transitions effective classroom management
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Effective Classroom Management
“Because we ignored the whispers of behavior, we
created the shouting behavior…
The idea is to listen as soon as possible so the person does not have to
keep shouting.”
Outcomes
Establish classroom rules
Increase classroom organization
Effective Classroom Self Assessment Checklist
Rules for Classroom Rules
Observable
Measurable
Positively stated
Specific
Maximum of 5
Not in question format
Logical reflection of classroom expectations
Classroom Rules Formula
Compliance rule
Preparation rule
Talking rule
In Class Behavior rule
On Time rule
Transition Behavior rule
Examples/ Nonexamples
Respect authority
Keep your hands and feet to yourself
Have books, pencils, and paper when you come to class
Do your best
Be in class by 8:00 a.m.
Card Sort
Rules
Develop or refine your classroom rules.
Explicit Teaching of RulesExplicit Teaching of Rules
Students usually know what “NOT” to do, but often don’t know what “TO DO”.
_________ students how to perform basic school skills _________ behavior problems and saves precious instructional time.
We can’t expect them to “just know” what to do.
__________ teach and demonstrate rules and provide booster sessions when needed.
Explicit Teaching of RulesExplicit Teaching of Rules
Students usually know what “NOT” to do, but often don’t know what “TO DO”.
Teaching students how to perform basic school skills prevents behavior problems and saves precious instructional time.
We can’t expect them to “just know” what to do.
Explicitly teach and demonstrate rules and provide booster sessions when needed.
Scaffolding
Teacher Support
StudentIndependence
TimeAdapted from Dr. David Chard, University of Oregon (2004)
Strategies to Teach
Rules must be explicitly taught and practiced Take out your calendar Commit to a schedule for teaching the rules
Review rules every morning or beginning of program for 2 weeks
Allow for discussion of rules
Follow the I do, We do, You do format
Gradual Release of Responsibility
Copyright Angela Maiers 2008
IndependentPractice
Shared Instruction
Modeled Instruction
Guided Practice
(You Watch)
(Together!)
(I Watch/Guide)
(Reflect)
TEACH
Adapted from Doug Fisher, 2008
Strategies for Student Compliance
Define your behavior reinforcement plan.
Define your behavior reduction plan.
What does reinforcement really mean?
Consequences
What happens when I break a rule?
AND
What happens when I follow the rules?
Praise vs. Reprimands
According to studies conducted by White and Van Houghten, from second grade to junior high school, the average rate of teacher reprimands in the classroom is once every 2 minutes. After 2nd grade, the rate of teacher praise declines rapidly, with the rate of reprimands almost always exceeding praise rates.
Rhode, Jenson, and Reavis. (1993). The Tough Kid Book.
What if you don’t?
Serious Clause:
__________________
__________________
What if you do?
Mystery Motivator
What If Chart?
Next step….
Design lesson plans for explicitly teaching the classroom rules
Remember: I Do, We Do, You Do
Praise and reinforcement
Pre-corrections if needed
“All battles are won before they are fought.”
A Structured Environment
Consider…Where you will place your desk
Teaching is an aerobic activity!Creating space and routes to move aroundModeration on room décorSeat arrangement and assignment
Scheduling
Draft your list of activities you anticipate Establish procedures/routines for these activitiesDesignate start and stop times for each activityAllow 2-3 minutes to transitionAvoid “down time”Discourage unplanned interruptions
Scheduling
Consider…
Organization of teacher materials
“One of the biggest time-wasters in schools is the time teachers spend
shuffling papers, etc. to find lessons.”
Distribution of student materials
Reconfiguration of students for different activities
Routines
Provide overarching guidance for daily behavior—Listen when teacher is talking to you.
Apply across settings
Must be behaviorally defined—What does it look like? sound like?
Specific procedures for accomplishing daily tasks—How to move chair or carpet square.
Vary somewhat from setting to setting
Provide the “how-to” for meeting rule expectations
Behaviorally defined
Rules Routines
Example RoutinesExample Routines
Attendance/tardiness procedures heading papers assigning and collecting work homework procedures for when there are classroom visitors transitioning individual to group work lining up attention signal sharpening pencils organizing desks/workspace bathroom breaks preparing for and returning from recess/assembly requesting assistance
Teaching Routines
Devote ample time in your classroom schedule, especially in the beginning, to teaching your students your basic classroom routines.
Behavior Class
Schedule teaching time and do lesson planning for behaviors similar to reading and math.
Explicitly teaching behaviors will save time in the long run.
May need to do booster sessions throughout the year.
Teaching Routines
Define and demonstrate what you want and do not want, using examples and nonexamples.
Provide practice and rehearsal opportunities.
Teaching Routines
Provide encouragement, corrective feedback, prompts, and reinforcement.
Provide more review, then continued practice and feedback.
CHAMPS: An Organizing Tool for Classroom Activities
C -Conversation (Can students talk to each other?)H -Help (How do students get their questions answered?)A -Activity (What is the task/objective/end product?)M -Movement (Can students move about?)P -Participation (What does the expected student behavior look/sound like?)
CHAMPs, Sprick, Garrison, Howard
Expectation/Routine Design
List your classroom activitiesExamples:
Small group instruction Independent workCooperative groupsTransition to hallways
Choose one routine
Complete CHAMPS worksheet
CHAMPS Classroom Activity Worksheet
What are your expectations for the activity/routine you selected?
Conversation?
Help?
Activity?
Movement?
Participation?
Next step….
Design lesson plans for routines and explicitly teach expectations AND routines
Remember: I Do, We Do, You Do
Praise and reinforcement
Pre-corrections if needed
Research on Teaching Routines
Teachers can save more than an hour of instructional time by systematically teaching routines (LaFleur, Witt, Naquin, Harwell, & Gilbertson, 1998)Classrooms with specific procedures for getting assistance, turning in work, working independently or in groups, and lining up have fewer off-task and disruptive behaviors (Emmer & Evertson, 1981)Teachers who develop and use routines attain high task-engagement rates, which is correlated with student achievement (Brophy, 1986)
Outcomes
Establish classroom rules
Increase classroom organization
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