEA Design the system to accommodate the specific goal of each student with regards to: Initial placement Use of rewards Consequences Progression through the system

Tips for Effectively Implementing a Reward-Based System Ensure that the system is appropriate for and interesting to your students Rewards must be highly motivating to students Set your students up for success Avoid arbitrary time limits (example: students get access to reward as soon as they earn 20 points; no deadline by which the points must be earned) Communicate clear expectations Put adequate procedures in place for monitoring student behavior Teach students the entire system when you introduce them to it Ensure you believe in the system!

Steps to Managing Early Stage Misbehaviors Use: Proximity Verbal and Non-Verbal Redirect Discussion Family contact Praise someone behaving responsibly Restitution Seat change Have student state rule

Tips for Teachers Calm is key! Don’t take it personally. Be proactive rather than reactive. Focus on the positive. Constantly Review Your Corrective Procedures