Transcript Classroom - Missouri Schoolwide Positive Behavior Support
MO SW-PBS Classroom Module
• • • • • • • This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS topic.
Notes have been written to assist with the presentation.
More information is available in the Classroom chapter of the 2012-13 MO SW-PBS Team Workbook about the topic. Specific page numbers are on some slides.
Slides 2 – 14 are an introduction and may be deleted if you have presented in previous classroom modules. Call your Regional Consultant if you have questions.
Good luck!
Delete this slide before beginning your session.
Handouts
• You will need 3 handouts for this session – Lists of Classroom Procedures – Practice Writing Procedures – Classroom Procedures Fact Sheet
Effective Classroom Practices
Outcomes
At the end of the session, you will be able to…
• • Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.
Clarify expectations for your classroom.
MO SW-PBS
“When teachers know and use positive and preventative management strategies, many of the commonly reported minor classroom behaviors can be avoided.”
Scheuermann & Hall
“Effective classroom management is a key component of effective instruction, regardless of grade level, subject, pedagogy or curriculum.”
Sprick, et. al MO SW-PBS
Typical School Day
17% 33% 20% 30% Direct Instruction Seatwork Transitions Discipline & Other Non-Instructional Activities Cotton, 1995; Walberg, 1988 MO SW-PBS
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Academic Learning Time
There is no doubt that
academic learning time
–the amount of time that students are actively, successfully, and productively engaged in learning–is a strong determinant of achievement.
MO SW-PBS
Academic Learning Time
Instructional Time
–the amount of the allocated time that actually results in teaching.
Engaged Time
–the amount of instructional time where students are actively engaged in learning.
MO SW-PBS
Academic Learning Time
Instructional Time
–diminished by unclear procedures, disruptive student behavior, disciplinary responses, lengthy transitions, etc.
– Classroom Expectations – Classroom Procedures & Routines – Encouraging Expected Behavior – Discouraging Inappropriate Behavior MO SW-PBS
Academic Learning Time
•
Engaged Time
–diminished by inactive supervision, limited opportunities for students to respond, poor task selection, etc.
– Active Supervision – Opportunities to Respond – Activity Sequencing & Choice – Task Difficulty MO SW-PBS
Three Levels of Implementation
A Continuum of Support for All Academic Systems • • • Tier Three Individual Students Assessment-based High Intensity • • • Tier Two Some students (at-risk) High efficiency Rapid response • • Tier One All students Preventive, proactiv e Behavioral Systems Tier Three • • Individual Students Assessment-based • Intense, durable procedures • • • Tier Two Some students (at-risk) High efficiency Rapid response • • Tier One All settings, all students Preventive, proactive MO SW-PBS
15
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Inappropriate Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Task Difficulty MO SW-PBS
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Discussion: Academic Learning Time
• • Discuss with a partner:
What do we currently do to ensure uninterrupted learning time ?
What do we currently do to ensure engaged time (e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?
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Effective classroom managers are known, not by what they do when misbehavior occurs, but by what they do to set their classroom up for academic success and prevent problems from occurring.
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References
• • • • Cotton, K. (1995) Effective schools research summary: 1995 update. Portland, OR: Northwest Regional Educational Laboratory.
Scheuermann, B. K. and Hall, J. A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006).
Coaching classroom management: Strategies and tools
for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.
Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6), 76-85.
CLASSROOM PROCEDURES AND ROUTINES
Identify, Teach, Practice, Encourage MO SW-PBS
85
Effective Classroom Practices
1.
Classroom Expectations
2. Classroom Procedures & Routines
3.
Encouraging Expected Behavior 4.
5.
6.
7.
8.
Discouraging Inappropriate Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Task Difficulty
What Are Procedures & Routines?
• • • • Procedures are a method or process for how things are done within the classroom.
Create a vision of a successful student.
Classroom procedures are patterns for accomplishing classroom tasks.
Procedures form routines that help students meet expectations stated in classroom behaviors
101
Why Focus on Classroom Procedures and Routines?
• • • • • Increases instructional time by preventing problem behavior.
Frees teachers from correcting misbehavior Improves classroom climate Creates shared ownership of the classroom Develops self-discipline
100
For Procedures to Become Routines…
• • • Teach directly Practice regularly Reinforce frequently
Discussion • • Turn to a partner and identify 3 examples of procedures that have become routines Think of in-school and out-of-school examples
Group Instruction
• • • • Listen attentively.
Take notes/complete outline.
Raise hand to speak and wait to be called on.
Remain in seat.
MO SW-PBS
End of Period
• • • • • • At teacher ’ s signal stop and put away materials Return any equipment or borrowed materials to proper place quickly Clean up around desk Wait quietly for announcements Double check homework assignment Dismiss at teacher ’ s direction MO SW-PBS
Learning Position
• • • • • Sit with your bottom on your chair.
Sit with your legs under your desk.
Keep both feet on the floor.
Look at the teacher when he or she talks to the class.
Keep your materials on top of your desk.
Newcomer, 2008 MO SW-PBS
Discussion: Questions???
What questions do you have about creating clear, specific classroom procedures?
Activity: Creating a List of Classroom Procedures • • • • • • Think through the many activities of your day. Now, read through the lists of possible classroom procedures on Lists of Classroom Procedures handout.
Put a Check Mark ✓ by any that you have applied in your classroom. Put an × by any that you think you need to develop.
Add any that might be missing. Share with a partner.
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Defining Specific Classroom Procedures
• • • Procedures are a task analysis or sequential list of steps necessary to successfully complete activity .
Procedures should be
O
bservable,
M
easurable,
P
ositively stated,
U
nderstandable,
A
lways applicable Keep “ Who, what, when, where, why, and how ” in mind MO SW-PBS
102
Activity: Procedure Writing • • • Select one procedure you put an × by during previous activity, one that you need to develop.
Write the steps to this procedure.
When done, ask yourself: –
Do your steps meet OMPUA guidelines?
–
Does the procedure create a vision of a successful student in that activity?
• Be prepared to share your procedure with the group.
Developing Classroom Procedures is Not Sufficient….
Making Procedures Routine
Classroom procedures must be taught!
Post, teach and acknowledge student compliance of classroom procedures.
MO SW-PBS
Schedule for Teaching Classroom Procedures
• First Grading Period – Teach rules and procedures for all areas of school,
including individual classrooms
, during first week of school • Provide opportunities for review and practice • Provide frequent reinforcement/acknowledgement – After first week, review rules and procedures 2 or 3 times per week • Rapid pace, oral review during first few minutes of class • • Surprise quizzes about procedures for extra credit points Divide into teams, ask questions about procedures, award points
Schedule for Teaching Classroom Procedures
• Second Grading Period – Review rules and procedures once per week • Remainder of the Year – Review rules and procedures periodically as needed
MO SW-PBS
Questions
• • • • • • • • • • • • • •
References
Brophy, J. & Evertson, C. (1976).
Learning from teaching: A developmental perspective
. Boston, MA: Allyn and Bacon.
Brophy, J. (1998).
Motivating Students to Learn.
Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.),
Helping teachers manage classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003).
Classroom Management for Elementary Teachers.
Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools.
Educational Research and Evaluation, 1, 36-66.
Good, T. & Brophy, J. (2000).
Look Into Classrooms.
Boston: Allyn & Bacon.
IRIS Center,
Research to Practice Instructional Strategies.
Nashville: Vanderbilt University.
Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions.
School Psychology Review, 25
(2), 199-214.
Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior.
Psychology in the Schools, 44(1), 65-75.
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers.
Curriculum Inquiry
, 17 (2), 135-176 Newcomer, L. (2007, 2008).
Positive Behavior Support in the Classroom
. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion
? Behavioral Disorders, 18, 92-102.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice.
Education and Treatment of Children
, 31(3), pp. 351-380.
Wong, H.K. & Wong, R.T. (1998).
The first days of school.
Mountain View, CA: Harry K. Wong.
For More Information
• Missouri Schoolwide Positive Behavior Support website http://pbismissouri.org/educators/eff ective-class-practice