Classroom Management Strategies and Targeted Interventions

1. Classroom Management Strategies and Targeted Interventions Terrance M. Scott University of Florida

2. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). ReactionPositive and Negative Consequences Prevention Rules, Routines, Arrangements

3. Punishment (failure) Reinforcement(success) Discipline Works When …. Prevention creates more Positive than negative consequences 4 : 1

4. Characteristics of Effective Classrooms Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related to the outcome measures that are being used

5. 1. Instruction guided by pre-planned curriculum • learning goals and objectives established. • sufficient allocated time for each goal is established. • curriculum calculated to provides kids several opportunities to learn.

6. 2. Students are carefully oriented to lessons • specify goals and objectives • modeling • pacing • questioning • prompting • appropriate feedback • praise • corrective feedback • low rates of criticism

7. 4. Established standards for classroom and school “Characteristics of Effective Rules” • Expected behaviors are explicit • Rules are stated positively • Rules are stated succinctly • Rules are stated in observable terms • Rules are made PUBLIC…easy to see • Ensure enforceability/reward • Smaller numbers of rules (about 5) • Consistency • Rules need to be taught • Model the rules for the students

8. 5. Teacher/Student Interaction -high expectation for student learning -incentives and rewards to promote excellence -personal interactions between teacher/student are positive

9. Classroom management Instruction of both academic and social behavior through teaching important rules and developing routines and physical arrangements to maximize the probability that students will be successful with those rules in school and in life.

10. Classroom Management Components Component 1: Teach important behaviors. Component 2: Facilitate student success in the school and in life. Component 3: Measure and communicate success of management by the success of individuals.

11. Classroom Management:Alternative Perspectives • No Control • No rules or structure • Students “discover” • What is teacher’s role? • Over-control • Strict control of all actions • Harsh consequences • Teacher as authority figure Control refers to our ability to predict behavior under specific circumstances

12. Logic - Effective Management:Academics

13. Logic - Ineffective Management:Academics ?

14. Academic vs. Social Behavior • Academics Skills • Factual • Static • Immutable • Social Skills • Age dependent • Culturally dependent • Contextually dependent Key Question: What will make students successful when the leave the classroom?

15. Logic for Social Management

16. 1. rationale, example selection and sequencing, model, supervised practice, effective feedback, etc. 2. routines, prompts, cues, seating arrangements, questioning, scanning, etc. 3. Observe behavior during Instruction and in real world, provide feedback & fade Effective Classroom Management

17. Academic - Effective

18. Social - Effective

19. just a rule - no models, no Thought to examples or practice 2. no facilitation of success In the environment 3. Ignore positive behavior and no correction for errors Ineffective Social Management `

20. Classroom Management Component 1 Instruction

21. Ineffective Instruction:Sets the Occasion for Student Failure

22. Effective Instruction Effective instruction is: • Effective example selection and sequencing • Task analysis • Facilitate success • Delivered at the level of the student

23. Instructional Sequence • Presentation - tell and model • Recitation - student Q & A • Individual Work - with teacher feedback -make sure students get it • Group work -activities, experiments, etc. -chance to discover application to real world • Test - Make sure they have skill fluency

24. ACTIVITY • Let’s try non-explicit social instruction: • What is Zore? • The concept is ZoreSocial ConceptAll examples are accurate

25. = osh = osh = osh INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - = osh = osh FAILURE Osh = ?

26. = osh = osh = osh = not osh EFFECTIVE INSTRUCTION EFFECTIVE MODELS EFFECTIVE PRACTICE TESTING OUTCOMES = osh = osh = not osh SUCCESS Osh = RED SIDED RECTANGLE

27. Rule Guidelines Development -small number -state positively -concise -concrete - (can model) Implementation -be consistent -be business-like -reinforce compliance

28. Create Matrix

29. Respecting Others WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

30. Classroom Management Component 2 Routines and Arrangements

31. Smooth and Effective Transitions 1. teach transition rules 2. avoid disruptive practices/routines 3. schedule to minimize transitions 4. Pre-correction - advance organizers 5. create routines

32. Routines:Classroom Transition Examples • Rules for Transition out of Classroom • Use: insures clean-up and prevents riot on way out of class • put items in desk • sit quietly • wait for teacher to dismiss • reinforce quiet/compliant students with first dismissal

33. Routines:Classroom Transition Examples • Transition Lottery • Use: efficient lesson transitions to undesired subjects • teacher numbers all books • at transition time, teacher gives directions and gives signal for a lottery • teacher pulls numbers from a jar and provides a prize for the student whose number was pulled

34. Prompts, Cues, & Pre-corrects • Select the least intrusive prompt necessary • Plan to fade prompts • Try to first use prompts as prevention • Use prompts as first level of correction Chris: prompts

35. Chris

36. Arrangement Prompt

37. Pre-Correction

38. Prompts

39. Classroom Management Component 3 Assessment and Consequences

40. Effective Reinforcement • Use the least amount necessary • Approximate and/or pair with natural reinforcers • Make part of routine and systems • Pre-plan and teach consequences Eric: hand raising

41. Effective Punishment • Use the least amount necessary • Pre-plan and teach • Use only with reinforcement for replacement behavior • Should defeat function of problem behavior Chris: Punishment

42. Avoid Power Struggles

43. Ignoring Eric: Ignore

44. Targeted Groups Social Skills Instruction to Small Groups

45. Teach • teacher gives clear set up explanations • definition of essential rule • description of skill components and variations 3.1 Skill: Impulse Control 3.1

46. Discuss and Engage 2.3 2.8 Skill: Impulse Control

47. Teach Listening Key rules are made explicit 1.2

48. Model • model / demonstrate the skill • select competent and respected students and adults • only the teacher models incorrect responses • select examples from natural context • at least two positive demonstrations of each example

49. Model Listening Make clear what the key rules are by pointing them out in each modeling episode 0.2 0.2

50. Model Positive Example 2.4 Skill: Impulse Control Stop Think Pick an action Go