Setting Great Expectations Pat Hubert ESA2. Raise your hand if….. You have ever been in a classroom that felt unmanaged You have established rules/expectations.

Setting Great Expectations

Pat HubertESA2

Raise your hand if…..• You have ever been in a classroom that

felt “unmanaged”• You have established “rules/expectations”

in your school/classroom for all kids• You think the kids in your building know

and follow the rules/expectations• You have established ways to reinforce

the rules/expectations

Prior Knowledge QuizPOP!!

Turn and Talk

With your neighbor, talk about your current classroom or school-wide rules/expectations

Outcomes

• Identify the evidence based practices in classroom management

• Reflect on the practices currently in place in your school/classroom system

• Consider strategies to set and reinforce schoolwide/classroom expectations

What the Research Says about Classroom Management

• Linked to success (academic and behavior)

• Prevention of escalation/problems among “at-risk”

• Supports all students in prevention

• Screams “This classroom is SAFE” to all

• Speaks of positive school climates

(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

• Teachers experience greater efficacy– Increased student achievement– Creative and flexible instructional delivery– Teacher longevity (Woolfolk, 2002)

Component 2c: Managing Classroom Procedures

• Management of instructional groups • Management of transitions • Management of materials/supplies • Performance of non instructional

duties • Supervision of volunteers and

paraprofessionals Component 2d: Managing Student

Behavior • Expectations • Monitoring of student behavior • Response of student misbehavior Component 2e: Organizing Physical

Space • Safety and arrangement of furniture • Accessibility to learning and use of

physical resources

Teacher Evaluation & Environment

Domain 2: Classroom Environment

Component 2a: Creating an Environment of Respect /Rapport

• Teacher interaction with students • Student interaction

Component 2b: Establishing a Culture for Learning

• Importance of the content • Student pride in work • Expectations for learning and

achievement

TO MANAGE YOUR CLASSROOM

Evidence Based Practices

Evidence Based Practices in Classroom Management

1. Maximize structure in the classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

• C – can you talk? Honest, out loud and on topic Cells phone Side comments

• H - How to get Help? Questions are GOOD! Raise hand Talk to neighbor quietly

• A – What about Activities? Minimal today due to time

• M – can you Move? Quietly – yes!

• P – How will I know you are Participating? SLANT:

Sit up, Lean forward, Activate your thinking, Note important info, Track the talker

CHAMP’s - My Expectations

Kids & Fleas

RtI/PBIS

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

80% of Students

15%

5%

OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org

A Look at School-wide

PositiveBehavior SupportSystems

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Why PBIS?Why not whip them into shape?

Expectations/Rules are “Universal”

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

80% of StudentsUNIVERSAL

OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org

Classroom OR Schoolwide?

• School wide are overarching–Everyone – Every place–Think “BIG PICTURE”

• Classroom linked to School wide– My kids – specific settings– Specific, Observable, Measureable– Often referred to as “Rules” in PBIS

Where to Focus?

• Data is the KEY!• Focus on _______ systems if:

–More than 60% of referrals are from _____ settings

• Look specifically at classrooms if:–50% or more of ODRs (office

discipline referrals) come from less than 10% of the classrooms

Focusing on Setting Clear Expectations will. . .

• Improve general classroom and school climate

• Decrease dependence on reactive disciplinary practices (ODR’s)

• Maximize impact of instruction to affect academic achievement

• Improve behavioral supports for students with emotional and behavioral challenges

Expectations: Guiding Principles

• Good teaching is one of our best behavior management tools– Active engagement– Positive reinforcement– Pre-correction

Just A Word About Structures

• Environment• Routines

Think of your favorite store.

What is it you like about it?

Why do you keep going back?

Maximize Structure in Your Classroom.

• Develop Predictable Routines– Teacher routines: volunteers, communications,

movement, planning, grading, etc.– Student routines: personal needs, transitions,

working in groups, independent work, instruction, getting, materials, homework, etc.

• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (groups, carpet, etc.)

» SEE HANDOUT (Kagan)

Design A Positive Environment

• Four instances of praise for every correction (4:1) minimum

• Begin each class period with a celebration

• Your first comment to a child establishes behavioral momentum

• Provide multiple paths to success/praise

2. Post, Teach, Review, Monitor, and Reinforce a Small Number of Positively Stated Expectations

1. Establish behavioral expectations/rules

2. Teach rules in context of routines3. Prompt or remind students of rule

prior to entering natural context4. Monitor students’ behavior in natural

context & provide specific feedback.5. Evaluate effect of instruction - review

data, make decisions, & follow up

1. CLASSROOM EXPECTATIONS & RULES

Identify, Teach, Practice, Reinforce

What are Expectations & Rules?

• Expectations are outcomes• Rules are the specific criteria

for meeting expectations• Rules identify/define concepts of

acceptable behavior• Use of expectations and rules

provides a guideline for students to monitor their own behavior & remind/motivate students to meet certain standards

Guidelines for Writing Classroom Rules

1. Consistent with school wide expectations/rules

2. Observable

3. Measureable

4. Positively stated

5. Understandable/Kid friendly

Guidelines for Writing Classroom Rules

6. Always applicable

- Intend to consistently enforce

7. A small number 3-5

8. No “Dead Mans Rules”

9. Posted Clearly

Other Considerations…

• Students play a role in formulating rules

• Rules displayed prominently; easily seen

• Teacher models and reinforces consistently

• Rules that are easily monitored

Expectations and RulesExample…

• Expectation is:

“Students will be Safe”

–Rules are…

• Keep hands and feet to self

• Use materials correctly

Which of These Follow the Guidelines?

Keep hands and feet to yourselfTurn in completed assignmentRespect othersWalk in the hallwaysDon’t run

• Do the rules you mentioned to your partner earlier meet these criteria?

Turn and Talk

• Operationally define what the rules look like across all the routines and settings in your classroom.

• One way to do this is in a matrix format.

Establish Behavioral expectations/Rules

Elementary School’s Matrix Hall Rules

Cafeteria Rules

Recess Rules

Be safe Keep hands, feet & objects to self.

Keep all food to self without sharing.

Use equipment safely.

Follow game rules.

Be prepared

Have planner signed.

Have lunch money ready.

Be dressed out & in place on time.

Be respectful

Use polite language at a respectful volume

Keep hands, feet & objects to self.

Face forward & keep the line moving.

Use polite language and respectful tone of voice.

Expectations

36

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 four most important things you saw and heard.

• Transfer the behaviors to a sample classroom matrix.

Rules within Routines MatrixRoutines

Expectations

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Be An Active Learner

RULES

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, (assess their understanding)

• Provide opportunities to practice

Examples of TEACHING Rules

Cool Tools

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

Expectations & behavioral skills are taught & recognized in natural context

Prompt or Remind Students of the Rule

• Provide students with visual prompts (e.g., posters, illustrations, etc).

• Use pre-corrections, – verbal reminders– behavioral rehearsals– demonstrations – socially appropriate behaviors when or before

settings were problem behavior is likely” ~ Colvin, Sugai, Good, Lee, 1997

• Get in, Prompt/Correct, and GET OUT– Think “Drive-by prompting”

Monitor Students’ Behavior in Natural Context

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

• Provide reinforcement to those following rules.• Catch errors early and provide specific,

corrective feedback to students who are not following rules.

Think about how you would correct an academic error

When they get it right……

Acknowledge & Recognize

http://www.freeprintablebehaviorcharts.com/behavior_bucks.htm

Establish a continuum of strategies to acknowledge appropriate behavior

• Specific and Contingent Praise• Group Contingencies• Behavior Contracts• Token Economies

Establish a Continuum of Strategies to Respond to Inappropriate Behavior.

• Be clear about what behaviors are to be dealt with in the classroom vs. those that should be sent to the office

Evaluate the Effect of Instruction

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

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

• Summarize data (look for patterns)• Use data to make decisions

West Central High School

Minor-Other

Minor-Definance/Disrespect/Insub/Non-Compliance

Other Behavior

MinorTardy

Skip class/Truancy

Minor-Disruption

Definance/Disrespect/Insub/Non-Compliance

Disruption

Minor-Inappropriate Lang.

Abusive language/inappropriate language

Minor-Unknown

Staff :22 Referrals: 2208

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Referrals By Staff

RECAP

1. Maximize structure in the classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.4. Establish a continuum of strategies to acknowledge

appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

WHY SET EXPECTATIONS AND REWARD POSITIVE BEHAVIORS?

You get more of what you focus on.

Reinforcement works.

QUESTIONS??