Effective Classroom Management Strategies and Importance for Educators

undefined
 
C
LASSROOM
 M
ANAGEMENT
 
Tips and Techniques
 
    L
EARNING
 E
XPECTATIONS
 
O
BJECTIVES
 
Today we will:
Learn about the essential components needed for a
positive and effective classroom management
system.
Learn ways to support your colleagues with their
classroom management practices through the use
of implementation checklists, resource sharing, and
coaching.
Review an example of a proactive classroom
management plan.
Explore a variety of evidence-based, free resources
to support proactive classroom management.
 
4
 
W
HY
 
IS
 C
LASSROOM
 M
ANAGEMENT
I
MPORTANT
?
 
A common concern among beginning teachers is that they
lack the skills to address disruptive behavior.
(Oliver & Reschly, 2007; Jones & Jones, 2007)
Though classroom management remains an important
concern among almost all new teachers, many preservice
teachers consider the amount of instruction they receive on
the topic to be insufficient. What instruction they do
receive they tend to see as overly abstract or too divorced
from a realistic classroom setting.
(Siebert, 2005)
In a special analysis of data collected from teachers by the
U.S. Department of Education, 53% of teachers who
transferred to another school reported student behavior as
their reason for doing so, and 44% of those who left the
profession reported this as a reason for leaving.
(U.S. Department of Education, 2005)
S
OBERING
 C
ONSIDERATIONS
 
Student problem
 
behavior
 
is cited by the U.S. Dept of
Education as one of the top
 three 
reasons why educators
leave the field.
 
Student problem behavior is one of the top two content
areas identified by teachers (a) as an on-site training
need, and (b) as a gap in their pre-service training.
D
ISCIPLINE
 
V
. M
ANAGEMENT
 
Discipline:  The reaction to misbehavior AFTER
it has occurred.
 
Management:  Actions that prevent misbehavior
from occurring.
 
Management is identifying the problem and
searching for the solution.
 
D
EVELOPING
 
POSITIVE
 
RELATIONSHIPS
 
WITH
YOUR
 
STUDENTS
 
CAN
 
MEAN
...
 
Less work engaging students.
Easier classroom management.
Longer focus time.
Students will be willing to take risks.
Research indicates teachers who have positive
relationships with their students report approximately
31% less behavior problems in their classrooms
(Marzano & Pickering, 2003).
 
W
AYS
 
TO
 B
UILD
 P
OSITIVE
R
ELATIONSHIPS
 
Greet everyone at the door.
Call on everyone equitably.
Give specific praise.
Seek first to understand the student’s point of
view. 
Listen and communicate.
Show personal interest in student activities.
Provide individual help.
Respect your students.
Be fair.
Be consistent.
Be kind and courteous. Caring is key.
 
 
 
 
R
ESEARCH
 F
INDINGS
: E
FFECTIVE
C
LASSROOM
 M
ANAGEMENT
 C
RITICAL
F
EATURES
 
Maximize structure
Post, teach, reinforce and monitor expectations
Actively engage students in observable ways
Use a continuum of strategies to respond to
appropriate behavior
Use a continuum of strategies to respond to
inappropriate behavior
 
80%
Prevention
 
Simonsen, Fairbanks, Breisch, Myers &
Sugai  (2008)
undefined
 
 
Ways to Maximize
Structure
 
We never educate directly, but indirectly by
means of the environment.  --- John Dewey
(1944)
 
M
AXIMIZE
 
STRUCTURE
 
IN
 
YOU
 
CLASSROOM
 
Develop Predictable Routines
Teacher Routines: volunteers, communications,
movement, planning, grading, etc.
Student routines: personal needs, transitions,
working in groups, independent work, instruction,
getting materials, homework, etc.
Design environment to elicit appropriate
behavior, minimize crowing and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff and student areas.
Seating arrangements (groups carpet, etc.)
 
Classroom Architect
 
A
SSESS
 
Complete item for your own classroom (or a teacher
with whom you consult)
 
A
CTION
 P
LAN
 
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:
Describe predictable routine for entering classroom,
turning in homework, (or others that are identified as
missing)
Rearrange furniture to ensure better supervision
 
 
 
[1]
 What? When? How? By When?
 
undefined
 
S
ECTION
 2
 
Post, Teach, Review,
Monitor Expectations
 
Problem
Behavior
 
P
OST
, 
TEACH
, 
REVIEW
, 
MONITOR
, 
AND
REINFORCE
 
A
 
SMALL
 
NUMBER
 
OF
POSITIVELY
 
STATED
 
EXPECTATIONS
 
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students prior to entering
natural context.
Monitor students’ behavior in natural context
and provide specific feedback.
Evaluate effect of instruction – review data, and
make decisions, and follow up.
Integrate
SWPBIS
Expectations and
Cool Tools!
 
SWPBIS
Integrate SWPBIS classroom
expectations into your
routines/procedures
 
T
EACH
 R
ULES
 
IN
 
THE
 C
ONTEXT
 
OF
 R
OUTINES
 
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.
 
G
REATER
 J
OHNSTOWN
 S
CHOOL
 D
ISTRICT
B
EHAVIORAL
 
LESSON
 
PLANS
 
FOR
 SWPBIS
 
 
May be a lesson that you teach as a teacher (e.g.,
Cool Tool)
May be a video demonstrating behavioral
expectations
 
A
SSESS
 
M
INI
 A
CTION
 P
LAN
 
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:
Choose three expectations and create posters
Complete matrix
Develop lesson plans
 
 
 
[1]
 What? When? How? By When?
 
undefined
 
S
ECTION
 3
 
Actively Engage
Students in
Observable Ways
 
 
A
CTIVE
 E
NGAGEMENT
 
Provide high rates of opportunities to respond
Vary individual v. group responding
Increase participatory instruction (enthusiasm,
laughter)
Consider various observable ways to engage students
Written responses
Writing on individual white boards
Choral responding
Gestures
Technology (Plickers, Kahoot)
Other: ____________
R
ANGE
 
OF
 
EVIDENCE
-
BASED
 
PRACTICES
 
THAT
PROMOTE
 
ACTIVE
 
ENGAGEMENT
 
Direct Instruction
 
Computer Assisted Instruction
 
Class-wide Peer Tutoring
 
Guided notes
 
Response Cards
 
A
SSESS
 
M
INI
 A
CTION
 P
LAN
 
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:
Ask a colleague to take data on my current rate of OTRs
and increase by 10%
Use response cards during 1 additional lesson per day
 
 
 
[1]
 What? When? How? By When?
 
undefined
 
S
ECTION
 4
 
Continuum of Strategies to
Acknowledge Appropriate
Behavior
 
The goal of reinforcement is to develop desirable
behavior rather than to control misbehavior.  The
emphasis, where misbehavior occurs, is on pressuring to
change, not on exacting retribution.  --- Jere Brophy
(1988, p.12).
A
CKNOWLEDGE
 
APPROPRIATE
BEHAVIOR
 
Specific and Contingent Praise
 
 
Token Economy
 
A
CKNOWLEDGING
 A
PPROPRIATE
 B
EHAVIOR
 
Classroom Continuum:
Level 1 = Free and Frequent
Use everyday in the classroom
 
Level 2 = Intermittent
Awarded occasionally
 
Level 3 = Strong and Long Term
Quarterly or year long types of recognition
 
W
HEN
 D
O
 Y
OU
 A
CKNOWLEDGE
?
M
ONITOR
 S
TUDENTS
’ B
EHAVIOR
 
IN
 N
ATURAL
C
ONTEXT
 
Active Supervision 
(Colvin, Sugai, Good, Lee, 1997)
:
Move
 around
Look around (
Scan
)
Interact 
with students
 
Provide 
reinforcement
 and specific praise to students
who are following rules.
 
Catch errors early and provide specific, 
corrective
feedback
 to students who are not following rules.  (
Think
about how you would correct an academic error
.)
 
Teacher’s
Desk
 
Fewer problem
behaviors with
this pattern
 
A
SSESS
 
M
INI
 A
CTION
 P
LAN
 
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:
Ask a colleague to take data on my current rate of specific
and contingent praise and increase by 20%
Implement an additional reinforcement system to increase
appropriate behavior
 
 
 
[1]
 What? When? How? By When?
 
undefined
 
S
ECTION
 5
 
Continuum of Strategies to
Respond to Inappropriate
Behavior
 
When discipline problems occur, the challenge to the teacher
is how to intervene in a manner which encourages continued
positive growth and, at the same time, restores appropriate
student behavior.  To the extent that these interventions are
preplanned and systematic, rather than shooting from the
hip and arbitrary, the probability of their effectiveness is
increased.  ---  James Levine and John Shanken-Kaye (1996,
p.105)
 
37
 
P
LAN
 
TO
 
R
ESPOND
 
TO
 M
ISBEHAVIOR
 
Important concepts:
Being 
prepared
 for misbehavior reduces
annoyance and frustration
Correction procedures are only effective if they
reduce
 the future occurrence of misbehavior
All behavior (appropriate and inappropriate)
serves a 
purpose
 
P
LAN
 
TO
 R
ESPOND
 
TO
 M
ISBEHAVIOR
 
 
Establish consequences that fit the nature of
the problem, but are as 
mild
 as possible
 
Implement consequences 
calmly
 and
consistently
 
Ideally, consequences should be
implemented 
immediately
 in the setting in
which the infraction occurs
 
P
LAN
 
TO
 R
ESPOND
 
TO
 
M
ISBEHAVIOR
 
When you treat student misbehavior as an
instructional opportunity, you give students the
chance to learn from their mistakes.
R
ESPOND
 
TO
 
INAPPROPRIATE
BEHAVIOR
 
 
Error Corrections
Performance Feedback
Planned Ignoring
Differential
Reinforcement
 
A
SSESS
 
M
INI
 A
CTION
 P
LAN
 
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:
Ask a colleague to take data on my current rate of
corrective statements and ensure that this rate is far
lower than my rate of praise statements
Review the consequences I give and ensure I am using the
least restrictive procedures possible
 
 
[1]
 What? When? How? By When?
 
undefined
 
R
ESOURCES
 
TO
 S
UPPORT
E
FFECTIVE
 C
LASSROOM
M
ANAGEMENT
 
 
C
LASSROOM
 E
COLOGY
 C
HECKLIST
 
 
C
LASSROOM
 M
ANAGEMENT
 S
ELF
-A
SSESSMENT
(S
IMONSEN
 
ET
 
AL
., 2008)
 
 
C
LASSROOM
 M
ANAGEMENT
 P
LAN
 
Six Key Principles:
Invest time planning at the front end
Teach well using quality instructional practices
Focus on positive behaviors
Provide supports
Be educative, not vindictive
Be persistent and consistent
 
Vanderbilt University: IRIS Center Classroom Management Module 1
 
R
ESOURCES
 
www.papbs.org
 PA Positive Behavior Support
Network
Administrator’s Toolkit
 
www.interventioncentral.org
 – Intervention
Central
 
Administrators’ Toolkit, PaTTAN
 
www.pbis.org
  PBIS OSEP
 
Slide Note
Embed
Share

Classroom management is crucial for teachers to create a positive and effective learning environment. It involves setting clear expectations, promoting engagement, and addressing disruptive behavior proactively. Lack of effective classroom management can lead to educator dissatisfaction and student disengagement. Strategies such as implementing checklists, sharing resources, and coaching colleagues can help support a strong classroom management system. Understanding the difference between discipline and management is key in fostering a conducive learning environment.


Uploaded on Sep 13, 2024 | 2 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. CLASSROOM MANAGEMENT Tips and Techniques

  2. LEARNING EXPECTATIONS EXPECTATION BEHAVIOR Take ownership of your learning Be open to learning new strategies (Growth Mindset) Be Responsible Turn cell phones off or to vibrate Listen to others attentively by staying quiet while they are speaking Share your questions with the group Use appropriate language Be Respectful Ask what you need to know to understand and contribute Contribute to the team by sharing relevant information and ideas Be Engaged

  3. OBJECTIVES Today we will: Learn about the essential components needed for a positive and effective classroom management system. Learn ways to support your colleagues with their classroom management practices through the use of implementation checklists, resource sharing, and coaching. Review an example of a proactive classroom management plan. Explore a variety of evidence-based, free resources to support proactive classroom management.

  4. 4

  5. WHYIS CLASSROOM MANAGEMENT IMPORTANT? A common concern among beginning teachers is that they lack the skills to address disruptive behavior. (Oliver & Reschly, 2007; Jones & Jones, 2007) Though classroom management remains an important concern among almost all new teachers, many preservice teachers consider the amount of instruction they receive on the topic to be insufficient. What instruction they do receive they tend to see as overly abstract or too divorced from a realistic classroom setting. (Siebert, 2005) In a special analysis of data collected from teachers by the U.S. Department of Education, 53% of teachers who transferred to another school reported student behavior as their reason for doing so, and 44% of those who left the profession reported this as a reason for leaving. (U.S. Department of Education, 2005)

  6. SOBERING CONSIDERATIONS Student problem behavior is cited by the U.S. Dept of Education as one of the top three reasons why educators leave the field. Student problem behavior is one of the top two content areas identified by teachers (a) as an on-site training need, and (b) as a gap in their pre-service training.

  7. DISCIPLINEV. MANAGEMENT Discipline: The reaction to misbehavior AFTER it has occurred. Management: Actions that prevent misbehavior from occurring. Management is identifying the problem and searching for the solution.

  8. DEVELOPINGPOSITIVERELATIONSHIPSWITH YOURSTUDENTSCANMEAN... Less work engaging students. Easier classroom management. Longer focus time. Students will be willing to take risks. Research indicates teachers who have positive relationships with their students report approximately 31% less behavior problems in their classrooms (Marzano & Pickering, 2003).

  9. WAYSTO BUILD POSITIVE RELATIONSHIPS Greet everyone at the door. Call on everyone equitably. Give specific praise. Seek first to understand the student s point of view. Listen and communicate. Show personal interest in student activities. Provide individual help. Respect your students. Be fair. Be consistent. Be kind and courteous. Caring is key.

  10. RESEARCH FINDINGS: EFFECTIVE CLASSROOM MANAGEMENT CRITICAL FEATURES Maximize structure Post, teach, reinforce and monitor expectations Actively engage students in observable ways Use a continuum of strategies to respond to appropriate behavior Use a continuum of strategies to respond to inappropriate behavior 80% Prevention Simonsen, Fairbanks, Breisch, Myers & Sugai (2008)

  11. Ways to Maximize Structure We never educate directly, but indirectly by means of the environment. --- John Dewey (1944)

  12. MAXIMIZESTRUCTUREINYOUCLASSROOM Develop Predictable Routines Teacher Routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. Design environment to elicit appropriate behavior, minimize crowing and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff and student areas. Seating arrangements (groups carpet, etc.) Classroom Architect

  13. ASSESS Complete item for your own classroom (or a teacher with whom you consult) 1) I maximized structure and predictability in my classroom. a)I explicitly taught and followed predictable routines. a)I arranged my room to minimize crowding and distraction. Yes No Yes No

  14. ACTION PLAN Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include: Describe predictable routine for entering classroom, turning in homework, (or others that are identified as missing) Rearrange furniture to ensure better supervision # Current Level of Performance Enhancement/Maintenance Strategies[1] 1 [1] What? When? How? By When?

  15. SECTION 2 Post, Teach, Review, Monitor Expectations

  16. Problem Behavior

  17. POST, TEACH, REVIEW, MONITOR, AND REINFORCEASMALLNUMBEROFPOSITIVELY STATEDEXPECTATIONS Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students prior to entering natural context. Monitor students behavior in natural context and provide specific feedback. Evaluate effect of instruction review data, and make decisions, and follow up. Integrate SWPBIS Expectations and Cool Tools!

  18. Integrate SWPBIS classroom expectations into your routines/procedures SWPBIS

  19. TEACH RULESINTHE CONTEXTOF 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.

  20. GREATER JOHNSTOWN SCHOOL DISTRICT BEHAVIORALLESSONPLANSFOR SWPBIS May be a lesson that you teach as a teacher (e.g., Cool Tool) May be a video demonstrating behavioral expectations

  21. ASSESS 2) I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. Yes No a) I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom. Yes No b) I explicitly taught and reviewed these expectations in the context of routines. c) I prompted or pre-corrected students to increase the likelihood that they will follow the expectations Yes No Yes No d) I actively supervised my students.

  22. MINI ACTION PLAN Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include: Choose three expectations and create posters Complete matrix Develop lesson plans # Current Level of Performance Enhancement/Maintenance Strategies[1] 2 [1] What? When? How? By When?

  23. SECTION 3 Actively Engage Students in Observable Ways

  24. ACTIVE ENGAGEMENT Provide high rates of opportunities to respond Vary individual v. group responding Increase participatory instruction (enthusiasm, laughter) Consider various observable ways to engage students Written responses Writing on individual white boards Choral responding Gestures Technology (Plickers, Kahoot) Other: ____________

  25. RANGEOFEVIDENCE-BASEDPRACTICESTHAT PROMOTEACTIVEENGAGEMENT Direct Instruction Computer Assisted Instruction Class-wide Peer Tutoring Guided notes Response Cards

  26. ASSESS 3) I actively engaged students in observable ways. Yes No a) I provided a high rate of opportunities to respond during my instruction. b) I engaged my students in observable ways during teacher directed instruction (i.e., I use response cards, choral responding, and other methods). c) I used evidence based methods to deliver my instruction (e.g., Direct Instruction). Yes No Yes No

  27. MINI ACTION PLAN Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include: Ask a colleague to take data on my current rate of OTRs and increase by 10% Use response cards during 1 additional lesson per day # Current Level of Performance Enhancement/Maintenance Strategies[1] 3 [1] What? When? How? By When?

  28. SECTION 4 Continuum of Strategies to Acknowledge Appropriate Behavior The goal of reinforcement is to develop desirable behavior rather than to control misbehavior. The emphasis, where misbehavior occurs, is on pressuring to change, not on exacting retribution. --- Jere Brophy (1988, p.12).

  29. ACKNOWLEDGEAPPROPRIATE BEHAVIOR Specific and Contingent Praise Token Economy

  30. ACKNOWLEDGING APPROPRIATE BEHAVIOR Classroom Continuum: Level 1 = Free and Frequent Use everyday in the classroom Level 2 = Intermittent Awarded occasionally Level 3 = Strong and Long Term Quarterly or year long types of recognition

  31. WHEN DO YOU ACKNOWLEDGE? As much as possible! 4:1 Meeting behavioral expectations I love seeing those hands raised! Small changes Repeat a behavior Great job solving the problem by talking. I m thrilled that you arrived on time.

  32. MONITOR STUDENTS BEHAVIORIN NATURAL CONTEXT Active Supervision (Colvin, Sugai, Good, Lee, 1997): Move around Look around (Scan) Interact with students Provide reinforcement and specific praise to students who are following rules. Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

  33. Teachers Desk Fewer problem behaviors with this pattern

  34. ASSESS 4) I used a continuum of strategies to acknowledge appropriate behavior. a) I provided specific and contingent praise for academic and social behaviors (e.g., following expectations). b) I also used other systems to acknowledge appropriate behavior (group contingencies, behavior contracts, or token economies). Yes No Yes No

  35. MINI ACTION PLAN Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include: Ask a colleague to take data on my current rate of specific and contingent praise and increase by 20% Implement an additional reinforcement system to increase appropriate behavior # Current Level of Performance Enhancement/Maintenance Strategies[1] 4 [1] What? When? How? By When?

  36. SECTION 5 Continuum of Strategies to Respond to Inappropriate Behavior When discipline problems occur, the challenge to the teacher is how to intervene in a manner which encourages continued positive growth and, at the same time, restores appropriate student behavior. To the extent that these interventions are preplanned and systematic, rather than shooting from the hip and arbitrary, the probability of their effectiveness is increased. --- James Levine and John Shanken-Kaye (1996, p.105)

  37. 37

  38. PLANTORESPONDTO MISBEHAVIOR Important concepts: Being prepared for misbehavior reduces annoyance and frustration Correction procedures are only effective if they reduce the future occurrence of misbehavior All behavior (appropriate and inappropriate) serves a purpose

  39. PLANTO RESPONDTO MISBEHAVIOR Establish consequences that fit the nature of the problem, but are as mild as possible Implement consequences calmly and consistently Ideally, consequences should be implemented immediately in the setting in which the infraction occurs

  40. PLANTO RESPONDTOMISBEHAVIOR When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes.

  41. RESPONDTOINAPPROPRIATE BEHAVIOR Error Corrections Performance Feedback Planned Ignoring Differential Reinforcement

  42. ASSESS 5) I used a continuum of strategies to respond to inappropriate behavior a) I provided specific, contingent, and brief error corrections for academic and social errors. b) In addition, I used the least restrictive procedure to discourage inappropriate behavior (differential reinforcement, planned ignoring, response cost, time out) Yes No Yes No

  43. MINI ACTION PLAN Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include: Ask a colleague to take data on my current rate of corrective statements and ensure that this rate is far lower than my rate of praise statements Review the consequences I give and ensure I am using the least restrictive procedures possible # Current Level of Performance Enhancement/Maintenance Strategies[1] 4 [1] What? When? How? By When?

  44. RESOURCESTO SUPPORT EFFECTIVE CLASSROOM MANAGEMENT

  45. CLASSROOM ECOLOGY CHECKLIST

  46. CLASSROOM MANAGEMENT SELF-ASSESSMENT (SIMONSENETAL., 2008)

  47. CLASSROOM MANAGEMENT PLAN Six Key Principles: Invest time planning at the front end Teach well using quality instructional practices Focus on positive behaviors Provide supports Be educative, not vindictive Be persistent and consistent Vanderbilt University: IRIS Center Classroom Management Module 1

  48. RESOURCES www.papbs.org PA Positive Behavior Support Network Administrator s Toolkit www.interventioncentral.org Intervention Central Administrators Toolkit, PaTTAN www.pbis.org PBIS OSEP

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#