EFFECTIVE CLASSROOM MANAGEMENT PRACTICES



Team Planning Tool

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

DESIGNED FOR SCHOOLS IMPLEMENTING BUILDING-WIDE POSITIVE BEHAVIOR SUPPORTS

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#1

ARRANGE MY CLASSROOM TO MINIMIZE CROWDING AND DISTRACTION

|ACTION STEPS |DATE COMPLETED |

|Designate areas in the classroom for all activities (i.e. group vs. individual work stations) | |

|Establish traffic patterns to minimize potential problems | |

|Create visual access so that teacher can monitor all students | |

|Create visual access so that students can see instructional focus and materials. | |

|Place teacher desk in a strategic location --- away from instructional focus and not disruptive to traffic flow | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#2

MAXIMIZE STRUCTURE AND PREDICTABILITY

|ACTION STEPS |DATE COMPLETED |

|Determine routines critical to class success | |

|(See Common Routines sheet) | |

|Define desired behaviors for each routine | |

|(See Defined Classroom Routines sheet) | |

|Develop signal, if appropriate | |

|Explicitly teach classroom routines through specific directions | |

|Post procedures in appropriate locations | |

|Place Defined Classroom Routines sheet in notebook for substitute use | |

|Review classroom transition procedures before and after activities to maximize efficiency | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

COMMON ROUTINES

Entering class What to do when you need help

Leaving class Sharpening pencil

Getting class attention Getting a tissue

Using bathroom Passing out materials

TRANSITIONING BETWEEN ACTIVITIES Putting materials away

Closing/cleaning up Going to nurse

Going to locker What to do if you don’t have materials

Lunch count/attendance What to do when you’ve been absent

Getting a drink What to do when you have indoor recess

Dismissal Getting ready for lunch

Turning in work/homework What to do when a visitor comes in

Defined Classroom Routines

|Routine |Desired Behaviors |Signal |

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EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#3

POST, TEACH, REVIEW, AND REINFORCE 3-5 POSITIVELY STATED EXPECTATIONS

|ACTION STEPS |DATE COMPLETED |

|Define 3-5 behavioral expectations for your classroom that are: | |

|consistent with school-wide expectations | |

|positively stated | |

|easy to remember | |

|May complete classroom section of your building matrix with your expectations | |

|Teach expectations directly | |

|Post expectations in the classroom | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#4

PROVIDE MORE FREQUENT ACKNOWLEDGEMENT FOR APPROPRIATE BEHAVIORS THAN INAPPROPRIATE BEHAVIORS

|ACTION STEPS |DATE COMPLETED |

|Establish a system to provide four positive comments for every negative comment | |

|Begin each class with a positive | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#5

PROVIDE EACH STUDENT WITH MULTIPLE OPPORTUNITIES TO RESPOND AND PARTICIPATE DURING INSTRUCTION

|ACTION STEPS |DATE(S) ADDRESSED/COMPLETED |

|Establish balance of instruction over time | |

|individualized/small group/whole class | |

|Match pacing to student knowledge of material | |

|Present information to accommodate various learning styles (visually, orally, hands-on) | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#6

INSTRUCTION ACTIVELY ENGAGES STUDENTS IN OBSERVABLE WAYS

|ACTION STEPS | DATE(S) ADDRESSED/COMPLETED |

|Preparation of lessons should: | |

|begin with clear explanation of outcome/objective of the activity | |

|students are actively engaged at least 90% of allocated time | |

|actively engage students in observable ways – writing, verbalizing, participating | |

|Implementation of lessons should: | |

|plan for difficult transitions (establish routines) | |

|avoid dead time | |

|provide opportunities for all students to respond | |

|establish routines for students who complete initial instructional task | |

|settle students down at end of period | |

Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#7

ACTIVELY SUPERVISE MY CLASSROOM: MOVE, SCAN, INTERACT

|ACTION STEPS |DATE(S) ADDRESSED/COMPLETED |

|Monitor movement to be constant, randomized, and targets known problem areas | |

|Scan the area targeting both appropriate and inappropriate behaviors using both visual and oral cues. | |

|Use consistent positive contacts which are proactive and non-contingent on behavior. Provide immediate positive | |

|reinforcement at a high rate which is consistent and contingent on behavior. | |

|Determine classroom instructional activities in which active supervision techniques (move, scan, positively | |

|interact) should be utilized | |

| | |

Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICE

#8

IGNORE OR PROVIDE QUICK, DIRECT, EXPLICIT REPRIMANDS/REDIRECTIONS IN RESPONSE TO INAPPROPRIATE BEHAVIOR

|ACTION STEPS |DATE(S) ADDRESSED/COMPLETED |

|Become familiar with building flow chart and referral form | |

| | |

|Respond to problems in a non-argumentative, non-critical, consistent, and fair manner. | |

Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#9

ACKNOWLEDGE APPROPRIATE BEHAVIOR USING MULTIPLE STRATEGIES/SYSTEMS

|ACTION STEPS |DATE COMPLETED |

|Develop a variety of ways to reinforce appropriate behavior | |

|individual/group | |

|tangible/intrinsic | |

|written/verbal | |

|long-term/short-term | |

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Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

EFFECTIVE CLASSROOM MANAGEMENT PRACTICES

#10

PROVIDE SPECIFIC FEEDBACK IN RESPONSE TO SOCIAL AND ACADEMIC BEHAVIOR ERRORS AND CORRECT RESPONSES

|ACTION STEPS |DATE(S) ADDRESSED/COMPLETED |

|Provide curricular adaptations and strategies so that students experience 70% – 80% success rate | |

|Conclude activity with specific feedback about academic and social performance of students | |

|Conclude activity with information about what happens next (i.e., homework, next activity, etc.) | |

|Know which students met learning objective | |

|Plan for follow up instructional activities for students who were not successful in meeting the objective of | |

|lesson | |

Remember the following universal principles:

• Utilize the “model, roleplay, reinforce” approach when teaching

• Reinforce students with high rates of specific praise

• Respond to behavioral errors as you do academic errors

• Pre-correct

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