Effective Strategies Effective Strategies for Classroom for Classroom ManagementManagementAngela L. Snyder, Ph.D.Angela L. Snyder, Ph.D.

Kevin S. Sutherland, Ph.D.Kevin S. Sutherland, Ph.D.Problem Behavior Research CenterProblem Behavior Research Center

Virginia Commonwealth UniversityVirginia Commonwealth University

Basic Rules of ThumbBasic Rules of Thumb

You catch more flies with honey than with You catch more flies with honey than with vinegar vinegar

Behavior is Behavior is a function of its environmenta function of its environment strengthened or weakened by its strengthened or weakened by its

consequencesconsequences Past behavior is the best predictor of Past behavior is the best predictor of

future behavior future behavior You can only know if a behavior has You can only know if a behavior has

changed by changed by observingobserving future behavior future behavior

Guiding Principles of Guiding Principles of Effective Classroom Effective Classroom

ManagementManagement

1)1) Explicitly defined desired Explicitly defined desired behaviors behaviors

2)2) Integrated management Integrated management strategies within instructionstrategies within instruction

3)3) Students are active participants Students are active participants in the learning environment in the learning environment

4)4) Being Being proproactive, not active, not rereactiveactive

Proactive Behavior Proactive Behavior ManagementManagement

Involves:Involves: Clearly communicated rules and Clearly communicated rules and

expectations for student behaviorexpectations for student behavior Ongoing positive and corrective feedbackOngoing positive and corrective feedback Fair and Fair and consistentconsistent treatment of students treatment of students Developing and maintaining a schedule or Developing and maintaining a schedule or

routineroutine Monitoring peer interactionsMonitoring peer interactions Modeling desired behaviorModeling desired behavior

Positive ReinforcementPositive Reinforcement

Behavior change generally occurs Behavior change generally occurs when consequences are attached to when consequences are attached to behaviorbehavior

The idea behind positive The idea behind positive reinforcement is that a reward is reinforcement is that a reward is given when a desired behavior given when a desired behavior occurs, thus increasing the occurs, thus increasing the likelihood of that behavior occurring likelihood of that behavior occurring againagain

Reinforcement Do’sReinforcement Do’s

ContingentContingent reinforcement received only after performing the reinforcement received only after performing the

target behaviortarget behavior Pair tangible reinforcement with verbal Pair tangible reinforcement with verbal

praisepraise ConsistencyConsistency ImmediacyImmediacy

reinforcement must be presented immediately reinforcement must be presented immediately after target behaviorafter target behavior

if not, may inadvertently reinforce intervening if not, may inadvertently reinforce intervening behaviorbehavior

Promoting Academic Promoting Academic EngagementEngagement

Edwards & Chard (2000)Edwards & Chard (2000) Teacher engagement = student engagementTeacher engagement = student engagement RecommendationsRecommendations

Plan instruction with high levels of teacher Plan instruction with high levels of teacher engagementengagement

Actively work with students on whole class or Actively work with students on whole class or group projectsgroup projects

Monitor independent workMonitor independent work Cue appropriate behaviorCue appropriate behavior

Frequent Opportunities to Respond Frequent Opportunities to Respond (OTR) to academic requests(OTR) to academic requests

Strategies to Limit Behavioral Strategies to Limit Behavioral Acceleration Acceleration

(Walker, Colvin, & Ramsey, 1995)(Walker, Colvin, & Ramsey, 1995) Avoid escalating behaviorsAvoid escalating behaviors MaintainMaintain

calmnesscalmness respectrespect detachmentdetachment

Crisis-Prevention StrategiesCrisis-Prevention Strategies Establish negative consequences Establish negative consequences

beforehandbeforehand Follow throughFollow through

The Good Behavior GameThe Good Behavior Game (Barrish, Saunders, & Wolfe; 1969)(Barrish, Saunders, & Wolfe; 1969)

What is it?What is it? A behavior modification program that A behavior modification program that

improves teachers’ ability to define improves teachers’ ability to define tasks, set rules, and discipline students tasks, set rules, and discipline students

Allows students to work in teams in Allows students to work in teams in which they are responsible to the rest which they are responsible to the rest of the group.of the group.

What is it? What is it? (Continued)(Continued)

The Good Behavior Game is a group-The Good Behavior Game is a group-contingency classroom management contingency classroom management strategy that aims to reduce strategy that aims to reduce disruptive, aggressive, off-task and disruptive, aggressive, off-task and shy behaviorsshy behaviors

Good behavior is promoted by Good behavior is promoted by rewarding teams that do not exceed rewarding teams that do not exceed maladaptive behavior standards.maladaptive behavior standards.

Team CompetitionTeam Competition

Students compete for special Students compete for special privileges and rewards.privileges and rewards.

When problem behavior of any team When problem behavior of any team member occurs, check marks are member occurs, check marks are recorded for that team. recorded for that team.

If the check marks for a team remain If the check marks for a team remain at or below a pre-set number (ie. 4) by at or below a pre-set number (ie. 4) by the end of the game, the team wins. the end of the game, the team wins. All teams may win if their check marks All teams may win if their check marks

do not exceed the pre-set number (4).do not exceed the pre-set number (4).

Implementing the GBGImplementing the GBG

Materials:Materials: Scoreboard and Timer:Scoreboard and Timer:

Blackboard for Game Winner ScoreboardBlackboard for Game Winner Scoreboard TimerTimer

Rewards:Rewards: Tangible items such as stickers or candyTangible items such as stickers or candy Enrichment materials such as arts, crafts, Enrichment materials such as arts, crafts,

or gamesor games Special activities in the classroomSpecial activities in the classroom

Getting StartedGetting Started

Define rules and behavioral Define rules and behavioral expectationsexpectations

Determine who the team members Determine who the team members areare

Assign a Team LeaderAssign a Team Leader

Behavioral Expectations Behavioral Expectations and Rulesand Rules

Talking out/verbal disruptionTalking out/verbal disruption: : talking without being permitted by talking without being permitted by the teacher, whistling, singing, the teacher, whistling, singing, yelling, or making other sounds.yelling, or making other sounds.

Rule – We will work quietly.Rule – We will work quietly.

Rules, continuedRules, continued

Aggression/physical disruptionAggression/physical disruption: : physical contacts such as hitting, physical contacts such as hitting, kicking, pushing, making someone kicking, pushing, making someone stumble, hair pulling, pinching, stumble, hair pulling, pinching, throwing objects, pencil fighting, throwing objects, pencil fighting, intentional pencil breaking, taking intentional pencil breaking, taking or destroying property of others.or destroying property of others.

Rule – We will be polite to others.Rule – We will be polite to others.

Rules, continuedRules, continued

Out-of-seatOut-of-seat: getting out of the seat : getting out of the seat without permission. Includes without permission. Includes standing up, jumping, or walking standing up, jumping, or walking around the room.around the room.

Rule – We will get out of our seats Rule – We will get out of our seats only with permission.only with permission.

Rules, continuedRules, continued

NoncomplianceNoncompliance: breaking rules, : breaking rules, disobeying the teacher.disobeying the teacher.

Rule – We will follow directions.Rule – We will follow directions.

Rules, continuedRules, continued

Concentration problemsConcentration problems: not : not staying on task, easily distracted, staying on task, easily distracted, not paying attention.not paying attention.

Rule – We will pay attention.Rule – We will pay attention.

Good Behavior Game TeamsGood Behavior Game Teams

There should be 3 teams for each There should be 3 teams for each classroom with 4 – 5 members per classroom with 4 – 5 members per teamteam

The teacher will assign each child in The teacher will assign each child in the class to a team, making sure that the class to a team, making sure that teams contain equal numbers of teams contain equal numbers of socially withdrawn children, socially withdrawn children, aggressive/disruptive children, and aggressive/disruptive children, and children with concentration problems. children with concentration problems.

Assign a Team LeaderAssign a Team Leader

Each team will have one team leader. The Each team will have one team leader. The team leader will be in charge of handing out team leader will be in charge of handing out prizes, and helping the teacher with prizes, and helping the teacher with activities for his/her winning team.activities for his/her winning team.

If the team has a socially withdrawn child If the team has a socially withdrawn child as a member, the teacher should choose as a member, the teacher should choose him/her as the leader of the team. If the him/her as the leader of the team. If the team does not have any members with team does not have any members with withdrawn behavior, the teacher should withdrawn behavior, the teacher should rotate leadership among the members of rotate leadership among the members of the team.the team.

Teams, continuedTeams, continued

If one child is responsible for a team If one child is responsible for a team repeatedly losing, the teacher should repeatedly losing, the teacher should create a 4create a 4thth team (for that child) for team (for that child) for several weeks in order to prevent several weeks in order to prevent rejection of the offender and low rejection of the offender and low team morale.team morale.

ProceduresProcedures

11stst Week Week

• • Divide the class into 3 teams. Try to Divide the class into 3 teams. Try to arrange classroom seating according to arrange classroom seating according to the 3 teams. the 3 teams.

• • The classroom rules The classroom rules (mentioned previously)(mentioned previously) should be constructed with the class and should be constructed with the class and read out loud every morning. read out loud every morning.

Decide how long the game should be Decide how long the game should be played each day, starting with short played each day, starting with short intervals (ie. 15 minutes)intervals (ie. 15 minutes)

Procedures, continuedProcedures, continued

22ndnd Week Week • • Determine a start and stop time for each Determine a start and stop time for each

day, and if you will play multiple times in a day, and if you will play multiple times in a day.day.

Explain how the game works and tell them the Explain how the game works and tell them the consequences for breaking the rules.consequences for breaking the rules.

Explain that teams with 4 or less check marks Explain that teams with 4 or less check marks during the play time wins a daily prize, and during the play time wins a daily prize, and that all teams can win.that all teams can win.

Tell them that, in addition, at the end of the Tell them that, in addition, at the end of the day the winning teams will get a star placed day the winning teams will get a star placed on the scoreboard next to their team, and at on the scoreboard next to their team, and at the end of the week, the team(s) with the the end of the week, the team(s) with the most stars, get a special reward.most stars, get a special reward.

Begin the GameBegin the Game

First Day of the GBG:First Day of the GBG: Set the timer for 15 minutes and Set the timer for 15 minutes and

announce the beginning of the game.announce the beginning of the game. During the game, each time a team During the game, each time a team

member violates a rule, stop what you are member violates a rule, stop what you are doing and place a checkmark on the doing and place a checkmark on the board for that team. board for that team. Tell the class what the rule violation was, Tell the class what the rule violation was,

who did it, and then praise the other teams who did it, and then praise the other teams for behaving well.for behaving well.

Playing the GamePlaying the Game

When the timer goes off, review with When the timer goes off, review with the class the number of check marks the class the number of check marks per team and announce the winning per team and announce the winning team(s). team(s).

Immediately hand out the reward Immediately hand out the reward (tangible, such as stickers or candy)(tangible, such as stickers or candy) to the to the winning team(s) and offer praise to the winning team(s) and offer praise to the winning team(s). The non-winning winning team(s). The non-winning teams should do quiet seatwork with no teams should do quiet seatwork with no special attention from the teacher.special attention from the teacher.

Playing the Game, Playing the Game, continuedcontinued

Second Day of the GBG:Second Day of the GBG: Erase the blackboard of the previous day’s Erase the blackboard of the previous day’s

check marks before the students come in.check marks before the students come in. Announce that the class will again play the Announce that the class will again play the

game for 15 minutes, repeat that the teams game for 15 minutes, repeat that the teams are the same, review the classroom rules are the same, review the classroom rules and the 4 check marks or less criteria for and the 4 check marks or less criteria for winning the game.winning the game.

Remind the class that the game will be Remind the class that the game will be played throughout the week, and the team(s) played throughout the week, and the team(s) that won most often will be the Weekly that won most often will be the Weekly Winner(s) and will be given a special Winner(s) and will be given a special privilege.privilege.

Weekly WinnersWeekly Winners

At the end of the week, the Weekly At the end of the week, the Weekly Winner Team(s) will get a star with a Winner Team(s) will get a star with a happy face at the right-hand side of happy face at the right-hand side of the GBG score board. The reward the GBG score board. The reward should be a little more special (e.g., should be a little more special (e.g., popcorn party). Again, non-winners popcorn party). Again, non-winners should engage in quiet seat work should engage in quiet seat work with no special attention from the with no special attention from the teacher. teacher.

GBG Procedures Throughout GBG Procedures Throughout the Yearthe Year

Continuing After the First Week:Continuing After the First Week:•• On the first day of Week 3, review the On the first day of Week 3, review the

progress of the class and solicit their opinions progress of the class and solicit their opinions about the game. At this point, the students about the game. At this point, the students should choose a special privilege for Weekly should choose a special privilege for Weekly Winners that week. This gives all the students Winners that week. This gives all the students a long-term goal to work toward.a long-term goal to work toward.

•• In the early weeks of the game, begin with In the early weeks of the game, begin with tangible rewards that are distributed tangible rewards that are distributed immediately following the game. When all 3 immediately following the game. When all 3 teams are winning consistently, begin to teams are winning consistently, begin to include intangible rewards.include intangible rewards.

Throughout the Year, Throughout the Year, continuedcontinued

If all 3 teams continue to win consistently If all 3 teams continue to win consistently with both tangible and intangible rewards, with both tangible and intangible rewards, start lengthening the time the game is played.start lengthening the time the game is played.

When all 3 teams are winning consistently When all 3 teams are winning consistently with a longer game time, begin altering the with a longer game time, begin altering the reward delivery time. For example, if the reward delivery time. For example, if the game is played from 9:00am to 10:00am, the game is played from 9:00am to 10:00am, the students should be told at the end of the students should be told at the end of the game that rewards will be distributed after game that rewards will be distributed after lunch. If the teams continue to win lunch. If the teams continue to win consistently, the teacher may play the game consistently, the teacher may play the game early in the morning and distribute rewards early in the morning and distribute rewards at the end of the school day.at the end of the school day.

What to do if all 3 teams What to do if all 3 teams are not consistently are not consistently

winningwinning•• If too many disruptive children are on one team, If too many disruptive children are on one team,

you may need to rearrange your team you may need to rearrange your team composition. composition.

If all 3 teams are losing, you may need to give If all 3 teams are losing, you may need to give different tangible rewards immediately different tangible rewards immediately following the game and/or shorten the game following the game and/or shorten the game time. time.

If several students are consistently responsible If several students are consistently responsible for a team losing, you may consider forming a for a team losing, you may consider forming a 44thth team or using individualized behavior team or using individualized behavior management strategies.management strategies.

What to do, What to do, continuedcontinued

When you split into the 4When you split into the 4thth team, do not team, do not make it appear to be a good thing or a make it appear to be a good thing or a privilege. Explain that the students are privilege. Explain that the students are being moved so that their team can win being moved so that their team can win the GBG and that they must remain on the GBG and that they must remain on the 4the 4thth team until they win the GBG for 3 team until they win the GBG for 3 consecutive sessions. When the 4consecutive sessions. When the 4thth team team has won 3 consecutive games, the has won 3 consecutive games, the students may return to their original students may return to their original teams. teams.