1. Pennsylvania Training and Technical Assistance Network Classroom Management Training Modules: A Toolkit for Principals Module 2: Classroom Rules

2. PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3. PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4. Evidence The most effective classrooms are those of teachers who have clear ideas of what is expected of the students and students who have clear ideas of what the teacher expects from them (Evertson, Emmer, and Worsham, 2003) Successful teachers not only identify effective rules but also explicitly teach students how to apply these rules (Martella, Nelson, & Marchand-Martella, 2003; Rademacher, Callahan, & Pederson, Seelye, 1998)

5. Objectives Write a purpose statement defining goals of classroom Develop 3 – 5 positively stated classroom rules Develop lesson plans and schedule to teach classroom rules Establish a system for monitoring and rewarding positive behavior

6. Module 2: Classroom Rules Part I: Creating a Purpose Statement Part II: Establishing the Classroom Rules Part III: Teaching the Classroom Rules

7. Pennsylvania Training and Technical Assistance Network Module 2: Classroom Rules Part1: Creating a Purpose Statement

8. Makes the major goals of the classroom known Lays the foundation for the classroom management plan Written to meet 3 criteria –Focused –Clearly Understood –Jargon-Free Example: Our classroom will promote active learning in a safe and respectful environment. All students are expected to give their best each and every day!

9. What’s the Purpose? Activity 2.1

10. Pennsylvania Training and Technical Assistance Network Module 2: Classroom Rules Part II: Establishing Classroom Rules

11. Establishing Classroom Rules Academic engagement, leadership and conflict resolution Off-task behavior and disruptive behavior

12. Establishing Classroom Rules Stated in positive terms Observable and measurable Simple and age appropriate Kept to a minimum

13. Establishing Classroom Rules Be responsible Be in your seat when the bell rings Keep your hands, feet, and belongings to yourself Pay attention

14. Critique It Activity 2.2

15. Rules for the Classroom Activity 2.3

16. Pennsylvania Training and Technical Assistance Network Module 2: Classroom Rules Part III: Teaching the Classroom Rules

17. U ntil we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish. ~ Rob Horner

18. Teaching the Classroom Rules Discuss consequences Acknowledge appropriate behaviors Provide opportunities for practice with feedback Model examples and non-examples for following the rule Discuss importance of the rule State the classroom rule

19. Teaching the Classroom Rules Tips: –Practice in actual setting with EXAMPLES –Use high frequency acknowledgements –Remind students of rules before activity –Have a plan for misbehaviors

20. Teaching the Classroom Rules Present the Rule Walk at all times in the classroom Importance of Rule To ensure safety of learning community Model Examples: Walk between desks, to pencil sharpener, to line up Non-examples: “Run” to line up, to board, to teacher’s desk Practice Students practice in small groups – teacher observes and provides feedback

21. Lesson Planning Activity 2.4 Lesson Plan Classroom Rule: Objective – Use student friendly age- appropriate language Explanation – Describe the importance of the rule Model - Demonstrate how to follow the rule  Include 5-7 examples (what it would look like to follow the rule)  Include 5-7 non-examples (what it would look like NOT to follow the rule) Practice – Design (scaffolded) opportunities for students to demonstrate their understanding of the rule. This could be done through the use of an activity, game, quiz, etc.

22. Teaching the Classroom Rules Schedule time to teach –At least the first 5 weeks of school –Immediately before and after vacations –When a number of students are demonstrating behavioral errors

23. Teaching the Classroom Rules MONITOR: Move around Look around Interact with students EVALUATE: Collect data Summarize the data Use data to make decisions

24. Teaching the Classroom Rules Provide appropriate positive consequences for observing classroom rules Provide logical negative or corrective consequences for rule infractions

25. Self Assess positively stated classroom rules. I posted, taught, reviewed, monitored, and reinforced a small number of positively stated classroom rules. posted 1. ) I defined and posted a small number of rules for my classroom. Yes No taughtreviewed 2.) I explicitly taught and reviewed these rules. Yes No promptedpre-corrected 3.) I prompted and pre-corrected students to increase the likelihood that they will follow the rules. Yes No actively supervised 4.) I actively supervised my students. Yes No

26. References Brophy, J. E. (1998). Motivating students to learn. Boston: McGraw-Hill Brophy, J. E. (2000). Teaching. Geneva, Switzerland: International Bureau of Education. Colvin G., Lazar (1997) The Effective Elementary Classroom; Managing for Success. Sopris West Educational Services, Longmont, CO. Colvin, G (2004) Managing the Cycle of Acting-Out Behavior in the Classroom. Behavior Associates, Longmont, CO. Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman. Goodnough, W. (1971). Culture, language, and society. Reading, MA: Addison-Wesley. Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass. Simonsen, B; Fairbanks, S; Briesch, A; Myers, D; Sugai, G (2008). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children. West Virginia University Press, West Virginia University. Storrs, CT. Sprague, J. and Golly, A. (2005). Best Behavior Building Positive Behavior Supports in Schools. Sopris West Educational Services, Longmont, CO. The IRIS Center for Training Enhancements. (2003). Classroom Management (Part 1):Learning the Components of a Comprehensive Behavior Management Plan. Retrieved on August 6,2012 from http://iris.peabody.vanderbilt.edu/beh1/chalcycle.htmhttp://iris.peabody.vanderbilt.edu/beh1/chalcycle.htm Witt, Joe, et.al. (1999). Teaching Effective Classroom Routines. Sopris West, Longmont, CO.

27. Contact Information www.pattan.net Kathryn Poggi, Pittsburgh kpoggi@pattan.net 1.800.446.5607 ext. 6857 Teresa Stoudt, Harrisburg tstoudt@pattan.net 1.800.360.7282 ext. 3100 Tina Lawson, King of Prussia tlawson@pattan.net 1.800.441.3215 ext. 7254 Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education