Effective Behavior Management in the Classroom Setting

Report
Adapted from George Sugai
Effective
Behavior
Management in
the Classroom
Setting
Chapter 4
Five Guiding Principles
GP #1: Good teaching one of our
best behavior management tools
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
GP #2: Apply
three tiered
prevention logic to
classroom setting
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
GP #3: Link classroom to schoolwide
 School-wide
expectations
 Classroom v. office
managed rule
violations
GP #4: Teach academic like
social skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
GP #5: Build systems to support
sustained use of effective practices
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
Effective
Behavior &
Classroom
Management
How is My Classroom
Management?
Purpose
Review critical features & essential practices
of behavior management in classroom
settings
Goal: Review
of 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:
volunteers,
communications,
movement, planning,
grading, etc.
 Student
routines:
personal needs,
transitions, working in
groups, independent
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/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, 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__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
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
routines, specific directions, etc.).
Yes
No
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
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
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
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”

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