Transcript Classroom Management - Wisconsin PBIS Network

Classroom Management for
Academic Engagement
Module 3:
Consequence System
for Academic Engagement
7/17/2015
The Wisconsin RtI Center/Wisconsin PBIS
Network (CFDA #84.027) acknowledges the
support of the Wisconsin Department of
Public Instruction in the development of this
presentation and for the continued support
of this federally-funded grant program. There
are no copyright restrictions on this
document; however, please credit the
Wisconsin DPI and support of federal funds
when copying all or part of this material.
1
Activities
To download the activities you’ll need for this presentation, please
follow this link: Consequence Systems Activities. When you get to
the page, go to the resources section indicated by the arrow.
Objectives
•
•
•
•
Planned ignoring
Delivering corrective feedback
Continuum of response strategies
Consequences choices
Core Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom
rules and routines occurs more frequently than acknowledgment of
inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented and consistently delivered.
Self-Reflection
Use of Feedback and Acknowledgement
1. Complete the Self-Reflection Checklist
2. Identify one or two areas where you
would like to improve.
Disaggregating Data and Calculating Risk Ratios
Small Group Time
1. What is your current consequence system?
2. Is it effective? How did you determine if it is
effective?
3. If it is effective, what works well?
4. What challenges do you have in this area?
5. What do you want to get out of this module?
Dr. Hollie’s Validation and Affirmation
“The single most commonly used but
least effective method for addressing
undesirable behavior is to verbally
scold and berate a student.”
Validate
Affirm
Build
Bridge
Active Supervision
• Active Monitoring in 2nd grade
Moves about the room
Interacts frequently with students
Actively scans the room
1. What did the teacher in the video do?
2. Are there areas you want to improve in your own
practice of self-monitoring?
Menu of Responses
Planned Ignoring
Discussion
1. When should planned ignoring be used?
2. What are best practices for using this strategy?
1. When should planned ignoring be used?
For the following behaviors:
• Chronic blurting
• Excessive helplessness
• Tattling
• Minor disruptions, such as noises or tapping
Motivated by need for attention.
2. What are best practices for using this strategy?
• Plan a meeting with the individual or class
•
•
•
•
•
Start with strengths
Express concerns
Teach replacement behavior
Practice replacement behavior
Explain that misbehavior will be ignored, but the student is not being
ignored.
• Engage parents
• Give attention when replacement behavior is used, along
with specific positive feedback
Escalation
Review Data
Extinction
Activity 3.1
Planned Ignoring
Individually or in small groups:
1. Identify a student who would benefit from
Planned Ignoring
2. Describe the problem behavior and
replacement behavior
How many times do I
have to tell you to work
quietly?
Didn’t I just tell you to
get your work done?
Why are you talking
when I’m talking?
Do you want me to
send you to the office?
What’s going to happen
if I call your mother?
What do you think
you’re doing?
Don’t you think you
should be using your
time better?
Non-examples
You don’t really
want answers.
You want
compliance!
Questioning
gives attention
to the
inappropriate
behavior
Non-examples
Calm
Consistent
Brief
Immediate
Respectful
Delivering Error Correction
Secondary
Elementary
Continuum of Response
Strategies
Prompt: visual or verbal cue
Classroom Activities
EXPECTATIONS
Be Respectful
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back”
• Listen to others • Use quiet
• Eyes/ears on
•Use kind words • Enter/exit
classroom
• Accept
speaker
& actions
voice
•Use
appropriate
voice level
prepared
• Use inside
voice
differences
• Encourage
Others
• Wait your
turn to speak
• Keep your
materials in
your work area. •
• Raise hand
to speak
Contribute to
learning
Be
Responsible
•Follow adult
directions
•Take care of
materials/equip
ment
• Place materials
in correct area
• Begin warm-up
promptly
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
neighbor
• Take notes
• Meet your
goals
• Walk
• Stay in your
work area
• Stay at seat
Be Safe
•Honor personal
space
•Use all
equipment &
materials
appropriately
• Keep work area
clear
Redirect: restate matrix behavior
Re-teach: tell, show, practice, acknowledge
Provide choice: range of alternates
Conference with student
1) Positive, private, using quiet voice
2) Describe the problem
3) Describe the alternative (what the
student should do instead)
4) Tell why alternative is better
5) Practice (student should tell and/or
show)
6) Provide feedback
great Max.
Even
though
itthis
might
be
hard,
being
AThat’s
respectful/safe
By walking
away
way
and
to
not
handle
raising
your
is
to
voice,
walk
you
away
and
But
you
responded
by
calling
them
names
and
Max,
I
know
you
were
upset
because
the
group
Max,
the next time
someone
tells you
that you
respectful/safe
by
staying
calm,
not
raising
your
voice,
talk
won’t
totrying
someone
get
in
trouble
else.
and
someone
might
be
able
to
didn’t
include
you.
to
argue.
can’t
join
theirtogroup,
tell me
how
you
shouldwill
handle
it.
and
talking
someone
about
the
problem
show
help you join a group. Your yelling won’t change the
other
kidsofyou
be astudents.
good group member and will
behavior
thecan
other
keep you out of trouble.
Calm
Consistent
Brief
Immediate
Respectful
Activity 3.2
Continuum of Response Strategies
1. Choose several scenarios and discuss what went
wrong.
2. Using the Continuum of Response Strategies,
develop alternative ways to address this behavior.
Activity 3.3
Consequence Choices
If the student:
Then the teacher will:
Doesn’t know how to do
the behavior
Knows how, but not when
to do the behavior
Knows when and how but
often forgets or is unaware
of their own behavior
Teach the behavior
Teach a cue for when to
use the behavior.
Teach the student to selfmonitor.
Activity 3.3 A
Consequence Choices
Think
Pair and Share
Identify a student that
would benefit from a
teaching consequence.
With a partner, share the
consequence you will use.
Check back to report/modify.
Activity 3.3
Consequence Choices
1. Consequence Lists for Activity 3.3
2. Look at list A or B.
3. Look at list C.
Think:
Which consequences do you currently use? Which do you want to
begin to use? How often do you use teaching consequences?
Pair and Share:
With a partner, share your observations.
Small Groups
Tracking Behavior Problems
Tracking behaviors
Tracking behaviors
1. Keep system easy and efficient to use
2. What criteria is used to determine when a problem behavior
must be documented?
3. Does student need a copy of the minor referral?
4. At what point are family members notified?
1. Keep system easy
and efficient to use
What data do you need to record?
How will you record the data?
How will data be analyzed in your class? school wide?
2. What criteria is used to determine when a problem
behavior must be documented?
3. Does student need
a copy of the minor
referral?
Time
Energy
Negative Feeling Tone
The referral paper itself is not the consequence
4. At what point are family
members notified?
Why Wait
When to Notify
• 5:1 ratio
• Patterns emerge
• Punishment at home
• Behavior causes
serious disruptions
• Cultural responsiveness
Activity 3.4a
Creating a Tracking System
1. Discuss pros and cons
2. With your PBIS Universal Team, create a school-wide
procedure for tracking minors.
Activity 3.4b
Analyzing Your Classroom Data
Tally or aggregate your classroom data.
• Is there a particular misbehavior that is taking time away from
learning?
• Do your practices impact all groups of students equally?
• Is there a particular student for whom the usual consequences do
not seem effective?
The ABCs of Behavior
A
B
C
ntecedent
ehavior
onsequence
Behavior
• Observable
• Measurable
• Clearly defined
52
Antecedents
When & Where
Consequence
Misbehavior
Avoid
Get
Sensory
Stimulation
Social
Object/
Activity
Antecedents
Behavior
Consequences
Teacher assigns one
page of math during
independent work
time
Jose begins to
socialize loudly with a
few other students,
and swears at the
teacher when
reprimanded
Jose calls another
student names and
takes his paper
Jose is sent to the
office
Students are
correcting each
others math
homework
Jose is asked to do a
math problem on the
board. Another
student corrects his
work.
Jose is sent to the
office
Jose calls the student Teacher has him sit
a name under his
down, and talks with
breath, but loud
him after class.
enough for the
teacher to hear.
A
B
C
ntecedent
ehavior
onsequence
56
A
B
C
ntecedent
ehavior
onsequence
Antecedents
Behavior
Consequences
Susan calls Brenda a
“creep face” and
laughs at her
Brenda punches
Susan on the arm
Susan stops laughing
and walks away
A group of students
at recess call Brenda
fat
Brenda kicks several
of them
The students run
away
Brenda spells a word
incorrectly during an
oral review and the
child behind her
laughs
Brenda pulls the
child’s hair
Brenda is sent to the
office
A
B
C
ntecedent
ehavior
onsequence
Activity 3.5 A
ABCs of Brenda’s Behavior
1. In your small groups, discuss Brenda.
2. Create another pathway using the worksheet and list of
consequences in the resource section.
3. Determine a continuum of consequences that would be
effective in reducing the misbehavior.
Activity 3.5B
ABCs of Behavior
• Select a student that is not responding to your range of
consequences.
• Collect information for the ABC grid in the resource section.
• Determine the function of the behavior
• Assess the effectiveness of your consequences. Is it feeding
into the function of the behavior? Create a new pathway.
Develop an effective continuum of corrective responses.
Self-Reflection
Action Plan
1. Review your answers on the Self-Reflection Check list
2. Consider how your own culture of origin impacts your current
practices
3. Make any changes
4. Identify one or two strategies that you will use to improve your
consequence systems.
Core Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom
rules and routines occurs more frequently than acknowledgment of
inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented and consistently delivered.
How can I
improve my
classroom
management?
Acknowledgements
Marla Dewhirst – Illinois PBIS
Sheldon Loman, Doctoral Candidate
[email protected]
University of Oregon, Special Education
Missouri PBIS Network
Classroom Organization and Management Program, Carolyn
Evertson
CHAMPS: A Positive and Proactive Approach to Classroom
Management by Randy Sprick, Micky Garrison and Lisa
Howard
Acknowledgements for this portion:
BRANDI SIMONSEN, Sarah Fairbanks, Amy
Briesch, Diane Myers, & George Sugai
www.pbis.org
www.cber.org