designing effective classrooms
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Designing Effective Classrooms. Cynthia M. Anderson University of Oregon. In a Well-Managed Classroom. Students are actively involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption - PowerPoint PPT PresentationTRANSCRIPT
Designing Effective Classrooms
Cynthia M. AndersonUniversity of Oregon
C. M. AndersonUniversity of Oregon
In a Well-Managed ClassroomStudents are actively involved in their workStudents know what is expected of them and are
generally successfulThere is relatively little wasted time, confusion, or
disruptionThe climate of the classroom is work-oriented, but
relaxed and pleasant
C. M. AndersonUniversity of Oregon
Well-Managed Classrooms Are…
Correlated with positive student outcomes (academic and behavior) and more engagement
Important for preventing more serious problems among at-risk kids
Able to prevent the development of problem behaviorStrong management signals to kids that the class is a
safe place to learn. Rated (by students, teachers, parents, administrators) as
having more positive climates.
C. M. AndersonUniversity of Oregon
In Ineffective classroomsWehby, Symons, & Shores (1995)
Less than half of student’s hand raises or correct academic responses were acknowledged by teachers
Less than 2 praise statements per hour
Most academic work consisted of independent seatwork
Inconsistent distribution of teacher attention
Compliance to a command generally resulted in the delivery of another command
C. M. AndersonUniversity of Oregon
Effective Teachers Have
Clearly defined expectations and rules
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
C. M. AndersonUniversity of Oregon
Expectations and RulesExpectations are a foundation for the classroom
Expectations definedSchool-wide expectations are foundation for classroom
C. M. AndersonUniversity of Oregon
Expectations and RulesExpectations are a foundation for the classroomDerive rules from expectations
Relevant for YOUR classroom• What are problem routines, settings?• What behaviors would you like to see more of?
Your Classroom Vision1. What do you want your classroom to look like?2. What should it feel like to a class member?3. What do you want your students to accomplish?4. What do you want to accomplish?5. What should a visitor see? 6. How would you like a visitor to summarize your
classroom? Would they say this now?
C. M. AndersonUniversity of Oregon
Expectations and RulesExpectations are a foundation for the classroomDerive rules from expectations
Relevant for YOUR classroomPositively stated & succinctTarget observable behaviorsPosted in public, easily seen place
C. M. AndersonUniversity of Oregon
Mr. Wilhelm’s roomBe Safe Be Respectful Be Responsible•Walk facing forward•Keep hands, feet & objects to self•Get adult help for accidents & spills•Use all equipment & materials appropriately
•Use kind words & actions•Wait for your turn•Clean up after self•Follow adult directions•Be silent when lights are turned off
•Follow school rules•Remind others to follow school rules•Take proper care of all personal belongings & school equipment•Be honest•Follow game rules
C. M. AndersonUniversity of Oregon
Expectations and RulesDevelop general classroom rulesDevelop rules for problematic routines
What do you do when you enter the room?How do you get help?
What do you do when the bell rings?
How do you clean up? What do you do during group work?
Rules for Routines1. What is the expected behavior?2. What is the signal/cue for the
expected behavior?
Classroom RoutinesStarting the day
• put personal belongings in designated areas• turn in homework• put instructional materials in desks• sharpen pencils and gather necessary material for class• be seated & ready to start class by 8:30
Entering the classroom
• use a conversational or ‘inside voice’• keep hands, feet, objects to self• walk• move directly to desk or assigned area
Working independently
• have materials ready• work without talking• raise hand to ask for help• keep working or wait quietly for assistance when the teacher
is helping someone else• put materials away & begin next activity when finished
Asking for help • always try by yourself first• use the classroom signal for getting assistance• keep working if you can or wait quietly
C. M. AndersonUniversity of Oregon
Elementary Example Lining Up
Neatly place books and materials in your desk. Sit quietly when you hear the “quiet” signal. Quietly stand up when your name (or row) is
called Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward,
C. M. AndersonUniversity of Oregon
Secondary Examples: Routines
Class Discussion 1. Prepare for discussion by reading the
required assignment in advance. 2. Wait until the other person is finished
speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions:
Use appropriate expressions of disagreement.
C. M. AndersonUniversity of Oregon
Expectations and RulesLinked to school-wide programPositively stated & succinct (3-5)Observable behaviorsPosted in public, easily seen placeEnforced consistentlyRULES & ROUTINES
PROVIDE STRUCTURE
C. M. AndersonUniversity of Oregon
Action Planning
What are your classroom rules?Do 80% of students consistently follow rules
without reminders or prompts?Are there other problems occurring in your room?Consider:
Are your rules linked to the Tier I school intervention?Do your rules reflect common discipline problems?Do all students know and understand your rules and
consequences?Are your rules clearly stated, positively worded, and few
in number?What changes could you make to your rules?
C. M. AndersonUniversity of Oregon
Effective Teachers Have
Clearly defined expectations and rules
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
C. M. AndersonUniversity of Oregon
Teaching Expected BehaviorBuild off School-wide expectationsWhen to teach
Beginning of yearBefore and after natural breaksWhen the data suggest teaching is neededFor individual students…after rule violations
How to teach….
Teaching Matrix
C. M. AndersonUniversity of Oregon
Evaluate effects of instructionCollect dataAre rules being followed?If not ask..
who is making them?where are the errors occurring?what kind of errors are being made?when are they being made?
• Summarize data (look for patterns)• Use data to make decisions
C. M. AndersonUniversity of Oregon
Effective Teachers Have
Clearly defined expectations and rules
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
C. M. AndersonUniversity of Oregon
Acknowledgement TipsSimple systems are bestHigh frequency of acknowledgement is keyAcknowledgement contingent on behaviorAvoid threats and response costAvoid removing opportunity for acknowledgement
C. M. AndersonUniversity of Oregon
Acknowledgement Systems
Whole class systemsSmall-group systemsIndividual student systems
C. M. AndersonUniversity of Oregon
Whole-Class Acknowledgement
Best for….Discrete activitiesSituations when each instance of correct behavior can
be acknowledgedEmbed within other systems
Examples
AttendanceWork completion
Timely transitionsLimit attention to peers
C. M. AndersonUniversity of Oregon
Small Group AcknowledgementGeneral
Students divided into teamsPoints allocated based on student behavior when game is
in effectRewards delivered periodically (end of day, end of week)
based on points earnedTHE GOOD
BEHAVIOR GAME
C. M. AndersonUniversity of Oregon
Rationale for useLarge body of empirical supportEasily modified for
Different class sizesAge groupsAbility levelsActivitiesDaily variations in the classroom
C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used? Times when all students are expected to meet established
behavioral expectations Times that are difficult in your room
2. What behaviors will you target? Define 1-3 appropriate behaviors and/or 1-3 inappropriate
behaviors
TGBG Independent Work
Hurray! Oops.RespectfulSafeResponsible
Out of seatDisruptiveTalking out
TGBG Group Work
GOs STOPsRespectfulSafeResponsible
Out of seatDisruptiveTalking out
C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the
schedule?
C. M. AndersonUniversity of Oregon
Sample RewardsStickersLine up firstBreak/special activityQuiet break at end of dayPoints toward large reward
C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the
schedule? Begin with n points—lose points for rule violations Begin with 0 points—earn points for rule following Combination
C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the
schedule? Team with most (fewest) points wins Everyone “over the bar” wins
C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the
schedule?4. Introduce game to your class5. Use the game
C. M. AndersonUniversity of Oregon
TGBG: When Things Go WrongSabotage
Consider forming separate teamIt used to work but now it doesn’t
Consistent use?Verbal arguments about contingencies?Considerations
• Random reinforcers and criteria• Have someone observe your implementation to problem solve
One student ruins it for the rest
C. M. AndersonUniversity of Oregon
Acknowledgement Systems
Whole class systemsSmall-group systemsIndividual student systems
Acknowledgement contingent only on that student’s behavior
Examples
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Individual Student SystemsAcknowledgement contingent on individual student
behaviorExamples
Race carRed lightCard system
AdvantagesAllows system to be tailored for specific students
LimitationsLess opportunity for positive peer influenceDifficult to be consistent
C. M. AndersonUniversity of Oregon
Individual Student Systems
ConsiderationsIf you use a “response cost” be sure students can
earn positives as wellIs it working—are the same students doing well
and doing poorly each day?Watch out for “shaming” as a strategyAvoid drawing attention to negative behavior
C. M. AndersonUniversity of Oregon
This is the second time you have poked Jason, go flip your card.I didn’t poke him, I just touched him.
It looked like a poke to me, go flip your card.You are SO unfair! What about Bernie? She is messing with Lia’s
hair! Right now I am talking to you, go flip your card.
Mumbles under breath Tonya, please go flip your card now or you will need to go to the
principalSlowly gets up, stomps to front of room in exaggerated manner and
turns cardI don’t care about your cards anyway!
C. M. AndersonUniversity of Oregon
Effective Teachers Have
Clearly defined expectations and rules
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
C. M. AndersonUniversity of Oregon
Common StrategiesVerbal reprimandTime outDemerit or fineDetentionWriting assignmentDeprivation of some reward/response costOffice referral
C. M. AndersonUniversity of Oregon
When They Don’t Work
1. Intervention is in place without the…Systems
• For defining and teaching expectations and rules• For responding to errors• For acknowledging appropriate behavior
Data• Strategies for monitoring student behavior
2. Consequence doesn’t match function
C. M. AndersonUniversity of Oregon
Why do we behave?
Modeling? Accident? Instinct?
Why Do we keep behaving?
IT WORKS!
C Anderson U Oregon March 2010
C. M. AndersonUniversity of Oregon
Effective Consequences for Misbehavior Require a System
Applied consistentlyImmediate feedbackPre-determined plan for major, minor, repeat
violationsLinked to context
Requires a plan developedBEFORE the problem occurs for
Major, minor, and repeatedproblems
C. M. AndersonUniversity of Oregon
Strategies: Tips for TeachersAvoid stopping lesson to respond to student
misbehaviorUse immediate consequences when feasible
Pick your battles
C. M. AndersonUniversity of Oregon
Effective Teachers Have
Clearly defined expectations and rules
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
Is Your ClassroomManagement System
Working?HOW WOULD YOU
KNOW?
C. M. AndersonUniversity of Oregon
Are My Changes Making a Difference?
Collect “baseline” data Implement new program with fidelityCompare baseline performance to intervention
outcomes
C. M. AndersonUniversity of Oregon
When Your System doesn’t work
“Basics” are not in place Rules are known by all and viewed as fair Classroom is orderly and “works” Curriculum matches academic level Needed materials are available
Problems with acknowledgements Not reinforcing Schedule of delivery is too thin
Problems with arrangement (e.g., classroom, groups) Problems with rule enforcement System is confusing
Schedule is complicated Competing classroom management systems
Plan for disruptions (e.g., substitutes)
Establishing Effective Classrooms Across the
School
C. M. AndersonUniversity of Oregon
Why Involve the PBIS Team?
“We have books, web-sites,
And our teachers have been to SO
many presentations….”
C. M. AndersonUniversity of Oregon
“Isn’t that enough? Shouldn’t our
teachers just DO IT already?”
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstrationPlus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0% 60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
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9.2 - Locations: K-6
% Group ODRs
Mean % ODRs
Class
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10%
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70%
9.3 - Locations: 6-9
% Group ODRs
Mean % ODRs
C. M. AndersonUniversity of Oregon
Classroom Management Should be Part of SWPBS
Classrooms are part of schoolsRole of SWPBS team
Delineate office-managed versus classroom-managedProvide clear and efficient process for documenting time
out of classTraining on linking Tier I of SWPBS to classroom
managementCreate climate for positive and proactive focus on
classrooms
Office vs room
Time out of class
C. M. AndersonUniversity of Oregon
Roadblocks (Real and Imagined)Some teachers don’t want help (and they are the
ones who REALLY need it)No one on the team is skilled in classroom
managementWe don’t have the resources to do thisWho has time for this?What do we do?
C. M. AndersonUniversity of Oregon
Developing a System for Addressing Classrooms Across the School Requires….
Knowing what areas to focus onAn action planAccess to toolsAccess to resourcesKey person who oversees implementation
C. M. AndersonUniversity of Oregon
What Areas to Focus onDeriving rules from expectationsClassroom routinesUsing instruction to facilitate desired behaviorEffective acknowledgement systemsGood instructional practicesConsequences for problem behaviorRoom layout ?
C. M. AndersonUniversity of Oregon
Determining Where to StartLet data be your guideConduct assessment of your school
Teacher self-assessmentPeer- or administrator-conducted observations
Great…how do we use this for our whole
school?
C. M. AndersonUniversity of Oregon
GoalObtain information about classroom functioningProgress monitoring
Key considerationsWho observes
• Administrator• Peer
When does observation occur• Random times• Teacher-determined
Peer or Administrator-Conducted
C. M. AndersonUniversity of Oregon
Next StepsAssessment: Now you know what to focus onChanging classrooms requires that classrooms are
a priorityUse faculty meetingsUse grade-level meeting structure
Changing systems requires effective instructionDescription of what to do and whyOpportunities to practiceFeedback
C. M. AndersonUniversity of Oregon
Step 1. InstructionModalities
ModulesReadings and discussionSmall group workshops
DeliverySpace out delivery—focus on one topic at a timeUse good instructional practices
C. M. AndersonUniversity of Oregon
Other Resources to ConsiderCoaching Classroom Management: Strategies
and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).
Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to
classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific
Northwest Publishing.
C. M. AndersonUniversity of Oregon
Other Resources (on your site)Expectations and rules
Classroom rules worksheetSample rules
Teaching rules and routinesDesigning classroom routines matrix
Acknowledgement systemsAcknowledgement ideasImplementing the Good Behavior Game procedures manual
Consequences for problem behaviorConsequences for problem behavior matrixFlowchart for office- versus classroom-managedTime out of class form
C. M. AndersonUniversity of Oregon
Step 2: Provide Opportunities to Practice
Be sure all teachers understand what is expected after each lesson
Consider grade level collaboration around lessonOpportunities for discussionShare ideas about implementationProblem-solving & brainstorming
C. M. AndersonUniversity of Oregon
Step 3: FeedbackCreate small learning communities
Possibilities: • Grade level team• Buddy system• Core group of “master teachers”
Teachers observe one anotherTeachers may provide feedback and helpful hints
Administrator walk-throughRe-administer self assessment Feedback
Corrective feedback—tipsHow will you acknowledge behavior change?
C. M. AndersonUniversity of Oregon
Develop an Action PlanGuides implementation of classroom systemsBegin with obtaining teacher buy-inIdentify steps to be under-taken
Who is in charge?What will occur?What is the timeline?What is the outcome?
C. M. AndersonUniversity of Oregon
Summary & Next StepsEffective classroom management is a skillFoundation: Apply instructional expertise to
behavior managementSWPBS: Really implementing means
Classroom teachers are implementing too!