1. Implementing PBIS in the Classroom Chapter 4 –Classroom Management: Systems & Practices

2. Purpose Provide an overview of critical features and essential practices for behavior support in classroom settings. Guiding principles Behavior basics Essential classroom management practices

3. Effective Management What all good managers know

4. Effective Management 80% prevention 20% intervention

5. We Cannot Control the Behavior of Others Controlling environmental conditions well in order to increase the likelihood that a person will behave in a predictably, positive way. All public places have formal plans to manage conditions and encourage safe and positive behavior.

6. Classroom Setting Systems

7. Why formalize classroom management? Arrange the environment to maximize opportunities for: – Academic achievement – Social success – Effective and efficient teaching

8. 5 Guiding Principles 1.Engaging instruction is one of the best behavior management tools that we have! 2.Apply three tiered prevention logic to classroom setting. 3.Link classroom to school-wide through routines and procedures. 4.Teach social skills like academic skills. 5.Build systems to support through sustained use of effective practices.

9. 5 Essential Behavior Basics 1.Behavior is learned and serves a specific purpose. It is communicative. 2.Behavior is related to the context within which it occurs. 3.For every year that a behavior has been in place, we consider one moth of consistent and appropriate intervention for us to see a change. 4.We can influence the use of positive behavior through acknowledging successes. 5.Behavior has function: Gain or Avoid.

10. Essential Classroom Management Practices

11. Three Basic Classroom Management Elements 1.Environmental management 2.Instructional management 3.Proactive behavior management

12. Environmental Management: Minimize Crowding and Distractions Arrange furniture to allow easy traffic flow Adequately supervise all areas Designate staff and student areas Determine seating arrangement

13. Environmental Management: Use Active and Continuous Supervision Scan Move Interact – Provide feedback – Remind and pre-correct – Positively acknowledge

14. Instructional Management

15. Begin teaching with the lesson and the behavioral expectation Create focus or point of reference for assessment, goal, or expectation Engage through relevancy – Explain how this learning links to other learning, the students’ lives, or student goals. State and provide visual for how student should respond during the lesson. Provide visual lesson organizer – Overview of the lesson

16. Ensure that work demand matches skill level Ensure that independent work matches the students’ current performance level. For work completion offer choice: – Work independently – Work with a partner – Work with the teacher in a guided group

17. Regularly check for student understanding Review previously mastered content Check for existing knowledge Vary assessment type

18. In crease participatory instruction Establish and expect behavioral indicator for how to respond. Give students multiple ways to actively respond in culturally responsive ways. Vary response type – Written vs gestures – Choral vs individual Use peer-based assistance Use techology

19. End lesson with specific feedback Review performance on expected outcomes. – Scheduled activities – Academic and social or behavioral – Individual and group

20. Provide specific information about what happened next Describe follow-up activities Homework, review, new activity, choices Immediate vs delayed Following lesson Describe features of next lesson

21. Know how many students met learning objective or outcome Administer probe Oral, written, gesture Immediately graph or display performance

22. Provide extra time and assistance for students who were unsuccessful Determine phase of learning – Acquisition – re-teach – Fluency – more practice – Maintenance – reinforcement or feedback Schedule time during or before next lesson

23. Proactive Behavior Management

24. Maximize Structure and Predictability The classroom matrix brings school-wide expectation into the daily procedures and routines of the classroom. The classroom matrix will be – Created with students – Shared with: parents, volunteers, guest teachers, aides, paraprofessionals, principals, dean’s, etc. Used during an office discipline referral to re- teach routine expectations in the classroom.

25. Acknowledge appropriate vs inappropriate behavior Ratio of at least 5:1 – 5 positive acknowledgments to every 1 correction or redirection. Interact positively once every 5 minutes. Follow correction for behavior violation with positive reinforcement for rule following.

26. Use Meet and Greet Teachers who stand at the door and greet their students have fewer disruptions throughout the day. Boynton, M. & Boynton C. (2005)

27. Build strong relationships Connect with every student. Learn about their interests. Determine each students’ talents and strengths. Learn about what is important to each student. Let your students get to know you too!

28. Vary strategies for acknowledging appropriate behavior Social, tangible, activity, etc. Frequent vs infrequent Predictable vs unpredictable Immediate vs delayed

29. Respond effectively to behavior errors Attend to appropriate behaviors Approach the student presuming positive intent Follow unplanned procedures Quit Taking It Personally

30. Provide effective feedback for errors or corrections Indicate correct behaviors Link to context Provide choices

31. Effective feedback to behavior errors Speak to student privately. Remain calm an objective. View the misbehavior as an error. Refrain from arguing with the student. Acknowledge concerns or feeling, then redirect to next opportunity for success.

32. Avoid escalating behavior and power struggles DO Listen carefully Give personal space Remain calm Be aware of the environment Be alert Be consistent and focused Enforce limits Remain in control Use “ok” and “not ok” Follow through Be aware of your body language DON’T Show fear Over/under react Argue or confront Make false promises Threaten Use jargon Use “right” or “wrong”

33. Responding to infrequent social behavior errors Signal State the rule and expected behavior. Ask student to state or show the expected behavior. Give positive feedback.