1. Effective Behavior Management in the Classroom Setting
Adapted from George Sugai
Effective Behavior Management in the Classroom Setting
Chapter 4
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2. PURPOSE
Provide brief overview of SWPBS practices & systems of behavior support in classroom settings.
Guiding principles
Classroom practices & systems
Review of literature on effective classroom management practices does not reveal a definite list of EBP, these are recommended best practices.
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3. Five Guiding Principles
Classroom Behavior Management & PBIS
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4. GP #1: Good teaching one of our best behavior management tools
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
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5. GP #2: Apply three tiered prevention logic to classroom setting
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~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

6. GP #3: Link classroom to school-wide
School-wide expectations
Classroom v. office managed rule violations
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7. GP #4: Teach academic like social skills
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
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8. GP #5: Build systems to support sustained use of effective practices
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9. = Effective Academic Instruction Effective Behavioral Interventions
Effective Behavior & Classroom Management =
Continuous & Efficient Data-based Decision Making
Systems for Durable & Accurate Implementation

10. Classroom Settings

11. How is My Classroom Management?
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12. Purpose
Review critical features & essential practices of behavior management in classroom settings
Goal: Review of basics & context for self-assessment & SW action planning

13. Why Formalize Classroom Management?
Academic achievement
Social success
Effective & efficient teaching
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14. Minimize Crowding/Distractions#1
Minimize Crowding/Distractions
Arrange furniture to allow easy traffic flow
Adequately supervise all areas
Designate staff & student areas
Determine seating arrangement

15. Maximize Structure/Predictability#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.

16. State, Teach, Review, & Reinforce - Expectations#3
State, Teach, Review, & Reinforce - Expectations
Establish behavioral expectations/rules
Teach rules in context of routines
Prompt or remind students – pre-teach
Monitor students’ behavior in natural context & give specific feedback
Evaluate effect of instruction

17. Typical Contexts/ Routines Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
All
Use inside voice.
Raise hand to answer/talk.
Recycle paper.
Put writing tools inside desk.
Do your best.
Ask.
Morning Meeting
Eyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework
Do own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.
Do homework night/day before.
Transition
Keep hands to self.
Put/get materials first.
Have plan.
Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.
Ask if unclear.
Teacher Directed
Use materials as intended.
Independent Work
Return with done.
Use time as planned.
Problem to Solve
Stop, Step Back, Think, Act
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18. Acknowledge Appropriate vs. Inappropriate Behavior#4
Acknowledge Appropriate vs. Inappropriate Behavior
Ratio at least 4:1
Interact positively once every 5 minutes
Follow correction for behavior violation with positive reinforcement for rule following

19. Vary Opportunities to Respond#5
Vary Opportunities to Respond
Individual/group
Response type – written, oral, gestural
Increase participatory instruction

20. Maximize Active Engagement#6
Maximize Active Engagement
Vary format – written, choral, gestures
Specify observable engagements
Link engagement with outcome objectives

21. Active & Continuous Supervision#7
Active & Continuous Supervision
Move
Scan
Interact
Remind/pre-correct
Positively acknowledge

22. Respond Quickly, Positively, and Directly to Inappropriate Behavior#8
Respond Quickly, Positively, and Directly to Inappropriate Behavior
Respond Efficiently
Attend to appropriate behaviors
Follow school procedures

23. Vary Strategies for Acknowledging Appropriate Behavior#8
Vary Strategies for Acknowledging Appropriate Behavior
Social, tangible, activity, etc.
Frequent v. infrequent
Predictable v. unpredictable
Immediate v. delayed

24. Active & Continuous Supervision#9
Active & Continuous Supervision
Move
Scan
Interact
Remind/pre-correct
Positively acknowledge

25. Provide Feedback for Errors/Corrections
#10
Provide Feedback for Errors/Corrections
Indicate correct behaviors
Link to context
Provide contingently

26. SYSTEMS FEATURES School-wide implementation
All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making
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27. Essential Behavior & Classroom Management Practices
Classroom Management Self-Checklist
SWPBS Workbook Page 89
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28. Classroom Management: Self-Assessment
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Ratio of Positives to Negatives: _____ to 1
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29. Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and distraction
Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
7. I actively supervised my classroom (e.g., moving, scanning) during instruction.
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”
# Yes___
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