Classroom Management Introductory Workshop Dr. Sandy Washburn [email protected] Mr. Mike Horvath [email protected] Ms. Michele Brentano [email protected].

Classroom Management Introductory Workshop

Dr. Sandy [email protected]

Mr. Mike [email protected]

Ms. Michele [email protected]

Center on Education and Lifelong LearningIndiana Institute on Disability and Community

Indiana UniversityIndiana Regional Workshops 2009-10

“The children of today love luxury. They have bad manners, contempt for authority, they show disrespect to adults, and love to talk

rather than work or exercise. They contradict their parents, chatter in front of company,

gobble up food at the table, and intimidate their teachers.”

What are the necessary general

components of effective classroom

management?

A Brief History of Classroom Management Research

• Systematic study a rather recent phenomenon.

• Kouinin (1970)1. “Withitness”2. Smoothness and momentum during lesson

presentation3. Clear expectations for students. 4. Variety and challenge in work assigned to

students.

A Brief History of Classroom Management Research

• Brophy and Evertson (1976) – Findings support Kounin’s earlier work– Major finding: Classroom Management is a

CRITICAL aspect of effective teaching.

A Brief History of Classroom Management Research

• The Classroom Strategy Study (Brophy 1996;) Brophy & McCaslin,1992).

• Major Finding: Effective managers employed different types of strategies with different types of students, whereas ineffective managers employed the same strategies regardless of the type of student or the situation.

A Brief History of Classroom Management Research

• Series of 4 studies by the Research and Development Center for Teacher Education in Austin, Texas. (Early 80’s) (Evertson, Emmer, Sanford, Clements, and Martin)

• Major findings:– Support earlier work of Kounin– Early attention to Classroom Management at the

beginning of the year was critical to a well-run classroom.

– Teachers can improve management techniques through training (study and practice)

Classroom Management That Works (Marzano, 2003)

• Meta analysis• Examined effectiveness of 5 components of

classroom management– Rules and Procedures– Disciplinary Interventions– Teacher-Student Relationships– Mental Set– Promoting Responsibility

Rules and Procedures

• Rules are location specific behavioral

expectations

• Procedures tell students what to do when,

promote student independence and free the

teacher to teach, monitor and interact.

Disciplinary Interventions

• Actions taken by the teacher in response to student behavior in order to influence behavior.

– Examples from participants

Teacher to Student

Relationship

Clear Purpose and

Strong Guidance

Effective Instruction

High Level of

Cooperation

Attentive to Student Needs

Modeling

Heightened Awareness

Emotional Objectivity

Mental Set

Make 3 tic marks-1 for each statement.

• This element makes the most difference (1st section)

• I am most competent with this element. (2nd section)

• I need to do better with this element. (3rd section)

Rule and Procedures

Disciplinary Interventions

Teacher-Student

Relationships

Mental Set

Criteria for Classroom Rules

• Rules are based on 3-5 broad social principles– Use your SW Expectations

• Rules describe location-specific behavior• What does it look like?

• Rules are stated positively

• Involve students in the development.

• Publicly post the rules.

Rules are based on broad social principles/expectations

Classroom Rules

Responsibility

• Be on time with all materials.• Have your work completed by the deadline. • Work on the task that the teacher tells you to work on. •Follow procedures—check the posters when unsure.

Respect

• Use kind and caring words.• Use voice levels 0-3 as directed.• Take turns and share materials.

Safety

• Keep unfriendly, unwanted and overly friendly hands and feet to self. • Walk at all times.• Keep all chair legs on floor.• Keep prohibited items at home.

Criteria for Classroom Rules

• Rules are based on 3-5 broad social principles– Use your SW Expectations

• Rules describe location-specific behavior• What does it look like?

• Rules are stated positively

• Involve students in the development.

• Publicly post the rules.

Evaluate and fix Sample Rules

1. No gum, food or drinks2. Listen to adults3. Respect peers and adults with words and

actions4. Use appropriate langauge5. No electronics

Partner Work (15 minutes total-- 8 min to prepare and 7 min to share)

1. Read through a sample set of rules. (handout)

2. Look back at the criteria. 3. Identify rules which meet the criteria-mark

somehow. 4. Make improvements to those that don’t.5. Working backwards, what broad principles

would you tie these rules to?

School-wide Expectations or Guiding Principles

Respect Responsibility IntegrityClassroom Rules

General Classroom

Rules

Keep unfriendly and overly friendly hands and feet to self.

Use words and actions that are kind, welcoming, and helpful.

Be on time with all materials. Have your work completed by the

deadline Use time allotted for this class’s work. Take credit for your achievements and

accept the outcomes of mistakes

Leave prohibited items at home or in locker.

Talk about ideas and not people

Arrival and Dismissal

Greet others Leave area around desk

clean for others

Walk through doorway before bell ends

Have necessary materials before bell ends

Leave promptly with all necessary materials when dismissed

Bring only allowed items into classroom

Follow school dress code

Teacher-led Instruction or Independent

seatwork

Raise hand and wait to be called on or helped.

Listen, consider and think about topics of study

Be able to paraphrase directions Follow directions

Try each problem before asking for help

Put forth serious effort and time towards work.

Small group work

Talk quietly to those in your own group

Look at the speaker Be able to paraphrase the

speaker’s words

Participate fully—take turns contributing

Ask relevant questions of group members

Complete action items on time

Know and fulfill the tasks of your role

Teach Expectations, Rules and Procedures

• Teach expectations directly.– State the rule in concrete terms– Tell Students Why– Provide students with examples and non-examples of rule-

following.– Provide examples via demonstration.

• 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.

Prompt or Remind Students of the Rules

• 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 where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

Monitor Students’ Behavior in Natural Context

• Active Supervision (Colvin, Sugai, Good, Lee, 1997): – Move around– Look around (Scan)– Interact with students

• Provide reinforcement and specific praise to students who are following rules.

• Catch errors early and provide specific, instructive feedback to students who are not following rules. (Think about how you would correct an academic error.)

Evaluate the Effects of Instruction

• Collect information– Are rules being followed?– If there are errors,

• who is making them?• where are the errors occurring?• when are errors being made?• what kind of errors are being made?

• Summarize information (look for patterns)

• Use information to make decisions

Writing Procedures

• Procedures tell students what to do when.– Focus in on student behavior

• Procedures promote student independence– Free teacher to teach, do not rely on your

involvement• Task Analysis– Step by step– Discrete and observable– Sequential

Mental Set-Heightened Awareness

Smokey the Bear

Working the Crowd- The Inner Loop

Mental Set-Emotional Objectivity

Consequences

RE-FRAMING

Mental Set-Emotional Objectivity

• Monitor your own thoughts. Do not hold grudges. Start fresh.– Mentally review and anticipate troublesome

student– Try to replace negative expectations with positive

ones – Keep those in mind

• Take Care of Yourself

Disciplinary Interventions

•Balanced Set of: –Rewards–Punishments

T chart

Types of Disciplinary Interventions

Teacher Reaction

Group Contingency

Home ContingencyDirect Cost

Tangible Recognition

Teacher Reaction

• Eye contact and proximity• Silent signals• Private request (Initiating v. terminating)• Non-disruptive? Prompt desired behavior• Precision command• Pre-correction or stimulus cueing• Frequent acknowledgment– 4:1 positive to negative interactions

• Re-teach and practice

Teacher Greetings and On- Task Behavior

Allday & Pakurar (2007)

General Guidelines for Responding to Problem Behavior

(see salmon colored handout in folder)

• What is the reason we should delete these from our commentary? – “Why”– “You” – “No” and “Don’t”– Nagging/Berating/Lecturing

Tangible Recognition

• Refers to any type of concrete recognition or reward offered by teacher.

=

Types of Differential Reinforcement

• DR…of lower rates of behavior (DRL)

• DR…of other behaviors (DRO)

• DR…of alternative behavior (DRA)

• DR…of incompatible behavior (DRI)

Direct Cost

• Move seat• Briefly remove

access to materials• Restitution or

Overcorrection• Token economies• Loss of privilege• Isolation time out

Group Contingency

• Three types:

– “All for one” (Interdependent Group Contingency)

– “One for all” (Dependent Group Contingency)

– “To each his/her own” (Independent Group Contingency)

Home Contingency

• Most basic—Information shared• More detailed—parents collaborate to establish

home consequences– Requires face to face meeting– Requires record keeping and communication

Pop quiz: A)Only for problem behaviorB) For problem and positive behaviorC) Only for positive behaviorD) B or C

Disciplinary Interventions

Rank these in order of impact/effect from most to least

• Teacher Reaction

• Tangible Recognition

• Direct Cost

• Group Contingency

• Home Contingency

General Response Hierarchy (staff managed)

Behavior Continues

Direction/Re-teaching•State the rule•Tell me . . . •Show me . . .

Give small consequence that prevents behavior from continuing

Warning of Impending Consequence

Defusing Strategy

Bigger consequence—logically related

Proximity, eye contact, silent signal

Behavior Continues

Behavior Stops

Acknowledge

Student Complies

Student Refuses

Behavior Continues

Disciplinary Interventions--Limits and Record Keeping for Unacceptable

Behavior

• Establish realistic and meaningful limits• Involve students in their own record keeping• The simpler the better• Everyone needs a clean slate• Public record keeping is NOT good

Establishing a Group Contingency

1. Decide on a behavior that you wish to increase or a problem you wish to decrease

If decrease, look back to DR

2. Decide on type of GC3. Behavioral Criteria (consider baseline)4. Tracking or record keeping5. Reward (incremental and final)

Group Contingency

• Three types:

– “All for one” (Interdependent Group Contingency)

– “One for all” (Dependent Group Contingency)

– “To each his/her own” (Independent Group Contingency)

Goal Setting/Action Planning

1. Identify 1-2 goals for yourself.2. For each goal, list 2 specific things that you

will do in the next two weeksWhat, When, With whom, For how long

How will you monitor whether you implement the strategy?What will be the outcome measure?How will you decide if it is worth continuing?

Continued this Summer

• Developing Procedures• Teacher to Student Relationship• Practice activities• Self-assessment and action planning• Culturally Responsive Management• Defusing Power Struggles

Teacher to Student

Relationship

Clear Purpose and

Strong Guidance

Effective Instructio

n

High Level of

Cooperation

Attentive and Responsive to Student

Needs

Modeling

Classroom Management is

• ______ proactive and __________ reactive.

• Do you remember the 5 elements of effective classroom management?

1. 2. 3. 4. 5.

Marzano’s Meta-analysis Results for Four Management Factors

FACTOR

Average Effect Size

Number of Subjects

Number of Studies

Percentile Decrease in Disruptions

Rules and Procedures -.763 626 10 28

H.S. -.772M.S. -.617Int. -772

Disciplinary Interventions -.909 3,322 68 32

H.S. -.694M.S. -.762Int. -.953

Pri. -1.046

Teacher-Student Relationships -.869 1.110 4 31

H.S. -.549M.S. -2.891Int. -1.606

Mental Set -1.294 502 5 40

Disciplinary Interventions

• Teacher Reaction (-.997)

• Tangible recognition (-.823)

• Direct Cost (-.569)

• Group Contingency (-.981)

• Home Contingency (-.555)