Critical Components for Critical Components for Classroom ManagementClassroom Management

July 8, 2006July 8, 2006

What is behavior What is behavior management?management?

• A wide variety of A wide variety of techniques used to techniques used to monitor and change monitor and change behaviors.behaviors.

• Classroom Classroom ManagementManagement

• Methods for increasing Methods for increasing behaviorbehavior

• Methods for decreasing Methods for decreasing behaviorbehavior

• Data collectionData collection• A team effort!A team effort!

• AttentionAttention: Most People Like Attention. If : Most People Like Attention. If a student receives attention for a behavior, a student receives attention for a behavior, They will more than likely repeat it.They will more than likely repeat it.

• Environment:Environment: If a students home If a students home environment is stressful, and inappropriate environment is stressful, and inappropriate behavior is being modeled; the student will behavior is being modeled; the student will be most comfortable with what is familiar.be most comfortable with what is familiar.

• Genes: Genes: It is common for families to pass It is common for families to pass down traits. Behavioral issues such as down traits. Behavioral issues such as aggression, attention and impulsivity do aggression, attention and impulsivity do have genetic origins have genetic origins

Roles In the ClassroomRoles In the Classroom

• On your note card, On your note card, write down what write down what you feel the you feel the expected role is for expected role is for each of the each of the following: teachers, following: teachers, Para educators, Para educators, students.students.

• When you are done, When you are done, discuss your discuss your answers as a group.answers as a group.

There is no “I” in team!There is no “I” in team!

• All members of the All members of the team must team must work work togethertogether for a for a behavior management behavior management to be successfulto be successful

• Keep a written copy of Keep a written copy of your behavior plans, your behavior plans, and review it as and review it as neededneeded

• Provide feedback to Provide feedback to the team on what is the team on what is working on the plan working on the plan and what is not.and what is not.

As the day begins…As the day begins…

• Presentation of skit.Presentation of skit.• What are your reactions to what you What are your reactions to what you

saw?saw?• Was there team work involved?Was there team work involved?

Steps to Effective Steps to Effective Classroom Management:Classroom Management:

• ProceduresProcedures

• CueingCueing

• TransitionsTransitions

• SchedulesSchedules

ProceduresProcedures

• It is important your students know what to It is important your students know what to expect.expect.

• Procedures and routines provide Procedures and routines provide predictability and should be in place for predictability and should be in place for the following activities:the following activities:– Interacting with the classroom environmentInteracting with the classroom environment– Procedures and rules outside the classroomProcedures and rules outside the classroom– Group and individual courseworkGroup and individual coursework– Observance of the rulesObservance of the rules

The Fab FourThe Fab Four

• Procedures and rules should be Procedures and rules should be explained to students and support explained to students and support staff at the beginning of the school staff at the beginning of the school year. This will develop routine.year. This will develop routine.

• Support staff will need to know the Support staff will need to know the procedures to help reinforce them.procedures to help reinforce them.

• Knowing procedures ahead of time Knowing procedures ahead of time will greatly assist you when conflict will greatly assist you when conflict arises.arises.

CuingCuing• Cuing is the use of nonverbal actions or Cuing is the use of nonverbal actions or

symbols in the classroom to help eliminate symbols in the classroom to help eliminate disruption.disruption.

• Common types of cuing include:Common types of cuing include:– Writing your name on the chalkboard to go to the Writing your name on the chalkboard to go to the

bathroom.bathroom.– Using sign language for water or bathroom so Using sign language for water or bathroom so

students may use this instead of disrupting a group.students may use this instead of disrupting a group.– Teachers using a musical triangle at the beginning Teachers using a musical triangle at the beginning

or end of an activity.or end of an activity.– Moving a card in a pocket to indicateMoving a card in a pocket to indicate change in location for studentschange in location for students

Why is cuing necessary?Why is cuing necessary?• Cuing helps aide classroom management Cuing helps aide classroom management

by reducing the number of disruptions by reducing the number of disruptions during the day.during the day.

• Students develop a sense of Students develop a sense of independence.independence.

• Students are responsible for keeping Students are responsible for keeping themselves on track and alerting staff to themselves on track and alerting staff to changes or needs.changes or needs.

TransitionsTransitions• Transitions happen Transitions happen

all day long in the all day long in the classroom.classroom.

• Examples of Examples of transitions include:transitions include:– Entering or leaving Entering or leaving

the classroom.the classroom.– Changing activitiesChanging activities– Getting out new Getting out new

supplies for lessonssupplies for lessons– Traveling from class Traveling from class

to classto class

Ideas for Smooth Ideas for Smooth TransitionsTransitions

• Use music to cue a Use music to cue a transition to a new transition to a new activity.activity.

• Use “Line Police” to Use “Line Police” to monitor students monitor students walking down the walking down the hallhall

• Strong procedures Strong procedures for changing classes for changing classes (secondary)(secondary)

• Turn lights off and Turn lights off and on at beginning and on at beginning and end of activities.end of activities.

SchedulesSchedules

• Schedules help Schedules help students be informed students be informed of activities during the of activities during the day.day.

• Students should be Students should be aware of expectations aware of expectations related to schedules related to schedules such as bringing such as bringing appropriate materials appropriate materials to class, arriving on-to class, arriving on-time, and beginning time, and beginning work promptlywork promptly

The Para educator's Role The Para educator's Role in Classroom in Classroom ManagementManagement

• Learn classroom proceduresLearn classroom procedures• Learn cues used by teachers Learn cues used by teachers • Develop cues to use with students when Develop cues to use with students when

necessarynecessary• Know daily schedule for self and studentsKnow daily schedule for self and students• Assist students when they go off taskAssist students when they go off task• Assist with data collectionAssist with data collection• Be familiar with any behavior plans and assist Be familiar with any behavior plans and assist

with implementationwith implementation• Be the eyes and ears for the teacherBe the eyes and ears for the teacher

Now…Now…• Remember the skit Remember the skit

from earlier? Watch from earlier? Watch it again.it again.

• This time, write This time, write down suggestions to down suggestions to improve the improve the classroom classroom management for the management for the time seen in class.time seen in class.

• Share with the Share with the group!group!

Functional Behavior Functional Behavior AnalysisAnalysis

• Many times students Many times students exhibit behaviors exhibit behaviors which frustrate and which frustrate and baffle staff. The Para-baffle staff. The Para-professional will be professional will be called on to assist with called on to assist with data collection for a data collection for a student’s Functional student’s Functional Behavior Analysis Behavior Analysis (FBA).(FBA).

• The FBA can be a The FBA can be a critical component in critical component in effective classroom effective classroom management.management.

What is an FBA?What is an FBA?• An FBA is a means of An FBA is a means of

collecting data on a student collecting data on a student and using that data to and using that data to determine why a student determine why a student exhibits a certain behavior.exhibits a certain behavior.

• FBA results are used to FBA results are used to determine replacement determine replacement behaviors for a student and behaviors for a student and also develop a Behavior also develop a Behavior Improvement Plan in which Improvement Plan in which the paraprofessional and the paraprofessional and the teacher will be key in the teacher will be key in the implementation of the the implementation of the plan.plan.

Components of the FBAComponents of the FBA

• Identifying Target Identifying Target BehaviorsBehaviors

• Assessment/Data Assessment/Data CollectionCollection

• Putting together Putting together meaningmeaning

• Functional AnalysisFunctional Analysis• GoalsGoals• Behavior Behavior

Intervention PlanIntervention Plan

““The Breakfast Club”The Breakfast Club”

• Watch the short Watch the short clip from “The clip from “The Breakfast Club”Breakfast Club”

• Record any Record any observations made observations made about Judge about Judge Nelson’s character Nelson’s character during this scene.during this scene.

Assessment/Data Assessment/Data CollectionCollection

• Areas to assess or Areas to assess or collect data:collect data:– Family InterviewsFamily Interviews– Student InterviewsStudent Interviews– Record ReviewsRecord Reviews– IEP ReviewsIEP Reviews– ObservationsObservations– Motivational Motivational

Assessment ScaleAssessment Scale

Types of Observation Types of Observation Collection DevicesCollection Devices

• ABC sheet- used to record ABC sheet- used to record the antecedent, behavior, the antecedent, behavior, and consequence during a and consequence during a period of time.period of time.

• Scatter Plot sheet- used to Scatter Plot sheet- used to record the number of times record the number of times identified behaviors identified behaviors occurred during time occurred during time intervals.intervals.

• Interval Recording-used to Interval Recording-used to record what behavior is record what behavior is being exhibited at intervals being exhibited at intervals of time.of time.

““The Breakfast Club” The Breakfast Club” Take TwoTake Two

• Watch the clip from Watch the clip from “The Breakfast “The Breakfast Club” againClub” again

• Each of you have Each of you have been given an been given an observation data observation data collection form to collection form to fill out.fill out.

• Use your sheet to Use your sheet to record observations record observations during the sceneduring the scene

Target BehaviorsTarget Behaviors• A target behavior is a A target behavior is a

specific behavior of specific behavior of concern exhibited. concern exhibited. Observations of this Observations of this behavior should be very behavior should be very concrete.concrete.

• Example: Bob shows Example: Bob shows aggressive behaviors. This aggressive behaviors. This includes hitting lockers, includes hitting lockers, throwing trash cans, throwing trash cans, breaking glasses, etc…breaking glasses, etc…

• BEING CLEAR HELPS BEING CLEAR HELPS EVERYONE KNOW THEY EVERYONE KNOW THEY ARE LOOKING AT THE ARE LOOKING AT THE SAME BEHAVIOR!SAME BEHAVIOR!

What Do We Do With The What Do We Do With The Data?Data?

• Collection of data is Collection of data is only one step in the only one step in the FBA.FBA.

• Forming graphs and Forming graphs and using triangulation using triangulation can help see can help see relationships between relationships between behaviors, behaviors, antecedents, and antecedents, and consequences.consequences.

• Data Relationships Data Relationships help form a hypothesis help form a hypothesis for the behaviorfor the behavior

Forming a HypothesisForming a Hypothesis

• After data is collected After data is collected and compared, a and compared, a hypothesis needs to hypothesis needs to be formed.be formed.

• The hypothesis should The hypothesis should be stated in terms of be stated in terms of “When a student does “When a student does this..” or “Before a this..” or “Before a student does this…”student does this…”

• The hypothesis is a The hypothesis is a reasoning for why the reasoning for why the behavior occurs.behavior occurs.

Role Play!Role Play!• Volunteers will role Volunteers will role

play behavioral play behavioral scenarios for you to scenarios for you to observeobserve

• During the role play, During the role play, use a data collection use a data collection sheet to observe sheet to observe behaviors.behaviors.

• Form groups. Share Form groups. Share out information from out information from the data collection and the data collection and create a graph to help create a graph to help you see patterns.you see patterns.

• Form a hypothesis for Form a hypothesis for the behavior.the behavior.

What does it mean for What does it mean for Para educators?Para educators?

• Para educators are Para educators are invaluable to the invaluable to the classroom classroom management and management and behavior management behavior management procedure.procedure.

• Para educators often Para educators often work closely with work closely with students and have students and have insight unknown to insight unknown to teachers about teachers about behaviors or behaviors or antecedents to antecedents to behavior during class.behavior during class.

Team PlayersTeam Players• Para educators need to be Para educators need to be

included in the formation included in the formation of classroom management of classroom management techniques and know how techniques and know how to use behavior control to use behavior control methods to work with methods to work with students more effectively.students more effectively.

• Para educators are often Para educators are often the best source of data the best source of data about students. Staying about students. Staying on the same page as the on the same page as the team, helps the whole team, helps the whole team help the student.team help the student.

• Para educators are critical Para educators are critical members of the classroom members of the classroom team! team!

ReferenceReference

Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional Support of Students with Disabilities: Literature fromParaprofessional Support of Students with Disabilities: Literature from the Past Decade. the Past Decade.

Exceptional Children, 68Exceptional Children, 68(1), 45. Retrieved August 4, 2006, from Questia database: http://w(1), 45. Retrieved August 4, 2006, from Questia database: http://www.questia.com/PM.qst?a=ww.questia.com/PM.qst?a=o&do&d=5000880042=5000880042