designing effective classrooms cynthia m. anderson university of oregon
TRANSCRIPT
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Designing Effective Classrooms
Cynthia M. Anderson
University of Oregon
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C. M. AndersonUniversity of Oregon
In a Well-Managed Classroom
Students are actively involved in their workStudents know what is expected of them and are
generally successfulThere is relatively little wasted time, confusion, or
disruptionThe climate of the classroom is work-oriented, but
relaxed and pleasant
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C. M. AndersonUniversity of Oregon
Well-Managed Classrooms Are…
Correlated with positive student outcomes (academic and
behavior) and more engagement
Important for preventing more serious problems among
at-risk kids
Able to prevent the development of problem behavior
Strong management signals to kids that the class is a
safe place to learn.
Rated (by students, teachers, parents, administrators) as
having more positive climates.
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C. M. AndersonUniversity of Oregon
In Ineffective classroomsWehby, Symons, & Shores (1995)
Less than half of student’s hand raises or correct academic responses were acknowledged by teachers
Less than 2 praise statements per hour
Most academic work consisted of independent seatwork
Inconsistent distribution of teacher attention
Compliance to a command generally resulted in the delivery of another command
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C. M. AndersonUniversity of Oregon
Effective Teachers Have
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C. M. AndersonUniversity of Oregon
Expectations and Rules
Expectations are a foundation for the classroomExpectations definedSchool-wide expectations are foundation for classroom
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C. M. AndersonUniversity of Oregon
Expectations and Rules
Expectations are a foundation for the classroomDerive rules from expectations
Relevant for YOUR classroom• What are problem routines, settings?• What behaviors would you like to see more of?
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Your Classroom Vision
1. What do you want your classroom to look like?
2. What should it feel like to a class member?
3. What do you want your students to accomplish?
4. What do you want to accomplish?
5. What should a visitor see?
6. How would you like a visitor to summarize your classroom? Would they say this now?
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C. M. AndersonUniversity of Oregon
Expectations and Rules
Expectations are a foundation for the classroomDerive rules from expectations
Relevant for YOUR classroomPositively stated & succinctTarget observable behaviorsPosted in public, easily seen place
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C. M. AndersonUniversity of Oregon
Mr. Wilhelm’s room
Be Safe Be Respectful Be Responsible
•Walk facing forward•Keep hands, feet & objects to self•Get adult help for accidents & spills•Use all equipment & materials appropriately
•Use kind words & actions•Wait for your turn•Clean up after self•Follow adult directions•Be silent when lights are turned off
•Follow school rules•Remind others to follow school rules•Take proper care of all personal belongings & school equipment•Be honest•Follow game rules
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C. M. AndersonUniversity of Oregon
Expectations and Rules
Develop general classroom rulesDevelop rules for problematic routines
Rules for Routines1.What is the expected behavior?2.What is the signal/cue for the expected behavior?
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Classroom RoutinesStarting the day
• put personal belongings in designated areas• turn in homework• put instructional materials in desks• sharpen pencils and gather necessary material for class• be seated & ready to start class by 8:30
Entering the classroom
• use a conversational or ‘inside voice’• keep hands, feet, objects to self• walk• move directly to desk or assigned area
Working independently
• have materials ready• work without talking• raise hand to ask for help• keep working or wait quietly for assistance when the teacher
is helping someone else• put materials away & begin next activity when finished
Asking for help • always try by yourself first• use the classroom signal for getting assistance• keep working if you can or wait quietly
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C. M. AndersonUniversity of Oregon
Elementary Example
Lining Up
Neatly place books and materials in your desk. Sit quietly when you hear the “quiet” signal. Quietly stand up when your name (or row) is
called Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward,
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C. M. AndersonUniversity of Oregon
Secondary Examples: Routines
Class Discussion 1. Prepare for discussion by reading the
required assignment in advance. 2. Wait until the other person is finished
speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and
contributions: Use appropriate expressions of disagreement.
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C. M. AndersonUniversity of Oregon
Expectations and Rules
Linked to school-wide programPositively stated & succinct (3-5)Observable behaviorsPosted in public, easily seen placeEnforced consistently
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Action Planning
What are your classroom rules?Do 80% of students consistently follow rules
without reminders or prompts?Are there other problems occurring in your
room?Consider:
Are your rules linked to the Tier I school intervention?Do your rules reflect common discipline problems?Do all students know and understand your rules and
consequences?Are your rules clearly stated, positively worded, and
few in number?What changes could you make to your rules?
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C. M. AndersonUniversity of Oregon
Effective Teachers Have
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Teaching Expected Behavior
Build off School-wide expectationsWhen to teach
Beginning of yearBefore and after natural breaksWhen the data suggest teaching is neededFor individual students…after rule violations
How to teach….
Teaching Matrix
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Evaluate effects of instruction
Collect dataAre rules being followed?If not ask..
who is making them?where are the errors occurring?what kind of errors are being made?when are they being made?
• Summarize data (look for patterns)
• Use data to make decisions
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C. M. AndersonUniversity of Oregon
Effective Teachers Have
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C. M. AndersonUniversity of Oregon
Acknowledgement Tips
Simple systems are bestHigh frequency of acknowledgement is keyAcknowledgement contingent on behaviorAvoid threats and response costAvoid removing opportunity for acknowledgement
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C. M. AndersonUniversity of Oregon
Acknowledgement Systems
Whole class systemsSmall-group systemsIndividual student systems
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Whole-Class Acknowledgement
Best for….Discrete activitiesSituations when each instance of correct behavior can
be acknowledgedEmbed within other systems
Examples
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Small Group Acknowledgement
GeneralStudents divided into teamsPoints allocated based on student behavior when game is
in effectRewards delivered periodically (end of day, end of week)
based on points earned
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Rationale for use
Large body of empirical supportEasily modified for
Different class sizesAge groupsAbility levelsActivitiesDaily variations in the classroom
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Using TGBG
1. When will TGBG be used? Times when all students are expected to meet established
behavioral expectations Times that are difficult in your room
2. What behaviors will you target? Define 1-3 appropriate behaviors and/or 1-3 inappropriate
behaviors
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TGBGIndependent Work
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Hurray! Oops.
RespectfulSafeResponsible
Out of seatDisruptiveTalking out
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TGBG Group Work
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GOs STOPs
RespectfulSafeResponsible
Out of seatDisruptiveTalking out
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C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?
2. What behaviors will you target?
3. What will you use for rewards and what is the schedule?
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Sample Rewards
StickersLine up firstBreak/special activityQuiet break at end of dayPoints toward large reward
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C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?
2. What behaviors will you target?
3. What will you use for rewards and what is the schedule?
Begin with n points—lose points for rule violations Begin with 0 points—earn points for rule following Combination
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C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?
2. What behaviors will you target?
3. What will you use for rewards and what is the schedule?
Team with most (fewest) points wins Everyone “over the bar” wins
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C. M. AndersonUniversity of Oregon
Using TGBG
1. When will TGBG be used?
2. What behaviors will you target?
3. What will you use for rewards and what is the schedule?
4. Introduce game to your class
5. Use the game
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TGBG: When Things Go Wrong
SabotageConsider forming separate team
It used to work but now it doesn’tConsistent use?Verbal arguments about contingencies?Considerations
• Random reinforcers and criteria• Have someone observe your implementation to problem solve
One student ruins it for the rest
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Acknowledgement Systems
Whole class systemsSmall-group systemsIndividual student systems
Acknowledgement contingent only on that student’s behavior
Examples
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Individual Student Systems
Acknowledgement contingent on individual student behavior
ExamplesRace carRed lightCard system
AdvantagesAllows system to be tailored for specific students
LimitationsLess opportunity for positive peer influenceDifficult to be consistent
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Individual Student Systems
ConsiderationsIf you use a “response cost” be sure students can
earn positives as wellIs it working—are the same students doing well
and doing poorly each day?Watch out for “shaming” as a strategyAvoid drawing attention to negative behavior
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This is the second time you have poked Jason, go flip your card.I didn’t poke him, I just touched him.
It looked like a poke to me, go flip your card.You are SO unfair! What about Bernie? She is messing with Lia’s
hair! Right now I am talking to you, go flip your card.
Mumbles under breath Tonya, please go flip your card now or you will need to go to the
principalSlowly gets up, stomps to front of room in exaggerated manner and
turns cardI don’t care about your cards anyway!
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C. M. AndersonUniversity of Oregon
Effective Teachers Have
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Common Strategies
Verbal reprimandTime outDemerit or fineDetentionWriting assignmentDeprivation of some reward/response costOffice referral
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When They Don’t Work
1. Intervention is in place without the…Systems
• For defining and teaching expectations and rules• For responding to errors• For acknowledging appropriate behavior
Data• Strategies for monitoring student behavior
2. Consequence doesn’t match function
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Why do we behave?
Modeling? Accident? Instinct?
Why Do we keep behaving?
IT WORKS!
C Anderson U Oregon March 2010
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Effective Consequences for Misbehavior Require a System
Applied consistentlyImmediate feedbackPre-determined plan for major, minor, repeat
violationsLinked to context
Requires a plan developedBEFORE the problem occurs for
Major, minor, and repeatedproblems
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Strategies: Tips for Teachers
Avoid stopping lesson to respond to student misbehavior
Use immediate consequences when feasible
Pick your battles
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C. M. AndersonUniversity of Oregon
Effective Teachers Have
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Is Your ClassroomManagement System
Working?
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Are My Changes Making a Difference?
Collect “baseline” data Implement new program with fidelityCompare baseline performance to intervention
outcomes
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When Your System doesn’t work
“Basics” are not in place Rules are known by all and viewed as fair Classroom is orderly and “works” Curriculum matches academic level Needed materials are available
Problems with acknowledgements Not reinforcing Schedule of delivery is too thin
Problems with arrangement (e.g., classroom, groups)Problems with rule enforcementSystem is confusing
Schedule is complicated Competing classroom management systems
Plan for disruptions (e.g., substitutes)
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Establishing Effective Classrooms Across the
School
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Why Involve the PBIS Team?
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C. M. AndersonUniversity of Oregon
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Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
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Classroom Management Should be Part of SWPBS
Classrooms are part of schoolsRole of SWPBS team
Delineate office-managed versus classroom-managedProvide clear and efficient process for documenting time
out of classTraining on linking Tier I of SWPBS to classroom
managementCreate climate for positive and proactive focus on
classrooms
Office vs room
Time out of class
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Roadblocks (Real and Imagined)
Some teachers don’t want help (and they are the ones who REALLY need it)
No one on the team is skilled in classroom management
We don’t have the resources to do thisWho has time for this?What do we do?
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Developing a System for Addressing Classrooms Across the School Requires….
Knowing what areas to focus onAn action planAccess to toolsAccess to resourcesKey person who oversees implementation
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What Areas to Focus on
Deriving rules from expectationsClassroom routinesUsing instruction to facilitate desired behaviorEffective acknowledgement systemsGood instructional practicesConsequences for problem behaviorRoom layout
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Determining Where to Start
Let data be your guideConduct assessment of your school
Teacher self-assessmentPeer- or administrator-conducted observations
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Great…how do we use this for our whole
school?
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GoalObtain information about classroom functioningProgress monitoring
Key considerationsWho observes
• Administrator• Peer
When does observation occur• Random times• Teacher-determined
Peer or Administrator-Conducted
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Next Steps
Assessment: Now you know what to focus onChanging classrooms requires that classrooms are
a priorityUse faculty meetingsUse grade-level meeting structure
Changing systems requires effective instructionDescription of what to do and whyOpportunities to practiceFeedback
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Step 1. Instruction
ModalitiesModulesReadings and discussionSmall group workshops
DeliverySpace out delivery—focus on one topic at a timeUse good instructional practices
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Other Resources to ConsiderCoaching Classroom Management: Strategies
and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).
Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to
classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific
Northwest Publishing.
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Other Resources (on your site)
Expectations and rulesClassroom rules worksheetSample rules
Teaching rules and routinesDesigning classroom routines matrix
Acknowledgement systemsAcknowledgement ideasImplementing the Good Behavior Game procedures manual
Consequences for problem behaviorConsequences for problem behavior matrixFlowchart for office- versus classroom-managedTime out of class form
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Step 2: Provide Opportunities to Practice
Be sure all teachers understand what is expected after each lesson
Consider grade level collaboration around lessonOpportunities for discussionShare ideas about implementationProblem-solving & brainstorming
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Step 3: Feedback
Create small learning communitiesPossibilities:
• Grade level team• Buddy system• Core group of “master teachers”
Teachers observe one anotherTeachers may provide feedback and helpful hints
Administrator walk-throughRe-administer self assessment Feedback
Corrective feedback—tipsHow will you acknowledge behavior change?
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Develop an Action Plan
Guides implementation of classroom systemsBegin with obtaining teacher buy-inIdentify steps to be under-taken
Who is in charge?What will occur?What is the timeline?What is the outcome?
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Summary & Next Steps
Effective classroom management is a skillFoundation: Apply instructional expertise to
behavior managementSWPBS: Really implementing means