stepping out of the hallways and into your classroom: strategies that support your school-wide...

Stepping Out of the Hallways and Into Your

Classroom: Strategies that Support Your School-wide

Efforts

Maryann Judkins, M.A.University of Arizona

June 11, 2008

(p.1)

Objectives

• First impressions

• Getting PBIS language into the classroom (really)

• Universal considerations – Prevention

• When those things don’t work…

• Interventions for chronic behavioral errors

• You decide

First Impressions• Set the tone

• Make it clear

• Keep it simpleClassroom

Be respectful

Enter quietlyListen carefully and follow directions Wait your turn to speakUse inside voice

Beresponsible

Be on timeBe prepared and organizedStay on taskLeave it clean

Be safe Always walkFour on the floorUse materials and equipment properly

Class Rules

1.Be on time2.Follow directions3.Have materials ready when the bell rings4.Talk only when permitted5.Use polite speech and body language6.Turn work in on time7.Clean up after yourself

6 Pillars of Character

Trustworthiness

Respect

Responsibility

Fairness

Caring

Citizenship

At Jellystone Elementary, we

learn with love and

laughter!

Getting the Language into the Classroom

• How many of you have PBIS plans that include defined expectations in classrooms?

• How many of you have 100% of your teachers buying into it and/or implementing it with fidelity?

Getting Buy-In

1.Teacher alignment – fit existing classroom rules into behavior matrix

2.Clarification – discuss rules v. procedures

3.Other strategies?

Getting the Language into the Classroom

Universal Considerations – Prevention

Behavior Management Principles

1.Management = putting restrictions and reinforcers in place

2.Changing behavior takes time

What is your behavior management style? (p.2-6)


General Strategies

1.Designing physical space

2.Establish routines/procedures

3.Teach expectations and routines / procedures

4.Provide advanced organizers / precorrections


General Strategies

5.Keep students engaged

6.Provide a positive focus

7.Teacher talk (p. 7- 8)

Caring School Community (CSC) – Class Meetings

Why Have Class Meetings?

• Build relationships

• Teach skills

• Teach character

• Promote understanding

• Build commitment to community

Autonomy Belonging Competence

• Listening

• Goal setting

• Planning

• Decision making

• Problem solving

• Reflection

• Defending a position

Skills Developed


• Norm-Setting

• Planning/Decision-Making

• Check-In

• Problem-Solving

Types of Meetings


• Circle up - open meeting

• Explain the purpose

• Establish ground rules

• Facilitate discussion

• Close meeting

Class Meeting Process


Benefits• Thrive in atmosphere of trust and

belonging

• Offers stability and predictability

• Allow opportunity for peer interaction

• Learn and practice social skills (CARES = Cooperation, Assertion, Responsibility, Empathy, and Self-control)

Middle School (CPR = Circle of Power and Respect)


(Bechtel, 2002)

Process1. Greeting: teach kids and model

appropriate greetings2. Sharing: practice in respectful

interaction• Establish ground rules• Give format• Model it• Practice• Debrief

Middle School


3. Group Activity: build team spirit, encourage cooperation, teach social and academic skills

4. News and Announcements Chart: information about the day• Friendly salutation• Announce class and school events• Recognize student achievement• Commemorate past events• Interactive academic challenge

Middle School


Principles of Practice

• Relationships

• Fairness and equality

• Values

• Autonomy and responsibility

Facilitation Strategies

• Use wait time

• Use inclusive language

• Ask open ended questions

• Give non-judgmental responses

• Ask follow up questions to deepen thought

“Successful classroom management promotes

self-regulation”

(Weinstein, p. 9)

When Those Things Don’t Work…1. Consistently enforce

2. Verbal v. Non-verbal

VERBAL NON-VERBAL

Direct commands

Stating student’s name

Rule reminders

Calling on student to

participate

Using student’s name in

lesson

Use of gentle humor

I-messages

Facial expression

Eye contact

Hand signals

Proximity

When Those Things Don’t Work…

Specific Strategies

1. Focus on students exhibiting expected behaviors

2. Re-direct

3. High probability requests

4. Reminder cards

A.C.T. Reminder CardPlease review the A.C.T. statement.

Remember, in the Vail Schools we…

A re respectful and trustworthy

C are about each other

T ake responsibility

Take PRIDE Sycamore wide… ACT!

When Those Things Don’t Work…

Specific Strategies

5. Offer choice

6. Red-Yellow-Green

7. Mandatory private conference

8. Written reflections

Think Time: Overview

Think Time is a classroom strategy used in partnership with other

teachers.

Three Main Elements

1.Precision Request

2.Time-out Procedure

3.Debriefing process

Think Time: Purpose

Encourages Students to:• Take more responsibility for their actions

• Identify appropriate classroom behaviors

Encourages Teachers to: • Realize that repeated warnings promote

disruptive behaviors

• Disrupt low-level misbehavior early on

• Use positive communications w/ students

Think Time: Goals

Think Time is designed to:

• Increase positive social exchanges and cut short negative interactions

• Provide students with feedback

• Give students opportunities to make plans for subsequent performance

• Create net gain in student on-task time

Think Time: Getting Started

Prior to implementation

• Teaming

• Notify families

• Physical preparations

• Student orientation

Think Time: Steps

A Five Step Process

1. Catch disruptive behavior early

2. Student moves to Think Time classroom

3. Think Time period & debriefing form

4. Check student responses

5. Rejoining the class

Think Time: Form

Name ______________________

1. What was your behavior?

2. What behavior do you need to display when you go back to your classroom?

3. Will you be able to do it? Yes __ No __

4. Additional comments

Think Time: Planning

Special Considerations

• Periodic evaluations

• Preparing substitutes

• Other consequences

Barrier to Effective Time-out Procedures

“Perhaps the most important concept for teachers to recognize is that for

time-out to be effective, students must want to participate in ongoing

classroom activities. The term ‘time-out’ implies that the ‘time-in’ environment is reinforcing.”

(Ryan, Sanders, Katsiyannis, & Yell, 2007)

For more information…

The Think Time Strategy for

Schools Kit

(video, teacher’s guide,

reproducibles - $58.95)

www.sopriswest.com

http://www.sopriswest.com/

Chronic Behavioral Errors

Specific Strategies

1. Behavior contracts

2. Functional Behavior Assessment (FBA)

3. Self-monitoring


Self-Monitoring

Date: __________

+ + - - - + + + - -

+ - - - +


Self-Monitoring

Name__________________Date: __________

Put a mark down every time you talk out of turn.


Specific Strategies (continued)

4. Self-evaluationWhat did you do in class today?

1.How well did you behave?

Were you attentive?

Did you complete assignments?

Did you contribute to class discussions?

Did you think?

Did you learn something?

1.What score would be accurate?

1 2 3 45

(excellent) (poor)

You Decide

For each situation, identify a verbal and non-verbal response:

1.Student writes on desk

2.Student is copying from another student’s paper

3.Student sharpens pencil during your presentation

4.Student calls out instead of raising hand

Thank you!

Maryann Judkins, M.A.University of Arizona

[email protected]

mailto:[email protected]

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