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CHAPTER 4

Classroom Management Practices andSystems

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Effective Classroom Management Practices

Maximizing academic achievement is directly linked to academic engagement.In turn, academic engagement is linked to (a) effective curriculum, (b) effectivedelivery of curriculum (instruction), and (c) effective classroom management.

More importantly, accurate and sustained use of effective managementpractices is related to having comprehensive and effective support systems, includingSWPBS.

STUDENTACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

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Although a review of the literature on effective classroom managementpractices does not reveal a definitive list of evidence based practices, a "short-list" ofrecommended best practices emerges from over 50 years of descriptive andevaluation research:

ClassroomManagement Practice

Description

1. Minimizecrowding anddistraction

Design environment to elicit appropriate behavior:

o Arrange furniture to allow easy traffic flow.

o Ensure adequate supervision of all areas.

o Designate staff & student areas.

o Seating arrangements (classrooms, cafeteria, etc.)

2. Maximizestructure &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 &reinforcepositively statedexpectations

Establish behavioral expectations/rules.

Teach rules in context of routines.

Prompt or remind students of rule prior to enteringnatural context.

Monitor students' behavior in natural context &provide specific feedback.

Evaluate effect of instruction - review data, makedecisions, & follow up.

4. Provide moreacknowledgements for appropriatethaninappropriatebehavior

Maintain at least 4 to 1

Interact positively once every 5 minutes

Follow correction for violation of behaviorexpectations with positive reinforcement for rulefollowing

5. Maximize variedopportunities torespond

Vary individual v. group responding

Vary response type

o Oral, written, gestural

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• Increase participatory instruction

o Questioning, materials

6. Maximize ActiveEngagement

Vary format

o Written, choral, gestures

Specify observable engagements

Link engagement with outcome objectives

7. Actively &ContinuouslySupervise

Move

Scan

Interact

Remind/precorrect

Positively acknowledge

8. Respond toInappropriateBehavior Quickly,Positively, &Directly

Respond efficiently

Attend to students who are displaying appropriatebehavior

Follow school procedures for major problembehaviors objectively & anticipate next occurrence

9. Establish MultipleStrategies forAcknowledgingAppropriateBehavior

• Social, tangible, activity, etc.

• Frequent v. infrequent

• Predictably v. unpredictably

• Immediate v. delayed

10. Generally ProvideSpecific Feedbackfor Errors &Corrects

• Provide contingently

• Always indicate correct behaviors

• Link to context

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When establishing a plan for implementing practices and systems in non-classroom settings, consider the following guidelines:

Guidelines

_ 1. Academic achievement is linked to social success, activeYes No ?

engagement, and effective teaching

Yes No ? 2. Good teaching is used as a behavior management strategy

3. Behavior management is used as an instructional managementYes No r

strategy

4. The three-tiered prevention logic is applied to the classroomYes No ?

context

Yes No ? 5. Classroom management is linked to school-wide behavior support

? 6. School-wide support systems are used to sustain effectiveclassroom management strategies

Yes No ? 7. Data-based progress monitoring and action planning

Yes No ? 8. Regular review of accuracy of intervention implementation

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Classroom Management Self-Assessment

Teacher Rater Date

Instructional Activity Time

Time

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

Ratio16 of Positives to Negatives: to 1

Classroom Management Practice

1. / have arranged my classroom to minimize crowding and distraction

2. 1 have maximized structure and predictability in my classroom (e.g., explicit classroomroutines, specific directions, etc.).

3. 1 have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (orrules).

4. 1 provided more frequent acknowledgement for appropriate behaviors thaninappropriate behaviors (See top of page).

5. 1 provided each student with multiple opportunities to respond and participate duringinstruction.

Start

End

cts Total #

Rating

Yes No

Yes No

Yes No

Yes No

Yes No

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

7. / actively supervised my classroom (e.g., moving, scanning) during instruction.

8. 1 ignored or provided quick, direct, explicit reprimands/redirections in response toinappropriate behavior.

Yes No

Yes No

9. 1 have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,. . Yes No

class point systems, praise, etc.).

10. In general, 1 have provided specif ic feedback in response to social and academicbehavior errors and correct responses.

Overall classroom management score:

10-8 "yes" = "Super"

7-5 "yes" = "So-So"

<5 "yes" = "Improvement Needed"

Yes No

#Yes

16 To calculate, divide # positives by # of negatives.

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Action Planning

The purposes of this assessment are to (a) determine the extent to whicheffective general classroom management practices are in place and (b) develop anaction plan for enhancement/maintenance based on this information. Thisassessment and action plan can be completed as a "self-assessment" or by anobserver.

1. Pick a teacher-led/directed activity that has a specific learningoutcome/objective.

2. During the activity, count number of positive and negative studentcontacts that occur during the activity.

3. After the activity,

a. Sum the number of positive and negative contacts and calculate theratio of positive to negative contacts.

b. Assess whether each classroom management practice was evident.

c. Sum the number of "yes" to determine overall classroom managementscore.

d. Based on your score, develop an action plan forenhancement/maintenance.

Action Plan

Current Level ofPerformance

Enhancement/Maintenance Strategies17

17 What? When? How? By When?

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Actions Needed for

Establishing and Implementing Classroom Management Practices and Systems

8.

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Selected Supporting References

Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing forsuccess. Longmont, CO: Sopris West.

Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructionalstrategy for managing predictable behavior problems. Intervention in Schooland Clinic, 28, 143-150.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: Aproactive approach to behavior management. (2nd ed.). White Plains, NY:Longman.

Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management:Creating communities of support and solving problems (6th ed.). Boston: Allyn& Bacon.

Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies thataccommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teachershould have. Utah State University.

Latham, G. (1992). Interacting with at-risk children: The positive position.Principal, 72(1), 26-30.

Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managingdisruptive behaviors in the schools: A schoolwide, classroom, andindividualized social learning approach. Boston, MA: Allyn & Bacon.

Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L, & Darch, C. B. (1983).Structuring your classroom for academic success. Champaign, IL: ResearchPress.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research topractice. Education and Treatment of Children, 31, 351-380.

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WILLIAM M. HABERMEHLCounty Superintendent of Schools