Transcript Classroom Expectations

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 simple
6 Pillars of
Character
Classroom
Be
respectful
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Be
responsible
Be safe
Enter quietly
Listen carefully and follow
directions
Wait your turn to speak
Use inside voice
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Be on time
Be prepared and organized
Stay on task
Leave it clean
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Always walk
Four on the floor
Use materials and equipment
properly
Class Rules
1. Be on time
2. Follow directions
3. Have materials ready
when the bell rings
4. Talk only when
permitted
5. Use polite speech
and body language
6. Turn work in on time
7. Clean up after
yourself
Trustworthiness
Respect
Responsibility
Fairness
Caring
Citizenship
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 the Language into
the Classroom
Getting Buy-In
1. Teacher alignment – fit existing
classroom rules into behavior matrix
2. Clarification – discuss rules v.
procedures
3. Other strategies?
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)
Universal Considerations –
Prevention
General Strategies
1. Designing physical space
2. Establish routines/procedures
3. Teach expectations and routines /
procedures
4. Provide advanced organizers /
precorrections
Universal Considerations –
Prevention
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?
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Build relationships
Teach skills
Teach character
Promote understanding
Build commitment to community
Autonomy Belonging Competence
Why Have Class Meetings?
Skills Developed
• Listening
• Goal setting
• Planning
• Decision making
• Problem solving
• Reflection
• Defending a position
Why Have Class Meetings?
Types of Meetings
• Norm-Setting
• Planning/Decision-Making
• Check-In
• Problem-Solving
Why Have Class Meetings?
Class Meeting Process
•
Circle up - open meeting
•
Explain the purpose
•
Establish ground rules
•
Facilitate discussion
•
Close meeting
Why Have Class Meetings?
Middle School
(CPR = Circle of Power and Respect)
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)
(Bechtel, 2002)
Why Have Class Meetings?
Middle School
Process
1. Greeting: teach kids and model
appropriate greetings
2. Sharing: practice in respectful
interaction
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Establish ground rules
Give format
Model it
Practice
Debrief
Why Have Class Meetings?
Middle School
3. Group Activity: build team spirit,
encourage cooperation, teach
social and academic skills
4. News and Announcements Chart:
information about the day
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Friendly salutation
Announce class and school events
Recognize student achievement
Commemorate past events
Interactive academic challenge
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
Facial expression
Stating student’s name
Eye contact
Rule reminders
Hand signals
Calling on student to
participate
Proximity
Using student’s name in
lesson
Use of gentle humor
I-messages
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 Card
Please 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 Timeout 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 ‘timeout’ 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
Chronic Behavioral Errors
Specific Strategies
1. Behavior contracts
2. Functional Behavior Assessment
(FBA)
3. Self-monitoring
Chronic Behavioral Errors
Self-Monitoring
Date: __________
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Chronic Behavioral Errors
Self-Monitoring
Name__________________
Date: __________
Put a mark down every time you talk out of turn.
Chronic Behavioral Errors
Specific Strategies (continued)
4. Self-evaluation
What 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
(excellent)
2
3
4
5
(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]