1. D ESIGNING E FFECTIVE C LASSROOMS Cynthia M. Anderson University of Oregon

2. C. M. Anderson University of Oregon O VERVIEW Universal classroom interventions Classroom rules Acknowledgement system Responding to problem behavior SWPBS and Classroom Systems

3. C. M. Anderson University of Oregon U NIVERSAL S UPPORTS Foundations Expectations and rules

4. C. M. Anderson University of Oregon R ATIONALE FOR R ULES IN C LASSROOMS Provides Structure Consistency Positive climate Allow teacher to maintain positive environment & focus on academics

5. C. M. Anderson University of Oregon G ENERAL C LASSROOM R ULES Linked to school-wide program Relevant for YOUR classroom What are problem routines, settings? What behaviors would you like to see more of? Positively stated & succinct Target observable behaviors Posted in public, easily seen place

6. C. M. Anderson University of Oregon G ENERAL C LASSROOM R ULES Linked to school-wide program Positively stated & succinct (3-5) Observable behaviors Posted in public, easily seen place Taught and re-taught frequently Enforced consistently Teaching Matrix

7. C. M. Anderson University of Oregon R ULES FOR R OUTINES : E STABLISH A P REDICTABLE E NVIRONMENT Identify routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you How to determine if you are doing well in class Establish signals for correct behavior Teach effective transitions

8. C. M. Anderson University of Oregon D ESIGNING C LASSROOM R OUTINESRoutine What do you expect? What is the signal? How will you teach it? Entering Class Enter, sit down, start work Instruction on board Examples & non-examples Obtaining class attention Teacher’s hand in the air Fire alarm Orient to teacher, be quiet Explain rule, demonstrate Walk to door, wait for teacher to begin walk Alarm rings, teacher raises hand Explain rule, students demonstrate examples and non-examples

9. C. M. Anderson University of Oregon E XAMPLE : P LANNING FOR T RANSITIONS Steps for Effective Transitions 1. Teach transition rules 2. Establish predictable transitions 3. Minimize frequency of transitions

10. C. M. Anderson University of Oregon Transition What do you expect? What is the signal? How will you teach it? Entering Class Enter, sit down, start work Instruction on board Examples & non-examples Math to English Put materials away and get out math book quietly “Math in five minutes, please finish up.” Explanation, examples and non-examples End of day Materials away, wait to be called to line up quietly 5-min warning bell Students give rationale, demonstrate examples and non-examples

11. C. M. Anderson University of Oregon U NIVERSAL S UPPORTS Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior

12. C. M. Anderson University of Oregon A CKNOWLEDGEMENT S YSTEMS Increase pro-social behavior Focus staff and student attention on desired behaviors Foster a positive climate Increase time spent on academics

13. C. M. Anderson University of Oregon W HY S HOULDN ’ T WE ACKNOWLEDGE APPROPRIATE BEHAVIOR ? They should do it because it is the right thing to do Rewards take away intrinsic motivation They are too old for acknowledgement/rewards Our kids don’t need that!

14. C. M. Anderson University of Oregon A CKNOWLEDGEMENT : F ORMAL VS. INFORMAL Formal Acknowledgement Linked to SWPBS Independent system Informal Acknowledgement—CRITICAL Frequency Use to “turn situation around”

15. C. M. Anderson University of Oregon A CKNOWLEDGEMENT T IPS Simple systems are best High frequency in new systems Acknowledgement should be contingent on behavior Avoid threats and response cost Avoid removing opportunity for acknowledgement

16. C. M. Anderson University of Oregon A CKNOWLEDGEMENT S YSTEMS Whole-class Small group Individual student In-depth systems

17. C. M. Anderson University of Oregon A LIGNING WITH SWPBS S YSTEM Expectations match school’s Using school-wide acknowledgement tokens? If using school-wide tokens Students can receive rewards in class for earning tokens Continue collecting tokens for use in the school-wide reward system Consider use of supplemental rewards for academic achievement/participation

18. C. M. Anderson University of Oregon U NIVERSAL S UPPORTS Foundations Expectations and rules Acknowledgement Systems Effective classroom layout Strategies for responding to problem behavior

19. C. M. Anderson University of Oregon T RADITIONAL S TRATEGIES U SED FOR D EALING WITH P ROBLEM B EHAVIOR Time out Demerit or fine Detention Writing assignment Deprivation of some reward

20. C. M. Anderson University of Oregon W HY H AVEN ’ T THE T RADITIONAL S TRATEGIES B EEN E FFECTIVE ? Practices without the… Systems System for defining and teaching expectations and rules System for responding to errors Acknowledgement system Data Expected behavior defined Monitor student behavior Monitor student/teacher interaction

21. C. M. Anderson University of Oregon E FFECTIVE C ONSEQUENCES FOR M ISBEHAVIOR R EQUIRE A S YSTEM Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat violations Linked to context Requires a plan developed BEFORE the problem occurs for Major, minor, and repeated problems

22. C. M. Anderson University of Oregon R EASONABLE AND L OGICAL S TRATEGIES Student Behavior Illogical Strategies Logical Strategies Chews Gum Teacher sends student to the office ??? Turns in a sloppy paper Teacher refuses the paper ??? Walks in noisily Teacher ignores behavior ???

23. C. M. Anderson University of Oregon R EASONABLE AND L OGICAL S TRATEGIES Student Behavior Illogical Strategies Logical Strategies Chews Gum Teacher sends student to the office Dispose of gum, writes paper on the issue Turns in a sloppy paper Teacher refuses the paper Redoes the paper Walks in noisily Teacher ignores behavior Walks in again quietly

24. C. M. Anderson University of Oregon R EASONABLE AND L OGICAL S TRATEGIES Student Behavior Illogical Strategies Logical Strategies Passes paper in incorrectly Teacher deducts 10 points ??? Arrives late Teacher sends student to the office ??? Does not bring text book or pencil Student sits at their desk without a pencil or textbook ???

25. C. M. Anderson University of Oregon R EASONABLE AND L OGICAL S TRATEGIES Student Behavior Illogical Strategies Logical Strategies Passes paper in incorrectly Teacher deducts 10 points Passes paper in again correctly Arrives late Teacher sends student to the office Misses instruction and has to get help from a peer Does not bring text book or pencil Student sits at their desk without a pencil or textbook Student has to borrow one from the teacher for.50 cents (classroom money)

26. C. M. Anderson University of Oregon S TRATEGIES : T IPS FOR T EACHERS Avoid stopping lesson to respond to student misbehavior Use immediate consequences when feasible Pick your battles

27. C. M. Anderson University of Oregon O VERVIEW Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS

28. C. M. Anderson University of Oregon N EXT S TEPS : B UILD THE S YSTEM Resources Training Materials Technical support System for implementation Identify need Build action plan Develop plan for implementation Teacher APTeam AP Practices Data System WS Assess.

29. C. M. Anderson University of Oregon O VERVIEW Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS

30. U NIVERSITY OF O REGON S CHOOL P SYCHOLOGY Cynthia M. Anderson, PhD canders@uoregon.edu 541.364.2617

31. Y OUR C LASSROOM V ISION 1. What do you want your classroom to look like? 2. What should it feel like to a class member? 3. What do you want your students to accomplish? 4. What do you want to accomplish? 5. What should a visitor see? 6. How would you like a visitor to summarize your classroom? Would they say this now?

32. C. M. Anderson University of Oregon W ELL -M ANAGED C LASSROOM Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant

33. C. M. Anderson University of Oregon Mr. Jones’ Class Mr. Jones’ Class Mrs. Lee’s Class Mrs. Lee’s Class Be Safe Sit with your chair on all 4 legs Walk Be Responsible Bring your materials to class each day Bring your homework every day Be Respectful Keep your hands and feet to yourself Use appropriate language Talk when it is your turn to talk Ask if it is “OK” to borrow an item

34. Classroom- wide ArrivalComputers Be Safe Follow directions the first time Follow directions the first time Keep hands, feet, and objects to yourself Keep hands, feet, and objects to yourself Be in your seat when the bell rings Be in your seat when the bell rings One person per computer station One person per computer station Hands off electric cords and power supply Hands off electric cords and power supply Be Respectful Raise your hand before speaking & when you need help Raise your hand before speaking & when you need help Listen when others are talking Listen when others are talking Use inside voice Use inside voice Use indoor voice when talking before the bell Use indoor voice when talking before the bell Lips are sealed when the bell rings Lips are sealed when the bell rings Wait your turn Wait your turn 10 minutes per station when someone is waiting 10 minutes per station when someone is waiting Be Responsible Have materials ready before activities begin Have materials ready before activities begin Bring your homework, pencil, and paper Bring your homework, pencil, and paper Return to log-in screen when you are finished Return to log-in screen when you are finished Take all materials with you Take all materials with you