1. Classroom Management for the MIS Teacher
Presented by:
Temple Crutchfield,
Lead Behavior Specialist

2. Ineffective Teacher’s Classroom

3. What the Effective Schools Research shows
Effective Teachers:
Establish smooth efficient classroom routines.
Interact with students in positive caring ways.
Provide incentives recognition, and rewards to promote excellence.
Set clear standards for behavior and apply then fairly and consistently.

4. Continuum of School-Wide Instructional and Positive Behavior Support
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~80% of Students
OSEP Center on Positive Behavior Interventions and Supports;

5. Rules

6. Rules
Rules refer to general expectations or standards for classroom behavior.
The purpose is to create a strong expectation of what is or is not acceptable.

7. Establishing Effective Classroom Rules
Should be few in number
Should be stated positively
Should be do-able
Should be observable behaviors
Should be posted in clear view
Should be applicable at all times
Should be taught to students
Should be reviewed regularly
Should be reinforced frequently and consistently

8. What Are Your Rules? Write down your own classroom rules.
Share with your group members, and modify as needed.
NOTE: If your school is already a PBS school, your classroom rules will be the same as your school-wide rules.

9. Procedures

10. Procedures
Procedures refer to a specific activity and methods for accomplishing daily routines.
Spend time the first few weeks of the year teaching classroom routines and procedures.
Routines and procedures are the key to a well-managed, organized classroom.
Most behavior problems result from lack of classroom routines and procedures.
Teaching routines and procedures reduces the number of interruptions to academic instruction.

11. Teach Rules in the Context of Routines
Teach expectations directly.
Define rule in operational terms—tell students what the rule looks like within routine.
Provide students with examples and non-examples of rule-following within routine.
Actively involve students in lesson—game, role-play, etc. to check for their understanding.
Provide opportunities to practice rule following behavior in the natural setting.

12. Effective Classroom Teachers
Develop procedures for every possible circumstance.
Teach
Practice
Reinforce

13. Let’s Brainstorm!
How many situations can you come up with for which procedures are necessary to teach, practice, and reinforce with your students?

14. Classroom Routines and Procedures
Entering the classroom
Beginning work
Announcements
Tardies
Absences/Make-up procedures
Teacher's attention signal
Getting out of your seat
Assignments
Getting supplies
Sharpening pencils
Procedures for using/carrying/handling equipment
Getting into groups
Working in groups
Independent work
Working at a center
Dismissal

15. Procedures cont’d Lining up to leave the room Snacks/Water Restroom
How to head papers
Passing in homework
Passing in papers
Exchanging papers
Asking questions
Getting help
Finishing work early
Responding to fire drills, "codes", or other alerts
Checking out classroom material
Cleaning the room at the end of the day
Organizing materials
Homework
Changing classes

16. Recap: Rule or Procedure?
RULES
PROCEDURES
Few in number (3-5)
20 or more, depending on the nature of the class
Worded in general terms that require interpretation
Situation specific
Stated positively, if possible
Related to: housekeeping ,movement administration, instructional tasks
Taught on student's first day (or as soon as possible thereafter)
Taught in an orderly fashion over a period of days, weeks

17. Prompt or Remind Students of the Rule or Procedure
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

18. Establish Behavioral expectations/Rules
Close your eyes and visual your perfect classroom on a perfect day. What do you want to see and hear?
Open your eyes. Write down the five most important things you saw and heard.
Transfer the behaviors to a sample classroom matrix.

19. Rules within Routines Matrix
Entering Classroom
Seat Work
Small Group Activity
Leaving Classroom
Be Safe
Be Respectful
Be Responsible

20. Token Economy Systems
A token economy is a system based on the principals of positive reinforcement and operant conditioning
Some “token” represents a unit of value that can be exchanged for a preferred item or activity
Examples:
Students earn points for good behavior
Marbles placed in students’ cups for positive behavior
PBS tickets
Our own US monetary system

21. Steps to Setting up a Token Economy
Pinpoint behaviors to be changed.
Define and teach desired behaviors
Select tokens (tokens, marbles in a jar, play money, points, etc.)
Select reinforcers
Create a bank for students to choose from
Set token values
Set reinforcer costs
Construct a bank
Arrange a time for students to cash in tokens/points (daily or weekly)

22. Point and Level Systems
Goals:
To increase appropriate behavior
Promote academic achievement
Foster a student’s improvement through self-management
Develop personal responsibility for social emotional and academic performance

23. Advantages of a Point/Level System
Specifies the hierarchy of skills that are needed to be successful
Research states that it increases appropriate behavior and achievement

24. Use of Point/ Level System as it relates to IDEA
Design the system to accommodate the specific goal of each student with regards to:
Initial placement
Use of rewards
Consequences
Progression through the system

25. Tips for Effectively Implementing a Reward-Based System
Ensure that the system is appropriate for and interesting to your students
Rewards must be highly motivating to students
Set your students up for success
Avoid arbitrary time limits (example: students get access to reward as soon as they earn 20 points; no deadline by which the points must be earned)
Communicate clear expectations
Put adequate procedures in place for monitoring student behavior
Teach students the entire system when you introduce them to it
Ensure you believe in the system!

26. Steps to Managing Early Stage Misbehaviors
Use:
Proximity
Verbal and Non-Verbal Redirect
Discussion
Family contact
Praise someone behaving responsibly
Restitution
Seat change
Have student state rule

27. Tips for Teachers
Calm is key!
Don’t take it personally.
Be proactive rather than reactive.
Focus on the positive.
Constantly Review Your Corrective Procedures