3_classroomsystems

8/16/2019 3_ClassroomSystems

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Building Effective

Classroom ManagementRob Horner, George Sugai, and Celeste Rossetto DickeyUniversity of Oregon and University of Connecticut

OSEP T Center on Positive !e"avior Su##ort

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http://www.pbis.org/http://www.pbis.org/


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Objective Identify actions for a school-wide team to

improve the quality of classroom

management throughout the school


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Main Ideas Classroom behavior support practices blend with school-

wide systems !s a team" how will you wor# to ma#e all classrooms effective

settings Melding classroom practices to promote academic gains

with classroom practices to promote behavioral gains Create a setting that is$

%redictable Consistent %ositive %romotes student independent behavior &reduce prompts'


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Classroo&

S'P!S

Practices

(on)classroo& *a&ily

Student

S c " o o l )

$ i d

e


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( Behavioral E)pectations

Invest in !ppropriate Behavior *efine and teach +-, e)pectations for your classroom

early in year %ositively stated e)pectations

Easy to remember %osted in the classroom

Consistent with chool-wide rules.e)pectations

/aught *irectly %ositive and negative e)amples

E)amples$ Be safe" Be responsible" Be respectful

0espect others" 0espect property" 0espect self


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1 Establish a %redictable Environment *efine and teach classroom routines

2ow to enter class and begin to wor# 2ow to predict the schedule for the day

3hat to do if you do not have materials 3hat to do if you need help 3hat to do if you need to go to the bathroom 3hat to do if you are handing in late material 3hat to do if someone is bothering you

ignals for moving through different activities 4how me you are listening5

2ow to determine if you are doing well in class

Establish a signal for obtaining class attention

/each effective transitions


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*esigning Classroom 0outinesRoutine DesiredBehavior

Signal

Entering Class 3al# in" sitdown" start wor#

Instruction on board

Obtaining classattention

Orient to teacher" be quiet

6

7etting 2elpduring seat wor#

6 6


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!ctivity$ (1 min

Identify 0outines3hat are + routines common across

classrooms in your school6

Complete the matri) for your classroom3hat is a %0OCE you might use with your

faculty to define and share effective e)amples6


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Classroom Routines MatrixRoutine What do you

expect?What is the signal?

(

1

+


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/each tudents to elf-ManageOnce students #now the routines" allow

routine initiation to be prompted by normalevents &the bell8 completion of anassignment'8 rather than rely on teacher prompts

/each self-management

/he target behavior /he self-management behavior

%rompts

Consequences


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+ !ctive upervision Move

Interact

!c#nowledge

%ro)imity ma#es a difference


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9 Establish a 4positive environment5 :ive instances of praise for every correction

Begin each class period with a celebration

;our first comment to a child establishes behavioralmomentum Engelmann" Mace" 4interspersed requests5

%rovide multiple paths to success.praise 7roup contingencies" personal contingencies" etc


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!ctivity$ < min;ou are interested in student=s being respectful

of each other

2ow would you build an ac#nowledgementsystem that promotes and encourages being

respectful of others6

◦

In elementary grades◦ In middle school

◦ In high school


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, *esign a :unctional %hysical >ayout

for the Classroom *ifferent areas of classroom defined for different

activities

*efine how to determine 4what happens where5 /raffic patterns

7roups versus separate wor# stations

?isual access/eacher access to students at all timestudent access to relevant instructional materials

*ensity

;our des#


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@ Ma)imiAe !cademic Engaged /ime Efficient transitions

Ma)imiAe opportunities for student responses

elf-management!ctive upervision

Move

Monitor Communication.Contact.!c#nowledge

Children with autism


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Instruction Influences Behavior %acing

Opportunities for student responses

!cquisition vs %ractice.%erformance Doe 3ehby

%hil 7unter

tudent feedbac# from teacher


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Establish an effective hierarchy of

consequences for problem behavior *o not ignore problem behavior

&unless you are convinced the behavior is

maintained by adult attention' Establish predictable consequences

Establish individual consequences !F*

group consequences


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G ?ary modes of instruction

7roup lecture

mall group

Independent wor# Integrating !ctivities

%eer tutoring


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( /eacher has ystem to 0equest

!ssistance /eacher should be able to identify need for

assistance and request help easily

/eacher request for assistance form /hree times each year when teacher is prompted to

identify students needing e)tra support

Re+uest for

assistance for&


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!ctivity

!ssume you are the faculty for the wholeschool

Independently rate your own classroom If you do not have a classroom rate the classroom you#now best

%roduce a 4Mean5 for the school by ta#ing themean of your classrooms

Identify the one element of the self-assessmentthat would ma#e the biggest difference Identifyone action to be completed within the ne)t threemonths of school that would improve that element

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