strategies to improve behavior and instruction in the classroom

Strategies to Improve Behavior and Instruction in the Classroom

Tuesday, March 21, 2017

Michael George, Ed.D.Director, Centennial School of Lehigh University

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Lee Kern, Ph.D.Professor and Director, Center for Promoting Research to Practice

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Lee Kern, Ph.D., received her doctorate in special education from the University of South Florida. She is currently Professor of special education at Lehigh University and Director of the Center for Promoting Research to Practice. Dr. Kern has worked in the field of special education for more than 35 years as a classroom teacher, behavior specialist, professor, and consultant. Her research interests are in the area of interventions to reduce challenging behavior. She has published numerous articles, book chapters, and two books on topics related to problem behavior. Dr. Kern has received more than $20 million in grant support from the U.S. Department of Education and National Institutes of Mental Health to pursue research in behavior problems. She is currently Co-‐editor of Journal of Positive Behavior Interventions.


Michael P. George, Ed.D., received his doctorate in special education from the University of Missouri–Columbia and is presently Director of Centennial School of Lehigh University. He has been an administrator of programs for children and youth with the most severe social, emotional, and behavioral difficulties for nearly 30 years. Dr. George has served as a director of day school programs in St. Louis County, Missouri; Eugene, Oregon; and Bethlehem, Pennsylvania. His work on behalf of students and families has received numerous accolades over the years, including recognition by the U.S. Department of Education, the U.S. Department of Justice, the American Institutes for Research, CNN, and ABC’s Nightline.


SUPPORTING STUDENTSWITH EMOTIONAL AND BEHAVIORAL PROBLEMS: PREVENTION AND INTERVENTION STRATEGIES

Lee KernLehigh University

Michael GeorgeCentennial School of Lehigh University

TODAY’S SESSION

�Classroom features important for desirable learning and behavior outcomes

�Ways to assess the classroom environment�Strategies to improve student classroom behavior�Instructional approaches to enhance student

engagement and motivation

A LITTLE BACKGROUND…..

�Behavior management, a major concern among teachers

� Students come to school with diverse problems�Teachers receive limited instruction in behavior

management�There are skills and strategies that teachers can learn and

put into practice to improve student behavior

WHY ARE CLASSROOM MANAGEMENT STRATEGIES SO IMPORTANT?

�A well-structured classroom can prevent many problem behaviors

� Students learn better in a classroom that functions well�There is more time to devote to students who truly need

additional support

WHAT IS TIERED SUPPORT?

ADVANTAGES OF A TIERED SYSTEM

� Systems in place to support teachers

�Consistency across school�Data-based decision making

IS A TIERED SYSTEM CRITICAL?

�NO!!!� It is helpful, but not essential for a strong classroom environment

� Research indicates teachers still struggle with classroom management in spite of tiered behavioral systems

HOW CAN I TELL IF MY CLASSROOM IS OPTIMALLY FUNCTIONING?

�Conduct assessments� Helps identify strengths

� Determines where improvements are needed

CLASSROOM ASSESSMENTS

� Self-assessments� Teacher Self-Assessment of Classroom Management Practices

� Self-Assessment of Effective Teaching Strategies

Teacher Self-Assessment of Classroom Management Practices

�Use this assessment to determine:�Whether my classroom is well organized physically�Whether I have classroom expectations in place�How efficient my classroom routines and procedures are� If interactions with my students are positive

�Whether I am teaching and reinforcing appropriate behavior

�How well I am managing behavior problems

Self-Assessment of Effective Teaching Strategies

�Use this assessment to determine:�Whether I am using strategies that motivate and

encourage student learning� If level of instruction is appropriate�Whether my instruction reaches all students

� If I provide appropriate instructional feedback

CLASSROOM ASSESSMENTS

�Assessments by colleagues, support staff� Teacher Verbal Behavior Assessment

� Instructional Practices Observation Form

� Classroom Management Observation Form

Teacher Verbal Behavior Assessment

�Use this assessment to determine:� Frequency of positive, neutral, and negative statements

Instructional Practices Observation Form

�Use this assessment to determine:�My strengths or weaknesses at…

� Planning and organization

� Instruction

� Climate and rapport

Classroom Management Observation Form

�Use this assessment to determine:�Whether my classroom is well structured� If I have routines and procedures in place�How engaged and well behaved my students are�How well I have planned lessons

�Whether I address problem behaviors effectively

GETTING STARTED

1. Complete an assessment.2. Identify 1-3 areas to target

�Organize my room so student belongings are stored on shelves, rather than at desks

� Increase my rate of praise for appropriate behavior-begin with once every 15 minutes

� Introduce one high interest activity in each lesson

CLASSROOM MANAGEMENT:THE BASICS

CLASSROOM MANAGEMENT: THREE BASIC STRATEGIES

�Establish expectations

�Create routines and classroom procedures� Improve interactions with students

STRATEGY 1: ESTABLISH EXPECTATIONS

�Guidelines:�No more than five�Brief and clear�Tell students WHAT TO DO

STRATEGY 1: ESTABLISH EXPECTATIONS

�Why?� Sets stage for classroom climate�Teaches appropriate behavior�Provides parameters for feedback

EXAMPLE OF CLASSROOM EXPECTATIONS

THAT’S NOT ENOUGH!!!� Teach the expectations

� Across activities� Model, role play� Post prominently� Provide frequent reminders

� Reward students for following expectations� Praise� Privileges� Tangible

� Provide consequences for failing to adhere to expectations� Refer to expectations

� Tell them what they should have done

� Provide consequence� Non-punitive� Instructive� Logical

STRATEGY 2: CREATE ROUTINES AND CLASSROOM PROCEDURES

�Why?�Problem behavior frequently occurs during transitions� Inefficient routines waste valuable teaching time

STRATEGY 2: CREATE ROUTINES AND CLASSROOM PROCEDURES

� Identify routines and transitions throughout the day� Beginning of the day

� Instructional activities (e.g., seatwork to group activities, lecture to lab)

� Recess

� Use of restroom

� Identify sub-steps of routine

� Teach routines and procedures� Practice

� Provide prior reminders of expectations during routines upon initiation

� Praise (reward if needed) students for following routines/procedures

EXAMPLE OF A CLASSROOM ROUTINE

STRATEGY 3: IMPROVE INTERACTIONS WITH STUDENTS

�Why?�Creates supportive and positive classroom environment�Helps develop rapport with students� Improves student connections to school�Good relationship with students associated with

reduced work-related stress

STRATEGY 3: IMPROVE INTERACTIONS WITH STUDENTS

�Learn students’ names, address them by name�Talk with students about their interests, activities, concerns�Maintain high ratio of positive to corrective comments (4:1)

� This is especially important for students with problem behavior

�Display student work in class and throughout school�Welcome new students

� Review routines

� Assign a peer buddy

INSTRUCTIONAL STRATEGIES:THREE POWERFUL PRACTICES

STRATEGY 1: INCREASE ACTIVE STUDENT ENGAGEMENT

�Why?� Students participate and learn more� Students cannot ‘tune out’

STRATEGY 1: INCREASE ACTIVE STUDENT ENGAGEMENT

�How…�Choral responding

� Pose a question and have students respond in unison

�Response cards� Yes/No

� True/False

�White boards� Write responses

STRATEGY 2: INCORPORATE AREAS OF STUDENT INTEREST

�Why?� Students learn better if they relate to the subject

matter� Students are more engaged and participate more if

they connect with the material

STRATEGY 2: INCORPORATE AREAS OF STUDENT INTEREST� How….

� Identify student interest and incorporate in assignments� Students select writing topics� Research self-selected topics in social studies

� Connect learning to real world experiences� Link assignments to local experiences

� Search your local recycling center� Offer choices

� Task, activity� Sequence� Materials� Location� Partners

STRATEGY 3: USE DIVERSE TEACHING METHODS

�Why?�Numerous research studies show the majority of

classroom is whole group/teacher lecture� Reduce boredom

� Capitalize on student preferred modes of learning


�How…..� Small group learning activities


Examples of Small Group Activities

Activity Implementation Example

Group round Move around small group allowing each student to say something

Each student has 3 min to describe the main parts of a biography

Circular questioning

Each group member asks a question to another group member in sequential order

Students practice for a history test by questioning one another

Buzz groups Students partner with a neighbor to discuss a question and then the larger group convenes and discusses the answers

Students describe how theyfound the solution to a math word problem

GETTING STARTED

�Select one assessment�Choose one strategy

�Expectations

�Set small goals� Strategy to implement this week

�After one strategy is fully implemented, add another

ADDITIONAL INFORMATION COVERED IN THE BOOK:

� Promoting student social skills

� Preparing for intensive intervention

� Conducting a functional behavioral assessment

� Developing assessment-based behavior support plans

� Measuring behavior change

� Enhancing student connectedness to school

� Interventions to address student mental health needs

QUESTIONS???

Michael George, Ed.D.Director

Centennial School of Lehigh UniversityEmail: [email protected]

Lee Kern, Ph.D.Professor and DirectorCenter for Promoting Research to PracticeEmail: [email protected]

Q&A Session

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