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Classroom Management
For Student Engagement
Presenter: Lori Cameron
PBIS Technical Assistance Coordinator
For the Wisconsin RtI Center
7/18/2015
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.
2
Objectives
Handout
Today’s Agenda
Welcome and Set Up
Module 1: Classroom Matrix
Break
Module 2: Acknowledgement Systems
Lunch
Module 3: Consequence Systems
Break
Making Connections
Follow-up TA : Sept 25th
8:30 to 10:00
Data collection
Walk Through Resources
Coaching
https://www4.gotomeeting.com/register/266238447
TA Session
• Please review the Start Here! power point
prior to the session
• Requires pre-registration
Topics Will Be
Use of data for pre and post
Walk through resources
Coaching
Answer questions
What do you want to get out of today?
1.
2.
3.
4.
5.
6.
Take 2 minutes to brainstorm.
Stand up. Hand up. Pair up.
Take turns share.
Find another Pair.
Round Robin share.
Pop Corn share.
Ground Rules:
1.Turn electronic s to vibrate;
take calls out of the room
2.Listen Respectfully
3.
4.
Resources for Today
http://www.wisconsinpbisnetwork.org/educators/pbis-in-action/
classroom-management.html
Developing your
Classroom Matrix
Where is
Instructional
Time Lost?
BASIC FACTS:
School success is measured by:
WKCE TEST SCORES
The single biggest factor that
impacts learning is:
Student engagement
BASIC FACTS:
One of the biggest factors that
improves student engagement is:
Teaching and
Practicing
The Classroom
Matrix
Let’s Repeat
School success is measured by:
WKCE TEST SCORES
The single biggest factor that
impacts learning is:
Student engagement
One of the biggest factors that improves student
engagement is:
TEACHING AND PRACTICING THE
Rules
3–5
Apply throughout the day
Expectation
Broad statement
Apply to all
people and
settings
General
statement of
behavior
Routine
Procedure
All
Specific behavior
Positively stated
Setting specific
Criteria for
successful
performance
Define and are
aligned with
expectations
Must be taught
and rehearsed
Numerous
Sequential
Classroom
Hallway
•
Follow adult
directions
•
Respectful
Keepteam
hands
pbis
and feet to self.
Responsible
facilitate
staff to align
Use
classroom
appropriate
rules
with
language and
school-wide
voice level
expectations
•
•
•
•
•
•
Be on time
Ready
Bring
appropriate
supplies.
•
•
Cafeteria
Leave space for
others to pass
Use appropriate
volume when talking
in the hallways
Walk at all times
Keep to right on
stairwells
•
Go directly to your
next class
Store backpacks and
electronic devices in
your locker (from
7:30 – 2:45)
Keep materials off
floor
Follow West Walk
Guidelines
•
Carry supplies
appropriately
Be aware of people
around you
•
•
•
Be considerate of
café workers &
others
Stay in your place in
line and table
Pay for all food
All School Settings
•
•
•
•
•
•
•
•
Enter your number
only
Clean up your table
Stay in seat until bell
Leave food &
beverages in café
Dismissal by bell
•
•
•
•
•
•
•
Leave
books/binders/coats
in locker
Go directly to café
Have money &
number ready
•
•
•
Remain quiet and
listen to presenter
Use appropriate
personal space
Hats off in building
during school
Use appropriate
language and
volume
Stay Seated
Keep hands and
feet to self
Enter and exit
appropriately
Food and drink in
cafeteria only
Dress appropriately
at all times
Arrive on time and
rested
Be ready to
participate
Know and follow
school expectations
Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet voice • Eyes/ears on
•Use kind words • Enter/exit
classroom
• Accept
• Follow
speaker
& actions
Respectful •Follow adult
prepared
differences
directions
• Raise hand to
• Use inside voice • Use kind words
speak
directions
• Encourage
•
Contribute to
Others
• Wait your turn
to speak
Be
Responsible
Be Safe
learning
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
neighbor
• Follow
directions
• Take notes
• Meet your
goals
•Keep hands, feet • Walk
& objects to self
•Use all
equipment &
materials
appropriately
• Use Materials
Carefully
• Allow Material’s
master to get
and distribute
handouts
• Stay at seat
• Keep hands,
feet, and
objects to self
• Keep hands,
feet, and
objects to self
Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet
• Eyes/ears on
•Use appropriate • Enter/exit
classroom
• Accept
speaker
language and
voice
Respectful voice level
prepared
differences
• Raise hand
•
Encourage
• Use inside
to speak
•Follow adult
Others
voice
• Speak so all
directions
• Wait your turn
can hear
to speak
•
Contribute to
learning
Be
Responsible
Be Safe
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
• Let material
•Keep hands, feet • Walk
monitor get
& objects to self • Take chair down
supplies
carefully
•Use all
• Make sure all
equipment &
materials
objects are off
appropriately
the floor
neighbor
• Keep 6 Feet
on the floor
• Take notes
• Meet your
goals
Creating Your Classroom Matrix
1. A blank classroom matrix
2. Examples of completed matrixes.
Conference Website or
Classroom Management Resource Section
Classroom Matrix
EXPECTATIONS
Be Respectful
Be
Responsible
Be Safe
Classroom Matrix
EXPECTATIONS
Be Respectful
Be
Responsible
Be Safe
Classroom
Classroom Matrix
EXPECTATIONS
Classroom
Be Respectful
Be
Responsible
5
Be Safe
Enter quietly
Put home work in basket
Begin bell work
5
Take chair down carefully
KHAFOOTY
Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet
• Eyes/ears on
•Use appropriate • Enter/exit
classroom
• Accept
speaker
language and
voice
Respectful voice level
prepared
differences
• Raise hand
•
Encourage
• Use inside
to speak
•Follow adult
Others
voice
• Speak so all
directions
• Wait your turn
can hear
to speak
•
Contribute to
learning
Be
Responsible
Be Safe
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
• Let material
•Keep hands, feet • Walk
monitor get
& objects to self • Take chair down
supplies
carefully
•Use all
• Make sure all
equipment &
materials
objects are off
appropriately
the floor
neighbor
• Keep 6 Feet
on the floor
• Take notes
• Meet your
goals
Teach Scape Video
As you watch this video, think of how Teach Scape definitions
of rules compares to PBIS definitions.
Procedure
Routine
Define and teach classroom routines
•
•
•
•
•
•
•
•
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
• “Show me you are listening”
• How to determine if you are doing well in class
Establish a signal for obtaining class attention
Teach effective transitions
School Expectations
Starting the day
Entering the classroom
Working independently
Asking for help
Be Safe
Be Respectful
Activity 1.2
Developing Routines
Be Responsible





Classroom Routines
put personal belongings in designated areas
turn in homework
put instructional materials in desks
sharpen pencils and gather necessary material for class
be seated & ready to start class by 8:30





enter the room quietly
use a conversational or ‘inside voice’
keep hands, feet, objects to self
move directly to desk or assigned area
sit quietly & be ready for class





Resource Section or
Paper Copy
select area to work
have materials ready
work without talking
raise hand to ask for help
keep working or wait quietly for assistance when the teacher is helping
someone else
 move quietly around the room when necessary
 put materials away when finished
 begin next activity when finished




always try by yourself first
use the classroom signal for getting assistance
keep working if you can or wait quietly
remember the teacher has other students that may also need help
Activity 1.2
Developing Routines
1. A blank routine worksheet
2. Examples of completed worksheet
Materials Section or
Paper Copy
Map School-wide Rules & Expectations to
Classroom Routines
School
Expectation
Be Safe
Be Respectful
Classroom Routines
Be Responsible
Map School-wide Rules & Expectations to
Classroom Routines
School
Expectation
Be Safe
KAFOOTY
Be Respectful
Be Responsible
Listen when others are speaking
Come prepared and on
Speak with appropriate voice level. time.
Classroom Routines
Map School-wide Rules & Expectations to
Classroom Routines
School
Expectation
Be Safe
KAFOOTY
Be Respectful
Listen when others are speaking
Speak with appropriate voice level.
Classroom Routines
Entering the Class
Transitions
Small Group Work
Class Discussion
Be Responsible
Come prepared and on
time.
Map School-wide Rules & Expectations to
Classroom Routines
School
Expectation
Be Safe
KAFOOTY
Be Respectful
Be Responsible
Listen when others are speaking
Come prepared and on
Speak with appropriate voice level. time.
Classroom Routines
Entering the Class
Transitions
Small Group Work
Class Discussion
Enter room quietly
Take down chair
Put homework in basket
Begin bell work
See 3 before me
10
With Your Shoulder Partner
1. Share your procedure.
2. Give each other feedback:
Things you like
Concerns
5
Procedure for Quieting Class
Attention Signals
Classroom Management for Academic Engagement: Module 1
1.
2.
3.
4.
What is your attention signal?
When do you use it?
How do you teach it?
Is it traditional, responsive or culturally
responsive?
Why Teach Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills
8x
28x
What difference does it make to teach procedures?
Elementary Classrooms
Secondary Classrooms
Among classes in the same school!!!
Elements
of a Good
Lesson
for
Teaching
Routines
Video of Pre-Correct
Self-Reflection Action
Plan
3
1. Identify 1 or 2 strategies that you will
use.
2. With your table mates, brainstorm ways that you will get
feedback and support to ensure that you are implementing
with fidelity.
Handouts
Classroom
Acknowledgement
System
Positive acknowledgement is the presentation
of something pleasant or rewarding
immediately following a behavior.
It makes that behavior more likely to occur in
the future,
and is one of the most powerful tools for
shaping or changing behavior.
Student
engagement
and praise
91%
74%
50-69%
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 an consistently delivered.
Continuum of Acknowledgement
Strategies
Specific and contingent positive feedback
A five-to-one ratio of positives to correctives
Group contingencies
Token Economies
Effective Feedback
Specific Positive
A key strategy to reinforce students as they practice what they
have learned about your classroom expectations and rules.
Specific Positive
Feedback
AKA
• Praise
• Specific Praise
• Precise Praise
A teaching/coaching tool
to help students refine
their skills
Generic Positive
Praise
AKA
• Generic Praise
• Neutral Statements
Used to show that you
appreciate students following
your expectations
What does it look/sound like?
Middle School Example
Do the following problems occur during
group work time?




Time Keeper/Shusher
Discussion Leader
Note taker
Cheerleader
Activity 2.1
Positive Feedback
Resource Section or
Paper Copy
1. Look at the scenarios in the resource section.
2. Create a positive feedback statement.
3. Try to incorporate the following elements:
• Describe specifically what the student is doing correctly
• Indicate the positive impact of the behavior or skill
• Focus on improvement and effort
4. Deliver the statement to your partner
5+3
Contingent
Specific positive feedback
Generic positive praise
(thumbs up, good job)
Non-contingent
Giving students time and
attention just because you
value them as people
5:1 Ratio
Business Teams
High Performance = 5.6:1
Medium Performance = 1.9:1
Low Performance = 1:2.7
Personal Relationships
Marriages that last = 5.1:1 /
4.7:1
Marriages likely to end in
divorce = 1:1.3
How to you get a 5 to 1
ratio?
5:1 Ratio
Activity 2.2
What’s your ratio?
•
•
•
•
Distribute the Self-Monitoring strategies
Read and become an expert
Take 1 -2 minutes to share and discuss your strategy
Brainstorm additional ways to monitor your ratio.
2+10
Precede every corrective statement with positives
Use pre-corrects
Personally acknowledge students
Small Group Discussion
 Ways that you can increase your ratio.
 How does this impact the climate of your
classroom, student behavior, and student
achievement?
5
Taking Control of the Noisy Classroom!
One for All
Developing 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 an consistently delivered.
Self-Reflection
Use of Consequence Systems
Survey Results
1. Complete the Self-Reflection Checklist
2. Identify one or two areas you want me
to share.
“The single most commonly used but
least effective method for addressing
undesirable behavior is to verbally
scold and berate a student.”
Alberto and Troutman, 2006
Continuum of Consequences
 Active Supervision
 Planned Ignoring
 Delivering a Corrective Feedback
 Continuum of Redirection
 Developing your Menu of Consequence Choices
 Developing a Minor Tracking System
 The ABC’s of Behavior
Making Connections
Effective Professional Development
COMPONENTS
KNOWLEDGE
SKILL
TRANSFER
Study of Theory
85%
15%
5 - 10%
Demonstration
85%
20%
5-10%
Practice and
Feedback
85%
80%
15-20%
Peer Coaching
90%
90%
80-90%
Reflect: How did I….
1. Present research?
2. Model?
3. Provide Opportunities for Practice?
In your Small Groups
Count of 1- 4
This is the note taker for each brainstorm
4 – Clock watcher (2 min for each brainstorm)
Note taker adds their notes to the big paper
posted around the room. Don’t add repeats.
Validate
Build
Affirm
Bridge
Be Culturally Responsive
Culturally Responsive Strategy Lists:
1.
2.
3.
4.
Discussing Techniques
Attention signals
Opportunities to Respond
Movement Activities
On-Line
Handout
Think, Pair, Share
Think: How were some of these strategies used today?
Add strategies that you use.
Stand Up, Hand Up, Pair Up: Give and take
Whole Group: What strategies can you use with your
Staff during professional development? Why?
Culturally Responsive
Strategies
Handout
What do you know about the Effective Educator?
8 Step Process
1. Orientation
2. Data review, reflection and goal setting to develop:
Admin – 1 Student Learning Outcome – must be academic
Teacher - 2 Student Learning Outcomes and 1 performance goal
3. Evaluation Planning Session (Sept/Oct)
4. Observations (Oct – May)
5. Mid-Year Review (Dec/Jan)
6. Final Teacher Review (May/Je)
7. Final Evaluation Conference (Apr, May or June)
8. Use Evaluation results to develop next year’s plan
Making Connections
10
Use Page 3 of the Manual
What connections can you make with the on-line materials and
the skills outlined for Danielson and Strong models?
How can the on-line resource be used in your school to support
your Effective Educator efforts?
Report Out
Handouts
- Danielson
- Strong
- Manual
TA Session Topics
 Data collection
 Resources for walk throughs
 Coaching
September 25th from 8:30 – 10:00
Wrap Up: Chi Ji Cards
Choose a card
Classroom management is like this card because….
Share with your group
Report out the best
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