1. How to Assert Academic Control in the Classroom
Presenter: Jim Wright
central.org

2. Classroom Management: Tier I
Universal intervention: Available to all students
Example: Additional classroom literacy instruction
Tier I
Individualized Intervention: Students who need additional support than peers are given individual intervention plans.
Example: Supplemental peer tutoring in reading to increase reading fluency
Tier II
Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services.
Example: Special Education
Tier III

3. Key Concept: ‘Behavior Stream’ (Schoenfeld & Farmer, 1970)
Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’)
When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors
Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to ‘capture’ student behavior effectively

4. Proactive Classroom Management: The Teacher’s Key to Positive Behaviors
Group behavior management skills are the key to any well-run classroom and also promote improve learning. Most students do well and behave appropriately when:
The physical environment of the classroom is neat, orderly, and well laid out.
The teacher makes efficient use of time, gives clear directions, and instructs at a brisk pace to keep students full engaged in academics.
Students are active learners who ‘show what they know’ during instruction and receive teacher feedback and encouragement.
Classroom rules are fair, simple, and stated in positive terms.
The teacher actively scans the classroom to proactively head off behavior problems before they spiral out of control.

6. Good Behavior Game (Barrish, Saunders, & Wold, 1969)

7. Good Behavior Game: Ideal for…
using during academic study or lecture periods to keep groups of students academically engaged…

8. Good Behavior Game: Steps
Decide when to schedule the Game
Clearly define the 2-3 negative behaviors that will be scored:
Talking out
Out of Seat
Disruptive Behavior

9. Good Behavior Game: Steps
Decide on suitable daily (and perhaps weekly) team rewards
Introduce Game to class
Divide class into 2 or more teams
Put Game into effect: Score each individual negative behavior observed as a point for the student’s team

10. Good Behavior Game: Steps
If both teams come in at or under teacher-set limit, both win privilege or reward If both go over, the team with the lowest score wins

11. Good Behavior Game: Troubleshooting
Avoid temptation to overuse Game
If a student sabotages a team through bad behavior, put that student on his or her own team
If the Game appears to be losing effectiveness, check to be sure it is being implemented with care

12. Team 1 Team 2 Good Behavior Game Pt Limit=5 Game Over Out of Seat
Call Out
Disruptive