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Effective Behavior Management in the Classroom

VIEWS: 2 PAGES: 29

									             Adapted from George Sugai




            Effective
            Behavior
            Management in
            the Classroom
            Setting

Chapter 4
       PURPOSE
 Provide brie
              f overview o
SWPBS pra                   f
           ctices & sys
  of behavior             tems
               support in
   classroom s
                 ettings.

 • Guid  ing principles
 • Clas sroom practices
   & systems
Five Guiding Principles

                    vior
                 eha BIS
               mB &P
       las sroo ent
      C      gem
      M ana
GP #1: Good teaching one of our
best behavior management tools

               STUDENT
             ACHIEVEMENT

   Good Teaching    Behavior Management
GP #2: Apply                                    Tertiary Prevention:
                                                    Specialized
three tiered                                       Individualized
                                               Systems for Students
prevention logic to             ~5%           with High-Risk Behavior

classroom setting               ~15%
                                              Secondary Prevention:
                                                Specialized Group
                                              Systems for Students
                                              with At-Risk Behavior
     Primary Prevention:
     School-/Classroom-
      Wide Systems for
        All Students,
      Staff, & Settings




                           ~80% of Students
GP #3: Link classroom to school-
wide

School-wide
 expectations
Classroom v. office
 managed rule
 violations
GP #4: Teach academic like
social skills
          ADJUST for              DEFINE
          Efficiency              Simply




      MONITOR &
     ACKNOWLEDGE
                                           MODEL
      Continuously



                     PRACTICE
                     In Setting
 GP #5: Build systems to support
sustained use of effective practices
    Effective Academic
         Instruction


    Effective Behavioral
        Interventions              Effective

                             =
                                  Behavior &
                                  Classroom
Continuous & Efficient Data-     Management
  based Decision Making


   Systems for Durable &
 Accurate Implementation
Cl assroom
 Settings
How is My Classroom
Management?
Purpose

 Review critical features & essential practices
 of behavior management in classroom
 settings
     Goal: Reviewof basics & context
 for self-assessment & SW action
 planning
Why Formalize Classroom
Management?
Academic achievement
Social success
Effective & efficient teaching
                                   #1
Minimize Crowding/Distractions
 Arrange furniture to allow easy traffic flow
 Adequately supervise all areas
  Designate staff & student areas
 Determine seating arrangement
                               #2
Maximize Structure/Predictability
Teacher routines:     Student routines:
 volunteers,            personal needs,
 communications,        transitions, working in
 movement, planning,    groups, independent
 grading, etc.          work, instruction, getting
                        materials, homework, etc.
                                   #3
State, Teach, Review, & Reinforce
- Expectations
 Establish behavioral expectations/rules
 Teach rules in context of routines
 Prompt or remind students – pre-teach
 Monitor students’ behavior in natural context
  & give specific feedback
 Evaluate effect of instruction
 Typical Contexts/                   Classroom-Wide Rules/Expectations
     Routines           Respect Others       Respect Property         Respect Self
                        Use inside voice.       Recycle paper.
                                                                      Do your best.
All                      Raise hand to      Put writing tools inside
                                                                           Ask.
                          answer/talk.               desk.
                                            Put announcements in
                        Eyes on speaker.                             Put check by my
Morning Meeting                                      desk.
                       Give brief answers.                           announcements.
                                             Keep feet on floor.
                                              Put homework neatly in Turn in lesson on time.
                         Do own work.
Homework                                              box.               Do homework
                     Turn in before lesson.
                                              Touch your work only.     night/day before.

                        Use inside voice.     Put/get materials first.     Have plan.
Transition
                       Keep hands to self.     Keep hands to self.         Go directly.
                      Raise hand or show
“I Need               “Assistance Card”.                                   Have plan.
                                              Have materials ready.
Assistance”           Wait 2 minutes & try                                Ask if unclear.
                             again.
                       Eyes on speaker.         Use materials as           Have plan.
Teacher Directed
                      Keep hands to self.           intended.                 Ask.
                                                Use materials as
                        Use inside voice.                             Use time as planned.
Independent Work                                    intended.
                       Keep hands to self.                                    Ask.
                                                Return with done.
                     Stop, Step Back, Think, Stop, Step Back, Think, Stop, Step Back, Think,
Problem to Solve
                               Act                      Act                    Act
                                   #4
Acknowledge Appropriate vs.
Inappropriate Behavior
Ratio at least 4:1
Interact positively once every 5 minutes
Follow correction for behavior violation
 with positive reinforcement for rule
 following
                                   #5

Vary Opportunities to Respond
Individual/group
Response type – written, oral, gestural
Increase participatory instruction
                                   #6
Maximize Active Engagement

Vary format – written, choral, gestures
Specify observable engagements
Link engagement with outcome
 objectives
                          #7

Active & Continuous Supervision
Move
Scan
Interact
Remind/pre-correct
Positively acknowledge
                        #8
Respond Quickly, Positively, and
Directly to Inappropriate Behavior
 Respond
  Efficiently
 Attend to
  appropriate
  behaviors
 Follow school
  procedures
                                     #8
Vary Strategies for Acknowledging
Appropriate Behavior
 Social, tangible, activity, etc.
 Frequent v. infrequent
 Predictable v. unpredictable
 Immediate v. delayed
                          #9

Active & Continuous Supervision
Move
Scan
Interact
Remind/pre-correct
Positively acknowledge
                               #10
Provide Feedback for
Errors/Corrections
 Indicate correct behaviors
 Link to context
 Provide contingently
  SYSTEMS FEATURES
School-wide implementation
  All staff
  Direct teaching 1st day/week
  Regular review, practice, & positive reinforcement
Team-based identification, implementation, &
 evaluation
Data-based decision making
Essential Behavior & Classroom
    Management Practices

  Classroom Management Self-Checklist

      SWPBS Workbook Page 89
                   Classroom Management: Self-Assessment

Teacher__________________________                            Date___________
Rater_______________________

Instructional Activity                                       Time Start_______
                                                             Time End________

Tally each Positive Student       Total #   Tally each Negative        Total #
Contacts                                    Student Contacts




                    Ratio of Positives to Negatives: _____ to 1
                                Classroom Management Practice                                      Rating

1.   I have arranged my classroom to minimize crowding and distraction                            Yes   No

2.   I have maximized structure and predictability in my classroom (e.g., explicit classroom      Yes   No
     routines, specific directions, etc.).

3.   I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No

4.   I provided more frequent acknowledgement for appropriate behaviors than inappropriate        Yes   No
     behaviors (See top of page).

5.   I provided each student with multiple opportunities to respond and participate during       Yes    No
     instruction.

6.   My instruction actively engaged students in observable ways (e.g., writing, verbalizing)    Yes    No

7.   I actively supervised my classroom (e.g., moving, scanning) during instruction.              Yes   No

8.   I ignored or provided quick, direct, explicit reprimands/redirections in response to         Yes   No
     inappropriate behavior.

9.   I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,       Yes   No
     class point systems, praise, etc.).

10. In general, I have provided specific feedback in response to social and academic behavior     Yes   No
    errors and correct responses.

Overall classroom management score:
                                                                                                 # Yes___
10-8 “yes” = “Super”        7-5 “yes” = “So-So”         <5 “yes” = “Improvement Needed”

								
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