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PBS and Classroom ManagementGeoff Colvin, Ph.D.

Adjunct University of OregonEducational Consultant, Behavior Associates

PBS Initiative Department of Education and the

Center for Disabilities Studies

Delaware, February 18, 2004

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Classroom Management Systems

Module 1: Understanding PerspectivesModule 2: Setting-Up your RoomModule 3: Teaching Behavioral ExpectationsModule 4: Establishing Classroom RoutinesModule 5: Managing ConsequencesModule 6: Using Pre-CorrectionModule 7: Correcting Problem Behavior

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Module One

Perspectives

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Perspectives

Focus

Goal is to provide a supportive environment for personal, social and academic growth for students and staff.

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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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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SYSTEMS DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

School-wide Classroom Systems Support

PRACTICES

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Focus of Classroom Management Systems is Threefold

IN ALL CLASSROOMS

• Incorporate or extend Positive Behavior Support Systems

• Identify and implement essential classroom management practices

• Identify and implement critical instructional practices

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School-wide School-wide ExpectationsExpectations

School-WideSchool-WideMatrixMatrix

ClassroomClassroomSystemsSystems

IndividualIndividualStudentsStudents

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School-wide School-wide MatrixMatrix

ContentContent ManagementManagement

Instructional Instructional ManagementManagement

Behavior Behavior ManagementManagement

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Module Two

Set-Up DetailsDesigning the Physical Space &

Developing a Functional Schedule

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Key ConceptsClassroom Design

• Design room to stimulate learning• Design room to accomplish instructional goals and

objectives• Keep high traffic areas free of congestion• Situate high items so that all students can be

supervised at all times• Make commonly used materials easily accessible• Ensure all students can see and hear

presentations and displays

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Designing the Physical SpaceProcedural Steps

Step One, List :

a. Features to stimulate learning

b. Classroom functions

c. Classroom materials

d. Student seating arrangement needs

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Step Two, Design:

a. Features to stimulate learning

b. Space to accommodate all functions

c. Space to ensure access to all materials

d,. Student seating arrangement

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Reflection Module Two: Room Design (1)

1. Does your room provide a stimulating environment for learning?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection Module Two: Room Design

1. Identify the main instructional activities/functions that occur in your room?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection Module Two: Room Design (2)

2. Does your room accommodate the various instructional functions efficiently

________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection Module Two: Room Design (3)

3. Are your materials adequately accessible? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection Module Two: Room Design (4)

4. Are your seating arrangements planned and adequate? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Action Steps: Room Design

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Developing a Functional ScheduleKey Ideas

•A key to ensuring a stable & predictable environment

•Regard as flexible time management tool for accomplishing learning goals

•Critical to identify where a teacher can control schedule

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Scheduling at:

• Elementary Level: Basically work with what is “left over” from the school-wide scheduling needs.

• Secondary Level: Typically schedule within blocks (90-120 minutes)

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Steps in Developing a Schedule

Step One: Develop a Master schedule

Step Two: Utilize master to develop schedule for:

a. First day

b. First week

c. First month

d. Remainder of year

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Reflection: Schedule (1)

1. What decisions did I use in determining my schedule (parts I control)?

________________________________________________________________________________________________________________________________________________________________

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Reflection: Schedule (2)

2. Does the schedule maximize my priorities (especially re instruction)?

________________________________________________________________________________________________________________________________________________________________

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Reflection: Schedule (3)

3. Does the schedule provide sufficient structure to assist in behavior control?

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Action Steps: Schedule

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Module Three

Teaching Classroom Expectations

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(Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

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Key ConceptsTeaching Classroom Expectations

Key Concepts• “What you expect is what you get.”• Expectations set the stage for learning and

behavior control.• Expectations need to be taught.• Apply standard instructional practices for

teaching classroom expectations• Extend school-wide expectations to

classrooms

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Procedural Steps

Step One

Carefully select the classroom expectations.

Step Two

Systematically teach these expectations

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Select the Classroom Expectations

Guidelines

• Select functional expectations

• Explicitly state the expectations

• Identify three to five expectations

• Express in positive terms

• Involve students in process as appropriate

• Select observable and measurable expectations

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Sample Classroom Expectations

1. Do your best

2. Be responsible

3. Cooperate

4. Be respectful

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Teach Expectations

A. Elementary students

B. Secondary Students

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Teaching ExpectationsELEMENTARY STUDENTS

Key research finding:

“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more and instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)

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Teaching Procedures

Use Five Steps for Teaching Expectations

1. Explain

2. Specify student behaviors

3. Practice

4. Monitor

5. Review

(Colvin & Lazar, 1997)

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Sample Lesson Plan

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Maintenance Plan

Once initial teaching has been conducted use these three steps for maintenance

Provide

1. Reminders

2. Supervision

3. Feedback

Note: These procedures are described and illustrated in the teaching plan for secondary students.

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Teaching Expectations

Secondary Students

Key Research Findings:“With older students, researchers have noted that

the best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them” (Cotton, 1990, p.8).

In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assistend in teaching classroom expectations.

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Use three steps for teaching expectations to secondary students Provide systematic:1. Reminders2. Supervision3. Feedback

Note:These same three steps are used to maintain classroom

expectations for elementary students following initial teaching.

1. Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).

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Reflection: Classroom Expectations

1. Are my classroom expectations consistent with the school-wide expectations?

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Reflection: Classroom Expectations (2)

List my classroom expectations

____________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection: Classroom Expectations (3)

How do I teach my Classroom Expectations?

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Blank Lesson Plan: Classroom Expectations

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Action Steps: Classroom Expectations

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Module Four

Establishing Classroom Routines

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Establishing Classroom Routines

Key Concepts

• Routines are specific procedures used for the day to day running of the classroom

• The goal is for students to follow the routines independently

• Routines need to be taught.

• Apply standard instructional practices for teaching classroom routines

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Steps for Establishing Classroom Routines

1. Understand the benefits

2. Identify needed routines

3. Specify student behaviors for each routine

4. Teach each routine

5. Maintain the routines

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Sample Routines

A. Elementary: Exiting the classroom to another activity such as P.E. or Art

• Put materials away, clear desk and push chairs in

• On signal move quietly to doorway• Line up facing the door and keep one space

between each person• Keep hands and feet to self• Listen to the teacher and wait for signal to

depart

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Sample Routines

B. Secondary: Conducting Quizzes and Tests• Put all materials in your desk not needed for quiz• Listen carefully to directions (no talking)• Raise your hand if you have a question• Stay in your seat• Complete the quiz without talking • Follow directions for completing test (pass

papers forward or give them to person collecting)

• Begin the designated activity following the quiz

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Sample Routines

C. Specialist: Beginning Physical Education Class

• Students line up at the gym door• On signal they enter the gym• Students move directly to line on gym floor

(basketball court line)• Maintain a space, more than one arm’s length• Face the teacher• On signal begin to jog in place

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Teach The Routines

A. Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review)

B. Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback)

C. Specialist Teachers (use the same three steps-remind, supervise and provide feedback).

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Maintaining Classroom Routines

• Use maintenance procedures following initial teaching

• Maintenance procedures consist of providing

a. Reminders

b. Supervision

c. Feedback

• Return to initial teaching if frequent reminders occur.

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Reflection: Classroom Routines

1. What routines do I have?

________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection: Classroom Routines (2)

2. How are my routines established?

____________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection: Classroom Routines (3)

3. What routines do I need to include/firm up?

__________________________________________________________________________________________________________________________________________________________________________

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Action Steps: Classroom Routines

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Module Five

Managing Consequences

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Managing Consequences

Key Points• Consequences follow behavior• Consequences may be positive or negative

Positive consequences are delivered to:1. Provide immediate feedback that behavior is acceptable or

desired2. Increase likelihood behavior will BE repeated, i.e., reinforced.

Negative consequences are delivered to:1. Provide immediate feedback that behavior is unacceptable2. Increase likelihood behavior will NOT BE repeated, i.e.

punished.

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Procedures for Using Positive Consequences

• Deliver at a high rate (especially for younger children and troubled students)

• Deliver consistently and immediately as possible• Emphasize intrinsic versus extrinsic reinforcers

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• Pair reinforcers (follow intrinsic with extrinsic reinforcers)

• Have some delayed positives (for maintenance & building a longer base of acceptable behavior)

• Vary reinforcers• Maintain consistent criteria for delivery• Have some individual, group and whole class

reinforcers• CAREFULLY EXPLAIN HOW THE SYSTEM

WORKS

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Examples of Positive Consequences

• Teacher praise• Demonstrations of teacher approval• Positive feedback• Points (leading to privileges and rewards)• Contingent use of breaks, privileges

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• Access to special activities• Contracts and token economies• Mystery awards• Public recognition (class-wide and school-

wide)• Menus (store, list of reinforcers)• Various combinations of reinforcers• Parent contact

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Procedures for Using Negative Consequences

• Deliver negative consequences following occurrence of problem behavior

• Consequences should be mild

• More serious consequences usually delivered by administration

• Follow negative consequences with positive consequences at earliest appropriate opportunity (“fair pair”)

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• Ratio of positive to negative consequences should be at least 2:1

• Maintain student’s respect and dignity when administering consequences

• Understand clearly which behaviors warrant classroom follow-up versus an office referral

• Ensure familiarity for delivering office referrals• Ensure familiarity with crisis or emergency

procedures

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Examples of Negative Consequences

• Loss of teacher attention and approval

• Loss of privileges

• Time out or removal from activity

• Restitution or make-up service help

• Isolation

• Response cost

• Parent contact and conference

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Golden Rule for Using Negative Consequences

• Is there a Silver Bullet?

NO

But -There is a Golden Rule

MILD CONSEQUENCES

CONSISTENTLY DELIVERED

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Reflection: Classroom Consequences

1. What consequences do I use regularly?

a. Positives

________________________________________________________________________________________________________________________________________________________________

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Reflection: Classroom Consequences (2)

1. What consequences do I use regularly?

b. Negatives

________________________________________________________________________________________________________________________________________________________________

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Reflection: Classroom Consequences (3)

a. What is my ratio of positives to negatives? _______________________________________________________________

b. How can I change to ratio if need be? ________________________________________________________________________________________________

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Reflection: Classroom Consequences (4)

4. How do I fare on the Golden Rule?

“Mild consequences consistently delivered”

________________________________________________________________________________________________________________________________________________________________

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Action Steps: Managing Consequences

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Module Six

Pre-Correcting Problem Behavior

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Pre-Correcting Problem Behavior

Key Points• “Pre-” means before; “-Correct” means after• “Pre-Correction” means anticipating problem

behavior and intervening beforehand• Problem behavior is prevented• Expected behavior replaces problem

behavior

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Pre-Correction Steps (Seven)

1. Identify the context (trigger) and predictable problem behavior

2. Specify expected (replacement) behavior

3. Systematically modify the context

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4. Conduct behavioral rehearsals

5. Provide strong reinforcement for expected behaviors

6. Prompt expected behavior

7. Monitor student behavior

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Pre-Correction Study

Using pre-correction and active supervision to significantly reduce problem behavior during transitions

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Study: Colvin, G., Sugai, G., Good III, R.H., & Lee, Y. (1997). Using active supervision and pre-correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.

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Effect of Supervisor Interactions on Problem Behavior

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Results of Pre-Correction Study

Major Findings:• Active supervision combined with pre-correction

significantly reduced problems• Active supervision defined as: Moving around, looking

around and interacting with children• Interactions between supervisor and children negatively

correlated to high degree (-83%)• Actual number of adults present did not affect student

behavior (range 1-5)• Some students persisted with problem behavior implying

they needed a more individualized intervention.

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Pre-Correction Checklist and Plan

Teacher StudentDate Class

1. ContextProblem Behavior

2. Expected Behavior 3. Context Modification 4. Behavior Rehearsal 5. Strong Reinforcement 6. Prompts 7. Monitoring Plan

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Reflection: Module SixPre-Correction

1. Identify contexts/situations where you know problem behavior will occur.

2. List steps you could take to pre-correct this situation.

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Action Steps: Managing Consequences

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Module Seven

Correcting Problem Behavior

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Key Points

• Emphasis in Modules1- 6 is placed on prevention BUT problem behavior may still occur. Why?

• Procedures are designed to a. Arrest problem behaviorb. Ensure correct behavior occurs next time c. Avoid escalation

• Addressing problem behavior means providing attention which MAY REINFORCE the behavior

• Controlling for attention is critical• The next student behavior is often determined

by initial (and subsequent) teacher responses.

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Problem Behavior Selected

1. Off-task behavior

2. Rule violations

3. Disrespectful behavior

4. Agitation

5. Limit testing

6. Threats and intimidation

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Off Task Behavior

Management Steps

1. Attend to students on task and delay responding to student off task

2. Redirect student to task at hand and do not respond directly to off task behavior

3. Present choice between on task direction and negative consequence

4. Follow through on student choice

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Rule Violation

Management Steps

1. State the rule or expectation

2. Explicitly request the student to “take care of the problem”

3. Present options if needed

4. Follow through

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Disrespectful Behavior

Management Steps

1. Studiously avoid reacting personally (such as shouting, challenging, becoming agitated)

2. Maintain calmness, respect and detachment (Teacher modeling role)

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3. Pause and focus

4. Focus on the student behavior (“That language…”)

5. Deliver consequence as appropriate

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Agitation

Management Steps

Three Steps

1. Re-direct the student to task at hand

2. Recognize signs of agitation

3. Use strategies to reduce agitation

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Acting out cycle picture

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Recognizing Signs of AgitationIncreases in Behavior Decreases in Behavior

•Darting eyes•Non-conversational language•Busy hands•Moves in and out of groups•Starts and stopping•Moves around room•Fidgety

•Stares into space•Subdues language•Contains hands•Lacks interaction•Lacks involvement•Withdraws from groups•Lacks responding•Avoids eye contact

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Strategies for Reducing Agitation

• Teacher support and empathy• Create space or isolation• Provide choices• Permit preferred activities (with clear

boundaries)

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• Use teacher proximity

• Provide independent tasks or activities

• Permit movement (use movement tasks)

• Use relaxation techniques

• Use passive activities

• Involve the student as appropriate

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Limit Testing

Management Steps

1. Pre-Teach the procedures

2. Deliver the following information in a calm matter-of-fact manner

a. Present expected behavior and negative consequence as a decision

b. Allow few seconds for decision

c. Withdraw and attend to other students

3. Follow through based on student decision

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Threats and Intimidation

Management Steps

Take all threats seriously

Student makes threat:

1. Pause, delay responding

2.Disengage, “Just a second.”

3. Depending on student’s state either

a. Send for help (use school emergency procedures)

b. Make office referral

4. Monitor till help arrives

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Reflection: Module Seven

1. Identify situations where you may have escalated the problem

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Reflection: Module Seven (2)

2. Identify strategies that you might adopt to defuse situations.

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Action Steps: Correcting Problem Behavior

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

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Additional Products Published by Geoff Colvin

BookColvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for

success. Longmont, CO: Sopris West.Tel: 1-800 547 6747VideosColvin, G: Defusing anger & aggression: Safe strategies for secondary school educators.

Eugene, OR: Iris Media.Colvin, G. (2001). Managing threats: A school-wide action plan: Eugene, OR: Iris Media.Tel: (541) 485 6450.Book due March 2004Colvin, G. (In press). Managing the cycle of serious acting-out behavior. Eugene, OR:

Behavior Associates.Tel: (541) 485 6450.Video Due April 2004Colvin, G. (2004). Managing noncompliance and oppositional behavior. Eugene, OR:

Behavior AssociatesTel: (541) 485 6450

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geoffcolvin@comcast.net