2. Setting up Instructional Groups for Success Chris Borgmeier, Ph.D. Amanda Sanford, Ph. D. Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei/ 1

3. Expectations for Presentation 1) Actively participate 2) Limit side conversations 3) Excuse yourself quietly if you must 4) Raise your hand if you have a question 5) Turn off cell phones & use technology responsibly 2

4. Following up your Lessons Consistent Reinforcement, Corrective Feedback & Prompting 3

5. When Teaching New Skills Consistent Responding is Key when new skills (academic or behavioral) are first being learned 1) Consistent praise and acknowledgment for correct behavior 2) Consistent error correction with practice performing the correct response 3) Frequent Review and PreCorrection Praise and error correction should follow nearly every response during Acquisition of a New Skill 4

6. What great teachers do… Students also need to know if they are doing it the right way or wrong way, so we…  Provide immediate feedback when students do it the right way “great job of ….., that was just like we practiced”  or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way “whoa, remember what we practiced, can you show me what we’ve been practicing?” 5

7. Reading Instruction -- A  B  C Antecedent  Hold flashcard up w/ word CAT, “What word?” Behavior  Student Response Say word correctly – “Cat” Say word incorrectly – “Car” Consequence  “Nice job, this word is Cat.”  “No, this word is Cat, we can sound it out c-a-t, cat.” Return to beginning and practice word again 6

8. Regular Acknowledgment of Expected Behavior Teachers should work hard to build the habit of using consistent verbal acknowledgment/praise What are some things you can say?  Verbally label the specific behavior Thank you for raising your hand and waiting patiently to be called on Wow, it’s great how you all look so ready… sitting square in your chair with your eyes on me Thank you for quickly getting to work on the assignment  What can you do to help you consistently remember to acknowledge students’ expected behaviors? Use SW Acknowledgement tickets, tallies, stamps, etc. 7

9. Phases of Learning/Teaching Alberto & Troutman, 2009 Acquisition – student’s ability to perform a newly learned skill/response to some criterion of accuracy Fluency – describe the rate at which students accurately perform a response; learner begins to build speed & efficiency in use of the skill or knowledge (but may not remember skill/knowledge over time without prompting) Maintenance – student is able to recall & use the skill/ knowledge with a high rate of accuracy over more extended spans of time with limited review Generalization – student generalizes skill or knowledge to novel contexts and as prior knowledge for learning new information

10. Acquisition Phase Acquisition – student’s ability to perform a newly learned skill/response to some criterion of accuracy  Strong use of reinforcers  Regular prompting & error correction  Modeling & Guided practice Model-Lead-Test/Model-Prompt-Check/I do-We do-You do Important to have critical background knowledge & prerequisite skills A-B-C

11. Fluency Performing behavior/skill at the appropriate rate Teaching Strategies  Frequent structured practice  Fading to intermittent reinforcement A-B-C

12. Maintenance Once learners can perform a skill fluently, it is important to maintain the skill over time Teaching Strategies  Make sure you are teaching functional/useful skills  Student access to natural reinforcers  Over-learning  Delayed reinforcement A-B-C

13. Reinforcement Continuum & Phases of Teaching Stages of Learning/Teaching Acquisition  Fluency  Maintenance Continuous  Intermittent…………fading… Rates of Review & Reinforcement Continuous – provide reinforcement/corrective feedback on every occurrence of behavior – reinforcement may be tangible paired w/ verbal praise Intermittent – fade tangible, continue w/ intermittent verbal praise Can usually anticipate that academic success or social benefits will continue to maintain desired behavior. A-B-C

14. More formal systems for increasing consistency in student feedback More formal systems  Student points/group points  Hand out tickets or stickers  Student/Teacher game  Points for participation/behavior Increasing motivation  Can link with tangible rewards Minutes of free time, class social, free HW passes, etc. 13

15. Activity On worksheet  5 minutes  Identify 5 statements you will use to regularly acknowledge expected behavior in your reading group  Begin framing ideas for a more formalized system for acknowledging & encouraging expected behavior In groups of 3, share and discuss your acknowledgement system ideas Time’s Up 14

16. Responding to Problem Behavior 15

17. Be prepared! Be proactive! Anticipate behaviors you will see and know how you will respond List potential behaviors  Identify what behaviors and expectations you can teach in advance to prevent anticipated problem behaviors and link with a reinforcement program early to develop habits  List out how you will respond to problem behavior  Have a continuum of Responses Classroom Managed to Office Managed to Crisis 16

18. Continuum of Responses to Problem Behavior Office Discipline Referral Pre-Planned Consequence & Minor Referral  Time owed, loss of privilege, practice expected behavior, complete a problem solving form, contact parent, time-out, etc. Warning Verbal Re-Direct  To task or to stop behavior Praise other students Proximity, look or gesture 17 Try to use consequences that maintain student instructional time

19. Anticipated Behavior Blurting Out & failing to raise hand & wait to speak Office Discipline Referral (if behavior escalates to aggression or severe insubordination or disruption) Pre-Planned Consequence & Minor Referral  Time owed after class from lunch (1 min/blurt) – keep tally Warning Verbal Re-Direct Praise other students Proximity, look or gesture 18 “Thank you for raising your hand and waiting to speak!” “, remember if you have something to say you need to raise your hand and wait to be called on” “, this is your last warning, you need to raise your hand and wait to be called on, next blurt = 1 minute owed”

20. Have a Routine for Responding to Minor Problem Behavior Specific Request If, Compliance Walk Away & wait 5-10 seconds If, Non-Compliance Reinforce! “Please _________” Request in a calm voice If, Compliance If, Noncompliance Preplanned Consequence Walk away & Wait 5-10 sec. Reinforce! 19

21. Pre-Planned Consequences Set of Minor Consequences  Focus on ways to instruct expected behavior that was source of rule violation  Limit loss of instructional time Examples of common consequences  Time owed, loss of privileges, practice expected behavior, complete a problem solving form, contact parent, time-out, etc.  If start relying on consequences for a student over and over again… need to understand function of student behavior 20

22. Caution: Consequence Systems Too often teachers implement a consequence system and it is the only classroom management tool they have  “If your only tool is a hammer, every problem becomes a nail” Make sure that consequence system is not the primary focus of your Classroom Management efforts 21

23. Example of Classroom Warning System Green/Yellow/Red card Name on board & check system Point Card & Level System  Student levels linked to privileges 22

24. Activity On worksheet  5 minutes  Identify 3 problem behaviors you anticipate seeing commonly in your reading group. Describe your verbal redirect & consequences for the problem behavior. In groups of 3, share and discuss your ideas for responding to problem behavior Time’s Up 23