1. Overall Classroom Procedures What is classroom management to you? What is classroom management to you? What should be the overall aim? What should be the overall aim? What are some attributes of good classroom managers? What are some attributes of good classroom managers? What role does instruction play in classroom management? What role does instruction play in classroom management? Easier to be “tough” & then back off than vice versa Easier to be “tough” & then back off than vice versa

2. Overall Classroom Procedures Positive Behavior Support is a comprehensive approach to school-wide management Positive Behavior Support is a comprehensive approach to school-wide management Turnbull et al (2002): Turnbull et al (2002): Define 3-5 behavioral expectations in simple & positive ways Define 3-5 behavioral expectations in simple & positive ways Explicitly teach those expectations Explicitly teach those expectations Communicate, reinforce, & provide feedback frequently Communicate, reinforce, & provide feedback frequently Evaluate progress & adjust accordingly Evaluate progress & adjust accordingly Provide individual interventions as needed Provide individual interventions as needed

3. Overall Classroom Procedures (Bauer et al., 2004) First, you may try to prevent misbehavior First, you may try to prevent misbehavior When misbehavior occurs – When misbehavior occurs – You may tolerate the behavior You may tolerate the behavior You may interfere with the behavior You may interfere with the behavior These are called surface techniques These are called surface techniques

4. Overall Classroom Procedures Planned ignoring Planned ignoring Signal interference Signal interference Proximity control Proximity control Interest boosting Interest boosting Humor Humor Hurdle helping Hurdle helping Restructuring the program/lesson Restructuring the program/lesson

5. Overall Classroom Procedures Support from routines Support from routines Appeal to values Appeal to values Removing seductive objects Removing seductive objects Antiseptic bouncing Antiseptic bouncing Can you think of examples of these you have witnessed or experienced? Can you think of examples of these you have witnessed or experienced?

6. Overall Classroom Procedures When these techniques aren’t adequate – When these techniques aren’t adequate – Is the problem with my teaching? Is the problem with my teaching? Is the student having difficulty with learning? Is the student having difficulty with learning? Is the behavior related to a disability? Is the behavior related to a disability? Is the problem with environmental arrangements? Is the problem with environmental arrangements? Is the problem related to complexity of routines? Is the problem related to complexity of routines? Is the behavior related to something outside of your control? Is the behavior related to something outside of your control?

7. Overall Classroom Procedures Setting events can be out of your control but you may influence them Setting events can be out of your control but you may influence them Collaboration with families & others may be needed Collaboration with families & others may be needed

8. Overall Classroom Procedures Talking with students – What shouldn’t you do? Talking with students – What shouldn’t you do? What should you do (Kaufman et al., 2006)? What should you do (Kaufman et al., 2006)? Actively listen Actively listen Maintain reasonable proximity Maintain reasonable proximity Guard and use body language Guard and use body language Vary facial expressions & use eye contact appropriately Vary facial expressions & use eye contact appropriately

9. Overall Classroom Procedures Think about what you will say first Think about what you will say first Describe rather than judge behavior Describe rather than judge behavior Use brief messages & familiar vocabulary Use brief messages & familiar vocabulary Use a calm, business like voice Use a calm, business like voice Use open & closed questions as needed Use open & closed questions as needed Speak slowly or pace the conversation Speak slowly or pace the conversation Use wait time Use wait time Summarize the conversation Summarize the conversation

10. Overall Classroom Procedures Finally, consider the social system (Bauer et al., 2004): Finally, consider the social system (Bauer et al., 2004): Requires you to step back & think Requires you to step back & think First, are you efficiently applying the knowledge/skills that you have or do you need to obtain new knowledge/skills? First, are you efficiently applying the knowledge/skills that you have or do you need to obtain new knowledge/skills? Second, assess your assumptions and dispositions in relation to the practical outcomes you are seeking Second, assess your assumptions and dispositions in relation to the practical outcomes you are seeking Third, consider your moral/ethical feelings about what is happening or should be happening – Is the management system serving human needs? Third, consider your moral/ethical feelings about what is happening or should be happening – Is the management system serving human needs?