Key components of classroom management Become familiar with the - PDF document

4/4/2019 Charisse Elliott & Julie Sharp Salem-Keizer Public Schools  Key components of classroom management  Become familiar with the Observation Setting & Environment Checklist (focused on the environment section) and action planning around managing the classroom environment 1

4/4/2019 Students and Staff Schools/Teams  2nd Largest district Students  65 Schools  Nearly 43,000 students  42 Elementary  Close to 81 different languages  11 Middle Schools  6 High Schools  61% students living in poverty  2 Alternative High School Programs (about every 3 in 5 students)  16 sites  1,122 experienced homelessness  8 Additional Programs  4 Charter Schools Staff  Transportation Team  Auxiliary and Facilities  Over 5,000 staff Oregon State University: 30,592 Students & 5,209 Staff 2

4/4/2019 Social Competence & Academic Achievement OUTCOMES Supporting Supporting Decision Staff Behavior Making PRACTICES Supporting Student Behavior  Common purpose & approach to discipline  Clear set of positive expectations & behaviors  Procedures for teaching expected behavior  Continuum of procedures for encouraging expected behavior  Continuum of procedures for discouraging inappropriate behavior  Procedures for on-going monitoring & evaluation 3

4/4/2019  Positive expectations & routines taught and encouraged  Active supervision by all staff  Move, Scan, Interact  Pre-corrections & reminders  Positive reinforcement 4

4/4/2019 Evidence Based Level of Practice Approach Discipline Concern Tier 3: Individualized 5 + TIME & CHANGE in Staff 1-5% of students Referrals behavior required to generate desired outcome Tier 2: Group-based 2-4 10-15% of students Referrals Tier 1: School-wide 0-1 80-90% of students Referrals  Behavior & classroom management  Classroom-wide positive expectations taught & encouraged  Classroom routines and cues taught & encouraged  Ratio of 4-8 positive to 1 negative adult-student interaction  Active supervision  Redirections for minor, infrequent behavior errors  Frequent pre-corrections for chronic errors  Instructional management  Selection  Modification & design  Presentation & delivery  Opportunities to respond  Correct academic responding  Environmental management 5

4/4/2019 What do we know about Classroom Management?  Student problem behavior is cited by the U.S. Department of Education as one of the top three reasons why educators leave the field.  Student problem behavior is one of the top two content areas identified by teachers (a) as an on-site training need, and (b) as a gap in their pre-service training.  There is a link between general level of disruptive behavior and more extreme acts of violence (Skiba and Peterson) 6

4/4/2019  Increased levels of inappropriate student behavior appears to lead to fewer instructional interactions with students.  Teachers attend more consistently to students’ inappropriate behavior and less consistently to appropriate behavior.  Over time, teachers are getting more opportunities to practice less than effective teaching practices. “T he single biggest fac tor affec ting the ac ademic gr owth of any population of youngster s is the effec tiveness of the individual c lassr oom.” (R iver s, Sander s and Hor n)  School culture (systems)  Is your school a welcoming place for staff, students, and stakeholders?  Policies and Procedures (systems)  Who is responsible for what?  Classroom Organization (practices) and Assessment Approaches (data)  Are staff reflecting on their own practices and pedagogy to maximize student learning?  Teacher Support (practices) and Performance Feedback (data)  Is your school an environment where feedback is positive and productive rather than punitive? 7

4/4/2019 •Relationship Building •Curriculum & Instructional w/Students Practices •Relationship Building & •Differentiated Instruction Teaming with Staff, Parents & •Active Student Engagement Guardians •Culturally Responsive PREVENTION •Wellness in the Workplace Practices •Social Skill Instruction •Classroom Routines & Procedures •Physical & Visual Structure of the Classroom Social Classroom Emotional Foundations Learning Positive Culturally Behavior Relevant Instruction & Practices Management •Risk Factors •Targeted Instruction for Areas •Basic Needs of Skill Deficit(s) •Executive Function Deficits INTERVENTION •Function Based Support •Poverty •Positive Expectations/Values •Cultural/Identity Differences •Classroom Acknowledgement •Victimization (Reinforcement) •Trauma •Safety Plans •Mental/Physical Health Issues •Tiered Data Systems Prevention & intervention to support all students 8

4/4/2019  Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of the students. Large increases in instructional minutes will not make up for effective instruction (Christenson et al,  Appropriate and relevant curriculum 1989; Rosenshine & Stevens, 1986)  Meets needs  Perceived as important  Appropriate goals and curricula that are fair, functional, and meaningful  Avoid frustration, dissatisfaction, confusion, rebellion, etc. 9

4/4/2019 Correct Teacher response praise Teacher Student Incorrect Teacher presentation performs: response correction Non- Teacher compliance reprimand  Do my students know what is expected of them?  Are my expectations clearly stated, visible, and explicitly taught?  Do I reteach expectations to my students when a majority are having a hard time meeting expectations?  Do I reflect on my own practices to determine when expectations have not been taught explicitly?  Are my consequences predictable and do they match student skill level?  Do I take into consideration that student behaviors demonstrate a lagging skill?  Do I know how to identify a lagging skill vs. a performance deficit?  Have I created a culture that recognizes students for following expectations? 10

4/4/2019  Spend more time promoting responsible behavior than responding to irresponsible behavior (Beaman & Wheldall, 2000; Walker & Gresham, 2004).  Recognize that misbehavior occurs for a reason, and they take that reason into account when deciding how to respond (Alberto & Troutman, 2006; Scheuermann & Hall, 2008)  Teach social behavior like academic skills  teach through multiple examples  teach in the specific setting  give practice examples  test with new examples without assistance  provide positive feedback when expectations are met 11

4/4/2019  Discipline is what teachers do to help students behave acceptably in schools  The goal is to reduce the need for teacher intervention over time by teaching students to manage their own behavior Use data to: Data to consider:  Identify a possible problem  Concern (number of problem behaviors from classrooms)  Build a precise problem statement  What are the problem behaviors?  Select an intervention  Who (one student, many students)  Assess if an intervention is being implemented with fidelity and  When (Time of day, Time of class) effective  What (activity)  Why (to get attention, to avoid tasks, ???) Both high and low rates of ODR’s from a classroom is a possible “red flag” that a teacher may need support 12

4/4/2019  Majority of students are meeting expectations, with a group of students not meeting expectations  80% of students meeting expectations, 20% or less need intervention  Infrequent errors  All students are meeting the expectations, with the exception of a few  95% or more of student are meeting expectations, 5% or less need intervention  Chronic errors  Respond proactively to infrequent social behavior errors  Verbal and non-verbal redirection  State the rule and expected behavior  Ask student to state and show expected behavior  Give positive feedback 13

4/4/2019  Pre-correct prompt for desired behavior in problem context  go to the problem setting/situation  get attention of the students  give a reminder or opportunity to practice skills  watch child for demonstration of skill  acknowledge demonstration  Provide positive feedback  React to identified problem  Select & add practice  Hire expert to train practice  Expect & hope for implementation  Wait for new problem…. What is the likelihood of initial and/or sustained change? 14

4/4/2019  Behavior  Collection and use of data for decision-making  Physical setting/organization  Routines, Expectations, & Consequences  Classroom Culture & Communication  Scheduling & Transitions  Reinforcement/Acknowledgement  Active Supervision  Academic  High rate of positive recognition  High academic engagement is maintained 15

4/4/2019  Behavior  Collection and use of data for decision-making  Physical setting/organization  Routines, Expectations, & Consequences  Classroom Culture & Communication  Scheduling & Transitions  Reinforcement/Acknowledgement  Active Supervision  Academic  High rate of positive recognition  High academic engagement is maintained 16