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 | |
| | |
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 | |
| | |
| | |
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 | |
| | |
| | |
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) | |
| | |
| | |
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 | |
| | |
| | |
| | |
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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