How To Manage Your Classroom So You Can Teach

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Effective ClassroomsHow to Manage Your Classroom So You Can Teach!IMPACT on Behavior Thomas J. Stacho Ed.S.State Support Team 11Educational Service Center of Central OhioBrandiOthersOthers4Responding to Problem Behaviors Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, not following directions, parking lot violation, irresponsible, trespassing, disrespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.. Exist in every schoolVary in intensityAre associated with variety of contributing variablesAre concerns in every community5Behavior is Learned at it Serves a PurposeBehavior is learned at it serves a purposeIts taught & someone has reinforced it!6Behavior is Related to the Context in Which it OccursSchool is a very different place than home which is why parents/teachers do not necessarily see the same behaviorsHard wood or plastic chairs, fluorescent lights, restroom requirements, drinks, food, entertainment, working, breaks etc.7For every year a behavior has been in place, consider one month of consistent appropriate intervention for us to see a change!8Hard FactsBehavior is learned and serves a purposeBehavior is related to the context in which it occursFor every year a behavior is in place it takes at least one months for that behavior to have significant changeChildren comply with the rules 80% of the time. However they are complimented for their behavior less than.....9 MESSAGESomething effective for mostAurora, CO, EBD, all schoolsTwo messages:1. high rates of problem behaviors & reactive get tough management2. teaching to the corner10SIMPLE SOLUTION #1Over-reliance on Role-Bound AuthorityStudents should behave because Im the teacherThinking that the person with the most power can MAKE THE KID STOP (principal)SYMBOLIC POWER of authoritySIMPLE SOLUTION #2An Increase in Emotional Intensity12SIMPLE SOLUTION #3Over-Reliance on PUNISHMENT WHY DO WE OVER-RELY On PUNISHMENT?Its Quick!Its Easy to Administer?Its Cheap!It Works!!!(with students without challenging behaviors 80-95%)A quote from Haim GinottI have come to a frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.Between Teacher and Child14Evidence Based Practices in the Classroomwill have an IMPACT on Behavior! IInteract positively with studentsMMonitor behavior and actively supervisePPrepare and deliver effective instructionAArrange and organize learning environmentsCCorrect misbehavior effectivelyTTeach clear behavioral expectationsArrange and Organize Correct Misbehavior Effectively Teach Expectations Interact Positively Monitor Behavior Prepare Effective InstructionProvide frequent non-contingent attention to build relationshipsProvide frequent, age-appropriate positive feedback to acknowledge students effort to be successfulStrive to provide a high ratio of positive interactions (4:1)Avoid embarrassing feedback Interact Positively(We can improve behavior by 80% by pointing out what the student is doing correctly!)18Its Not Only What You Say, But How You Say It! Eye contactFacial expressionsGesturesPosture and body orientationProximityParalinguistics (tone, pitch, rhythm, loudness etc.)Humor19 3 Stars and a Wish19The way you built the climax of the story made me really want to turn the pages and youre facing forward. I love the way you use personification when describing the forest trees and sitting with your feet on the floor. Youre story is so easy to read because of your neat handwriting and youre sitting up straight. 20 And a Wish20I wish youd add more detail to your main characters and finish you work by the end of class today. 211. Do you interact with every student in a welcoming manner (e.g., saying hello, using the students name, talking to the student at every opportunity?Yes No2. Do you provide age appropriate, non-embarrassing feedback?Yes No3. Do you strive to provide positive interactions with students AFTER a negative behavior?Yes NoInteract Positively Monitor Behavior Active SupervisionCirculate, Scan & Interact!Model friendly, respectful behaviorMonitor behaviorthrough Moving & Scanning23Monitor and Collect DataAre rules being followed?If there are errors,-who is making them?-where are the errors occurring?-what kind of errors are being made?Summarize data (look for patterns)Use data to make decisions Guiding Questions:1. What do we want students to learn?2. How will we know when they have learned it?3. How will we respond when students dont learn?4. How will we respond when students have already learned? 241. Do you circulate and scan as a means of observing/monitoring student behavior?Yes No2. Do you model friendly respectful behavior while monitoring the classroom?Yes No3. Do you periodically collect data to make judgements about what is going well and what needs to be improved in your management plan?Yes NoMonitor Behavior and Actively Supervise25Do lessons have learning goal strategies for progress monitoring, new knowledge, practice, review and application?Assess and monitorOpportunities to Respond (OTRs) Prepare Effective Instruction261. Are lessons designed establishing learning goals, strategies for monitoring progress, introducing new knowledge, practicing, reviewing and application?Yes No2. Do you frequently assess performance and monitor student's academic progress?Yes No3. Do students have ample opportunity to respond (OTRs) during instruction?Yes NoPrepare and Deliver Effective Instruction27 Arrange and OrganizeLevel of Classroom StructurePositive Working EnvironmentAttention SignalEffective RulesEffective Schedule Beginning and Ending Routines28Classroom Structure Example(use of the pencil sharpener)Low StructureWhen someone is not teaching or speakingWhen you need to sharpen your pencilMedium StructureWhen there is no one in line at the sharpenerSharpen quietly with no talkingRespect personal space of othersHigh StructureAlways have 2 sharpened pencilsRaise hand for permissionSharpen and return quickly and quietly29Attention SignalPoint of OrderClass, your attention pleaseGiven in any locationCan be used outside of roomVisual and auditoryRipple effect30 Teach, Review, Monitor, and Reinforce a Small Number of Positively Stated Rules/ExpectationsSarah313132Rules within Routines MatrixRoutinesRulesEntering ClassroomSeat WorkSmall Group ActivityLeaving ClassroomRespectResponsibilityPride33Typical Contexts/ RoutinesClassroom-Wide Rules/ExpectationsRespect OthersRespect PropertyRespect SelfAllUse inside voice.Raise hand to answer/talk.Recycle paper.Put writing tools inside desk.Do your best.Ask.Morning MeetingEyes on speaker.Give brief answers.Put announcements in desk.Keep feet on floor.Put check by my announcements.HomeworkDo own work.Turn in before lesson.Put homework neatly in box.Touch your work only.Turn in lesson on time.Do homework night/day before.TransitionUse inside voice.Keep hands to self.Put/get materials first.Keep hands to self.Have plan.Go directly.I Need AssistanceRaise hand or show Assistance Card.Wait 2 minutes & try again.Have materials ready.Have plan.Ask if unclear.Teacher DirectedEyes on speaker.Keep hands to self.Use materials as intended.Have plan.Ask.Independent WorkUse inside voice.Keep hands to self.Use materials as intended.Return with done.Use time as planned.Ask.Problem to SolveStop, Step Back, Think, ActStop, Step Back, Think, ActStop, Step Back, Think, Act1. SOCIAL SKILL2. NATURAL CONTEXT3. BEHAVIOR EXAMPLESFamily Teaching MatrixSETTINGAt homeMorning RoutineHomeworkMeal TimesIn CarPlayBedtimeRespect OurselvesRespect OthersRespect PropertyExpectations1. SOCIAL SKILL2. NATURAL CONTEXT3. BEHAVIOR EXAMPLES351. Is the room arranged promoting a positive working environment?Yes No2. Does the schedule create consistency, variety, and opportunities for movement?Yes No3. Do you have effective beginning and ending routines?Yes NoArrange and Organize Learning Environments(s)36 Correct Misbehavior EffectivelyDo you correct misbehavior calmly, immediately and briefly?In a business-like fashion?Menu of in class consequences?Do you have a plan when...Gentle verbal reprimandBEHAV IOR RESPONSE 381. Do you correct consistently?Yes No2. Do you correct calmly?Yes No3. Do you correct immediately?Yes No4. Do you correct briefly?Yes No5. Do you correct respectfully?Yes No6. Do you have a menu of in-class consequences?Yes No7. Do you have a plan how to respond to different types of misbehavior fluently?Yes NoCorrect Misbehavior Effectively39 Teach ExpectationsHave you created lessons and TAUGHT behavioral expectations for all types of activities and transitions?Do you provide teaching and reteaching as needed?401. Have you created lessons on expectations and explicitly taught them for classroom activities and transitions?Yes No2. Have you created lessons and explicitly taught expectations for classroom routines and rituals?Yes No3. Have you provided teaching and reteaching as needed?Yes NoTeach Clear Behavioral Expectations41Evidence Based Practices in the Classroomwill have an IMPACT on Behavior! IInteract positively with studentsMMonitor behavior and actively supervisePPrepare and deliver effective instructionAArrange and organize learning environmentsCCorrect misbehavior effectivelyTTeach clear behavioral expectations42 IMPACT on Behavior at All Levels42 References and ResourcesDr. Laura Riffel at www.BehaviorDoctor.orgDr. Randy Sprick at www.SafeAndCivilSchools.com4344Contact Info:Thomas J. Stacho Ed.S.State Support Team 11Educational Service Center of Central Ohio (ESCCO)614.753.4693thomas.stacho@escco.org