Effective Classroom Management

PBS in the CLASSROOM These materials were created to help supplement MiBLSi Core Training and are not intended for formal publication Mary Bechtel Carrie Rabbitt Josh Townsley

 Three general components of MiBLSi 1. School Wide PBS 2. Early Literacy Skills 3. Classroom Level PBS

 #1  ARRA Funds for County Schools  6 Buildings in all 4 Districts  MiBLSi would not accept Center Based School ◦ Felt they did not have model to address needs yet  However, we had 2 ISD External Coaches that I Supervise.  Mary Bechtel, Regional MiBLSi Coach from KRESA

 Our ISD Prgrams ◦ 12 Classrooms ◦ 5 Locations ◦ Two Centers ◦ 3 Local District Programs Locations ◦ EI, CI, ECSE, HI, Life Skills  What Would be Meaningful for all our Diverse Programs? ◦ Classroom Level Strategies first ◦ Follow with School wide PBS

 Randy Sprick and Wendy Reinke  Basis for MiBLSi Classroom Mgt. Model  Conversation, Help, Activity, Movement, Particiaption

 Conversation: Can students talk to each other during this activity? Help: How do students get the teacher’s attention and their questions answered? Activity: What is the task/objective? What is the end product? Movement: Can students move about during this activity? Participation: How do students show they are fully participating? What does work behavior look/sound like? Success: When students meet CHAMPS expectations, they will be successful!

 Structure for Success  Teach Expectations  Observe and Monitor  Interact Positively  Correct Fluently

 Research Based  500+ Schools Agree  Highly trained, Experienced, Effective Support ◦ They know what works and what it takes  Repeatable, Practical Model ◦ Best professional development activity we’ve had in the 5 years I’ve been at LCISD.  Consensus of staff. ◦ Product and Practice Oriented Training

 Nothing  Provides the structure to focus on Effective Classroom Mgmt. Practices we all know.  Simplicity is it’s strength.  That’s why I believe it is a great framework for the ambitious plan for our programs.

 #2 2 Days of PD  Products: ◦ 3-5 Classroom Rules Posted ◦ Reinforcement Schedule ◦ Behavior Plan – Reinforcement/Consequences ◦ Behavior Matrix ◦ Lesson Plan for each Matrix Area ◦ Schedule of Teaching/Re-teaching of Expectations ◦ SWIS Definition of Behaviors

 All expectations are defined  Teaching of expectations from lesson plans  Flip Chart to focus Staff and Students  Focus on 5:1 ratio  Active Monitoring so behaviors don’t decline  Collect Data on Problem Behaviors (SWIS)  Use to inform Instruction  Classroom Structure Review  Opportunities to Respond (6/min.)  Plan for Responding to Appr/Inappr. behavior

Low Structure/High Level of Freedom 1) When someone is not teaching or speaking to the class. 2) When you need to sharpen your pencil Medium Level of Structure/Freedom 1) When there is no line at the pencil sharpener. 2) Sharpen quietly with no talking. 3) Respect personal space of others along your way. High Structure/Low Level of Freedom 1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area. Adapted from Sprick, R. (2009) CHAMPS

 Develop a seating/room arrangement that… ◦ Ensures all students can see easily see presentations during whole-group instruction ◦ Minimizes distractions ◦ Allows for small-group instruction ◦ Includes choice centers (for students who finish their work early or as a reward for special achievement)

ACTIVITY: Drawing Your Layout

 Arrive on time with all your materials.  Keep hands, feet, and objects to yourself.  Work during all work times.  Follow directions immediately.

 What outcome do you want each student to achieve? (Consider using “I can” statements)  What voice level is acceptable?  How do you want students to access help?  What movement is permitted?  What does active student engagement look like and sound like?  What materials should students be using?

ExpectationMorning Routine Seat WorkSmall Group Activity Teacher directed instruction Outcomes Voice Help Movement Engagement Materials

Dr. Wesley Becker found that with children who crave adult attention… …as the rate of criticism increases the rate of their misbehavior increases. This is the “Criticism Trap”

How? – Increase your attention to desired behavior (versus attention to misbehavior) – Aim for a 5:1 ratio – Use prompts and reminders for YOURSELF to praise more: paperclips, card rips, observations, etc. – PRACTICE how to praise* – Start off right: greet students at door - attend to the kids so they FEEL WELCOME and WANTED – LOOK for strengths.

 Schedule a time with a colleague (or using video) to count your own ratios of interactions  Get a date on your calendar  List the date you selected on the “date sheet” that’s coming around.  You will NOT share your results with anyone but your partner unless you choose to do so.

How? – I do, we do, you do – Partner sharing – Computer Assisted Instruction – Classwide Peer Tutoring (can Google “Vanderbuilt”) ◦ Every kid in class is taught to be tutor and tutee ◦ Every kid in class is given opportunity to fill each role ◦ NOT ability based – Thumbs up/thumbs down – Echo responding – Cloze reading (Maze) – Direct Instruction (scripted programs) and direct instruction (choral responding) – Guided notes (for older kids) Give kids an outline and they fill in the blanks. – Response cards or white boards

 Classroom Rules posted in room  Completed Expectation Matrix – submitted to administrator  Expectations explicitly taught to students  Ratio of Interactions counted (for your own information only – write date on date sheet)  Opportunities to Respond counted (for your own information only – write date on sheet)

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