Transcript Classroom Management for the MIS Teacher

Classroom Management for
the MIS Teacher
Presented by:
Temple Crutchfield,
Lead Behavior Specialist
Ineffective Teacher’s Classroom
What the Effective
Schools Research shows
Effective Teachers:
 Establish smooth efficient classroom
routines.
 Interact with students in positive
caring ways.
 Provide incentives recognition, and
rewards to promote excellence.
Continuum of School-Wide
Instructional and Positive Behavior Support
~5%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk
Behavior
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org
Rules
Rules refer to general expectations or
standards for classroom behavior.
The purpose is to create a strong expectation
of what is or is not acceptable.
Establishing Effective Classroom
Rules
Should be few in number
Should be stated positively
Should be do-able
Should be observable behaviors
Should be posted in clear view
Should be applicable at all times
Should be taught to students
Should be reviewed regularly
Should be reinforced frequently and
consistently
What Are Your Rules?
Write down your own classroom rules.
Share with your group members, and modify
as needed.
NOTE: If your school is already a PBS school,
your classroom rules will be the same as your
school-wide rules.
Procedures
Procedures refer to a specific activity and methods for
accomplishing daily routines.
 Spend time the first few weeks of the year teaching
classroom routines and procedures.
 Routines and procedures are the key to a wellmanaged, organized classroom.
 Most behavior problems result from lack of classroom
routines and procedures.
 Teaching routines and procedures reduces the number
of interruptions to academic instruction.
Teach Rules in the Context of Routines
• Teach expectations directly.
– Define rule in operational terms—tell students what the
rule looks like within routine.
– Provide students with examples and non-examples of
rule-following within routine.
• Actively involve students in lesson—game, role-play, etc. to
check for their understanding.
• Provide opportunities to practice rule following behavior in
the natural setting.
Effective Classroom Teachers
Develop procedures for every possible
circumstance.
Teach
Reinforce
Practice
Let’s Brainstorm!
How many situations can you come up with for
which procedures are necessary to teach,
practice, and reinforce with your students?
Classroom
Routines and Procedures
Entering the classroom
Beginning work
Announcements
Tardies
Absences/Make-up procedures
Teacher's attention signal
Getting out of your seat
Assignments
Getting supplies
Sharpening pencils
Procedures for using/carrying/handling equipment
Getting into groups
Working in groups
Independent work
Working at a center
Dismissal
Procedures cont’d
Lining up to leave the room
Snacks/Water
Restroom
How to head papers
Passing in homework
Passing in papers
Exchanging papers
Asking questions
Getting help
Finishing work early
Responding to fire drills, "codes", or other alerts
Checking out classroom material
Cleaning the room at the end of the day
Organizing materials
Homework
Changing classes
Recap: Rule or Procedure?
RULES
PROCEDURES
Few in number (3-5)
20 or more, depending on the
nature of the class
Worded in general terms that
require interpretation
Situation specific
Stated positively, if possible
Related to:
housekeeping ,movement
administration, instructional tasks
Taught on student's first day (or Taught in an orderly fashion over a
as soon as possible thereafter)
period of days, weeks
Prompt or Remind Students of the Rule or
Procedure
Provide students with visual prompts (e.g.,
posters, illustrations, etc).
Use pre-corrections, which include “verbal
reminders, behavioral rehearsals, or
demonstrations of rule-following or socially
appropriate behaviors that are presented in or
before settings were problem behavior is likely”
(Colvin, Sugai, Good, Lee, 1997).
Establish Behavioral
expectations/Rules
Close your eyes and visual your perfect
classroom on a perfect day. What do you
want to see and hear?
Open your eyes. Write down the five
most important things you saw and heard.
Transfer the behaviors to a sample
classroom matrix.
Rules within Routines Matrix
Routines
Rules
Be Safe
Be Respectful
Be Responsible
Entering
Classroom
Seat Work
Small Group
Activity
Leaving
Classroom
Token Economy Systems
A token economy is a system based on the principals of
positive reinforcement and operant conditioning
Some “token” represents a unit of value that can be
exchanged for a preferred item or activity
Examples:
- Students earn points for good behavior
- Marbles placed in students’ cups for positive behavior
- PBS tickets
- Our own US monetary system
Steps to Setting up a Token Economy
1. Pinpoint behaviors to be changed.
2. Define and teach desired behaviors
3. Select tokens (tokens, marbles in a jar, play
money, points, etc.)
4. Select reinforcers
5. Create a bank for students to choose from
6. Set token values
7. Set reinforcer costs
8. Construct a bank
9. Arrange a time for students to cash in
tokens/points (daily or weekly)
Point and Level Systems
Goals:
 To increase appropriate behavior
 Promote academic achievement
 Foster a student’s improvement through selfmanagement
 Develop personal responsibility for social
emotional and academic performance
Advantages of a Point/Level System
Specifies the hierarchy of skills that are
needed to be successful
Research states that it increases
appropriate behavior and achievement
Use of Point/ Level System as it
relates to IDEA
Design the system to accommodate the
specific goal of each student with regards
to:




Initial placement
Use of rewards
Consequences
Progression through the system
Tips for Effectively Implementing a
Reward-Based System
Ensure that the system is appropriate for and interesting to your students
Rewards must be highly motivating to students
Set your students up for success
Avoid arbitrary time limits (example: students get access to reward as
soon as they earn 20 points; no deadline by which the points must be
earned)
Communicate clear expectations
Put adequate procedures in place for monitoring student behavior
Teach students the entire system when you introduce them to it
Ensure you believe in the system!
Steps to Managing Early Stage Misbehaviors
Use:
Proximity
Verbal and Non-Verbal Redirect
Discussion
Family contact
Praise someone behaving responsibly
Restitution
Seat change
Have student state rule
Tips for Teachers
Calm is key!
Don’t take it personally.
Be proactive rather than reactive.
Focus on the positive.
Constantly Review Your Corrective
Procedures