1. This PPT can be downloaded in the Doc’ Share
Classroom Management
Kathy Lockard
This PPT can be downloaded in the Doc’ Share

2. Major portions of the following material were developed by George Sugai, Rob Horner, Teri Lewis-Palmer, and Geoff Colvin.

3. Objectives
Identify the classroom behavior support practices that blend with school-wide systems
Review critical features & essential practices of behavior management in classroom settings
Identify actions for a school-wide team to improve the quality of classroom management practices

4. Activity: Effective Classroom Managers
3 minutes (pick recorder & spokesperson)
What do effective classroom managers do daily?
Report 2-3 “big ideas” from your team discussion.

5. Why formalize classroom management?

6. Lack of financial support Overcrowded schools
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September,
TOP FOUR 2005
Lack of financial support
Overcrowded schools
Lack of discipline & control
Drug use

7. Context

8. Achievement & Behavior
“Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.”
“Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.”
Rutter & Maughan, 2002, pp

9. “Teaching” by Getting Tough
If Runyon doesn’t
respond, we get
TOUGHER
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
If Runyon STILL
doesn’t improve, we
get REAL TOUGH
& enforce
BOTTOM LINE!

10. When behavior doesn’t improve, we “Get Tougher!”
Zero tolerance policies
Increased surveillance
Increased suspension & expulsion
In-service training by expert
Alternative programming
…..Predictable systems response!

11. But….false sense of safety/security!
Fosters environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic & social behavior programming

12. Five Guiding Principles of Classroom Management

13. Guiding Principle # 1
Remember that good teaching is one of our best behavior management tools
Active engagement
Positive reinforcement

15. Guiding Principle # 2
Apply the three tiered prevention logic to the classroom setting
Primary for all
Secondary for some
Tertiary for a few

16. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

17. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

18. Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Experience
Common Language

19. Guiding Principle # 3 Link classroom to school-wide
School-wide expectations
Classroom v. office managed rule violations

20. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
School-wide
Systems

21. Guiding Principle # 4 Teach social skills like academic skills
Tell/model/explain
Guided practice
Monitor & assess
Give positive feedback
Adjust & enhance

22. DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously

23. Guiding Principle #5
Build systems to support sustained use of effective practices
SW leadership team
Regular data review
Regular individual & school action planning

24. Essential Behavior & Classroom Management Practices
See handouts:
Classroom Management Self-Checklist (7r)
&
Effective Classroom Management Practices
Refer also to handout “Utilize the ‘Model, Roleplay, Reinforce’ Approach When Teaching.”

25. 1. Minimize crowding & distraction
Design environment to elicit appropriate behavior:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (classrooms, cafeteria, etc.)

26. Reflection: Room Design
Does your classroom provide a stimulating, distraction free environment for learning?
What can you do to minimize crowding and distraction?
_______________________________________________________________________________________________________________________________________________________________________________

27. 2. Maximize structure & predictability
Teacher routines: volunteers, communications, movement, planning, grading, etc.
Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Refer to handouts “Common Routines” and “Steps to Initially Teach Expectations/Procedures/Routines.”

28. Sample Routine - Elementary
Exiting the classroom to another activity such as P.E. or Art
Put materials away, clear desk and push chairs in
On signal move quietly to doorway
Line up facing the door and keep one space between each person
Keep hands and feet to self
Listen to the teacher and wait for signal to depart

29. Sample Routine - Secondary
B. Conducting Quizzes and Tests
Put all materials in your desk not needed for quiz
Listen carefully to directions (no talking)
Raise your hand if you have a question
Stay in your seat
Complete the quiz without talking
Follow directions for completing test (pass papers forward or give them to person collecting)
Begin the designated activity following the quiz

30. Sample Routine - Specialist
C. Beginning Physical Education Class
Students line up at the gym door
On signal they enter the gym
Students move directly to line on gym floor (basketball court line)
Maintain a space, more than one arm’s length
Face the teacher
On signal begin to jog in place

31. Teach The Routines
Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review)
Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback)
Specialist Teachers (use the same three steps-remind, supervise and provide feedback).

32. Maintaining Classroom Routines
Use maintenance procedures following initial teaching
Maintenance procedures consist of providing
a. Reminders
b. Supervision
c. Feedback
Return to initial teaching if frequent reminders occur.

33. Reflection: Classroom Routines
What routines do I have?
How are they established?
Which routines do I need to include/firm up?
_______________________________________________________________________________________________________________________________________________________________________________

34. 3. State, teach, review & reinforce positively stated expectations
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students of rule prior to entering natural context.
Monitor students behavior in natural context & provide specific feedback.
Evaluate effect of instruction - review data, make decisions, & follow up.

35. (Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

36. Teaching Expectations ELEMENTARY STUDENTS
Key research finding:
“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)
Cite other recent research to support Cotton

37. Teaching Procedures Use Five Steps for Teaching Expectations Explain
Specify student behaviors
Practice
Monitor
Review
(Colvin & Lazar, 1997)
Carefully explain each of the steps

38. Maintenance Plan Provide Reminders Supervision Feedback
Once initial teaching has been conducted use these three steps for maintenance
Provide
Reminders
Supervision
Feedback

39. Teaching Expectations Secondary Students
Key Research Findings:
“With older students, researchers have noted that the best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them” (Cotton, 1990, p.8).
In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assisted in teaching classroom expectations.

40. Use three steps for teaching expectations to secondary students
Provide systematic:
Reminders
Supervision
Feedback
Note:
These same three steps are used to maintain classroom expectations for elementary students following initial teaching.
•Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).

41. Reflection: Classroom Expectations
Are my classroom expectations consistent with the school-wide expectations?
How can I teach my expectations directly?
_____________________________________

42. 4. Provide more acknowledgements for appropriate than inappropriate behavior
Maintain at least 4 to 1
Interact positively once every 5 minutes
Follow correction for rule violation with positive reinforcer for rule following

43. Managing Consequences
Key Points
Consequences follow behavior
Consequences may be positive or negative
Positive consequences are delivered to:
Provide immediate feedback that behavior is acceptable or desired
Increase likelihood behavior will BE repeated, i.e., reinforced.
Negative consequences are delivered to:
Provide immediate feedback that behavior is unacceptable
Increase likelihood behavior will NOT BE repeated, i.e. punished.

44. 5. Maximize varied opportunities to respond
Vary individual v. group responding
Vary response type
Oral, written, gestural
Increase participatory instruction
Questioning, materials

45. 6. Maximize Active Engagement
Vary format
Written, choral, gestures
Specify observable engagements
Link engagement with outcome objectives

46. 7. Actively & Continuously Supervise
Move
Scan
Interact
Remind/precorrect
Positively acknowledge

47. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly
Respond efficiently
Attend to students who are displaying appropriate behavior
Follow school procedures for major problem behaviors objectively & anticipate next occurrence

48. Problem Behavior Selected
1. Off-task behavior
2. Rule violations
3. Disrespectful behavior
4. Agitation
5. Limit testing
6. Threats and intimidation

49. Off Task Behavior Management Steps
Attend to students on task and delay responding to student off task
Redirect student to task at hand and do not respond directly to off task behavior
Present choice between on task direction and negative consequence
Follow through on student choice

50. Rule Violation Management Steps
State the rule or expectation
Explicitly request the student to “take care of the problem”
Present options if needed
Follow through

51. Disrespectful Behavior Management Steps
Studiously avoid reacting personally (such as shouting, challenging, becoming agitated)
Maintain calmness, respect and detachment (Teacher modeling role)
Pause and focus
Focus on the student behavior (“That language…”)
Deliver consequence as appropriate

52. Agitation Management Steps
Three Steps
Re-direct the student to task at hand
Recognize signs of agitation
Use strategies to reduce agitation

53. Recognizing Signs of Agitation
Increases in Behavior
Decreases in Behavior
Darting eyes
Non-conversational language
Busy hands
Moves in and out of groups
Starts and stopping
Moves around room
Fidgety
Stares into space
Subdues language
Contains hands
Lacks interaction
Lacks involvement
Withdraws from groups
Lacks responding
Avoids eye contact

54. Strategies for Reducing Agitation
Teacher support and empathy
Create space or isolation
Provide choices
Permit preferred activities (with clear boundaries)
Use teacher proximity
Provide independent tasks or activities
Permit movement (use movement tasks)
Use relaxation techniques
Use passive activities
Involve the student as appropriate

55. Limit Testing Management Steps
1. Pre-Teach the procedures
2. Deliver the following information in a calm matter-of-fact manner
a. Present expected behavior and negative consequence as a decision
b. Allow few seconds for decision
c. Withdraw and attend to other students
3. Follow through based on student decision

56. Threats and Intimidation Management Steps
Take all threats seriously
Student makes threat:
1. Pause, delay responding
2. Disengage, “Just a second.”
3. Depending on student’s state either
a. Send for help (use school emergency procedures)
b. Make office referral
4. Monitor till help arrives

57. Reflection: Responding to Inappropriate Behavior
Identify strategies that you might adopt to defuse situations.
_____________________________________

58. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior
Social, tangible, activity, etc.
Frequent v. infrequent
Predictably v. unpredictably
Immediate v. delayed

59. 10. Generally Provide Specific Feedback for Errors & Corrects
Provide contingently
Always indicate correct behaviors
Link to context

60. How did I do? 8-10 “yes” = Super 5-7 “yes” = So So
<5 “yes” = Improvement needed

61. SW-PBS Logic! (Zins & Ponti, 1990)
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)

62. achievement, need both good instruction & behavior management.
MESSAGE: To maximize,
achievement, need both good
instruction & behavior
management.

63. Non-example Action Plan Strategies
Purchase & distribute classroom management curriculum/book
Discuss at faculty meeting
Bring in CM expert for next month’s ½ day in-service
Observe in effective classroom
Observe & give feedback
What is likelihood of change in teacher practice?

64. Action Plan Considerations
+ Build on SW System
+ Use school-wide leadership team
+ Use data/research to justify
+ Adopt evidence based practice
+ Make local accommodations/adaptations
+ Teach/practice to fluency/automaticity
+ Ensure accurate implementation 1st time
+ Regular review & active practice
+ Monitor implementation continuously
+ Acknowledge improvements

65. Attention 1 Minute Please Classroom Management Spokesperson 11 minutes
Review “Classroom Management Self-Assessment” & discuss possible application strategies
Report 1-2 “big ideas” from your team discussion (1 min. reports)
1 Minute
Spokesperson
Attention
Please

66. Main Ideas
Classroom behavior support practices should be blended with school-wide systems.
There should be a melding of classroom practices that promote academic gains with classroom practices that promote behavioral gains.
You should create a setting that is:
Predictable
Consistent
Positive
Promotes student independent behavior (reduce prompts)

67. References
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28,
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1),
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.