2. “Because we ignored the
whispers of behavior, we
created the shouting
behavior…
The idea is to listen as
soon as possible so the
person does not have to
keep shouting.”
5. Rules for Classroom Rules
Observable
Measurable
Positively stated
Specific
Maximum of 5
Not in question format
Logical reflection of classroom expectations
6. Classroom Rules Formula
Compliance rule
Preparation rule
Talking rule
In Class Behavior rule
On Time rule
Transition Behavior rule
7. Examples/ Nonexamples
Respect authority
Keep your hands and feet to yourself
Have books, pencils, and paper when
you come to class
Do your best
Be in class by 8:00 a.m.
10. Explicit Teaching of Rules
Students usually know what “NOT” to do, but
often don’t know what “TO DO”.
_________ students how to perform basic
school skills _________ behavior problems
and saves precious instructional time.
We can’t expect them to “just know” what to
do.
__________ teach and demonstrate rules and
provide booster sessions when needed.
11. Explicit Teaching of Rules
Students usually know what “NOT” to do, but
often don’t know what “TO DO”.
Teaching students how to perform basic
school skills prevents behavior problems
and saves precious instructional time.
We can’t expect them to “just know” what to
do.
Explicitly teach and demonstrate rules and
provide booster sessions when needed.
12. Scaffolding
Teacher Student
Support Independence
Time
Adapted from Dr. David Chard, University of Oregon (2004)
13. Strategies to Teach
Rules must be explicitly taught and
practiced
Take out your calendar
Commit to a schedule for teaching the rules
Review rules every morning or beginning
of program for 2 weeks
Allow for discussion of rules
Follow the I do, We do, You do format
14. Gradual Release of Responsibility
(You Watch)
T
Modeled Instruction
E
A
Shared Instruction C (Together!)
H
Guided Practice
(I Watch/Guide)
Independent
Practice (Reflect)
Copyright Angela Maiers 2008
Adapted from Doug Fisher, 2008
15. Strategies for Student Compliance
Define your behavior reinforcement plan.
Define your behavior reduction plan.
What does reinforcement really mean?
16. Consequences
What happens when I break a rule?
AND
What happens when I follow the rules?
17. Praise vs. Reprimands
According to studies conducted by White
and Van Houghten, from second grade
to junior high school, the average rate of
teacher reprimands in the classroom is
once every 2 minutes. After 2nd grade,
the rate of teacher praise declines
rapidly, with the rate of reprimands
almost always exceeding praise rates.
Rhode, Jenson, and Reavis. (1993). The Tough Kid Book.
18. What If Chart?
What if you do? What if you don’t?
Mystery Motivator
Serious Clause:
__________________
__________________
19. Next step….
Design lesson plans for explicitly
teaching the classroom rules
Remember: I Do, We Do, You Do
Praise and reinforcement
Pre-corrections if needed
21. A Structured Environment
Consider…
Where you will place your desk
Teaching is an aerobic activity!
Creating space and routes to move around
Moderation on room décor
Seat arrangement and assignment
22. Scheduling
Draft your list of activities you
anticipate
Establish procedures/routines for
these activities
Designate start and stop times for
each activity
Allow 2-3 minutes to transition
Avoid “down time”
Discourage unplanned interruptions
23. Scheduling
Consider…
Organization of teacher materials
“One of the biggest time-wasters in
schools is the time teachers spend
shuffling papers, etc. to find lessons.”
Distribution of student materials
Reconfiguration of students for different
activities
25. Rules Routines
Provide overarching Specific procedures for
guidance for daily accomplishing daily
behavior—Listen when tasks—How to move
teacher is talking to you. chair or carpet square.
Apply across settings Vary somewhat from
setting to setting
Must be behaviorally
defined—What does it Provide the “how-to” for
look like? sound like? meeting rule
expectations
Behaviorally defined
26. Example Routines
Attendance/tardiness procedures
heading papers
assigning and collecting work
homework
procedures for when there are classroom visitors
transitioning individual to group work
lining up
attention signal
sharpening pencils
organizing desks/workspace
bathroom breaks
preparing for and returning from recess/assembly
requesting assistance
27. Teaching Routines
Devote ample time in your
classroom schedule, especially in
the beginning, to teaching your
students your basic classroom
routines.
28. Behavior Class
Schedule teaching time and do lesson
planning for behaviors similar to reading
and math.
Explicitly teaching behaviors will save
time in the long run.
May need to do booster sessions
throughout the year.
29. Teaching Routines
Define and demonstrate what you
want and do not want, using examples
and nonexamples.
Provide practice and rehearsal
opportunities.
30. Teaching Routines
Provide encouragement, corrective
feedback, prompts, and reinforcement.
Provide more review, then continued
practice and feedback.
31. CHAMPS: An Organizing Tool for
Classroom Activities
C -Conversation (Can students talk to each
other?)
H -Help (How do students get their questions
answered?)
A -Activity (What is the task/objective/end
product?)
M -Movement (Can students move about?)
P -Participation (What does the expected
student behavior look/sound like?)
CHAMPs, Sprick, Garrison, Howard
32. Expectation/Routine Design
List your classroom activities
Examples:
Small group instruction
Independent work
Cooperative groups
Transition to hallways
Choose one routine
Complete CHAMPS worksheet
33. CHAMPS Classroom Activity
Worksheet
What are your expectations for the
activity/routine you selected?
Conversation?
Help?
Activity?
Movement?
Participation?
34. Next step….
Design lesson plans for routines and
explicitly teach expectations AND
routines
Remember: I Do, We Do, You Do
Praise and reinforcement
Pre-corrections if needed
35. Research on Teaching Routines
Teachers can save more than an hour of instructional
time by systematically teaching routines (LaFleur,
Witt, Naquin, Harwell, & Gilbertson, 1998)
Classrooms with specific procedures for getting
assistance, turning in work, working independently or
in groups, and lining up have fewer off-task and
disruptive behaviors
(Emmer & Evertson, 1981)
Teachers who develop and use routines attain high
task-engagement rates, which is correlated with
student achievement (Brophy, 1986)
9/27/06 This is a great quote to use in a behavior training because it illustrates the importance of preventive/proactive strategies. It is good to emphasize that there are too many students being forced to shout.
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9/27/06 This checklist serves a variety of purposes. The checklist forces the teacher to examine current teaching practices. This checklist can act as a baseline for the teacher. It also acts as a research based “best practices” tool. Administrators may use this tool as a way to organize teacher observations. This tool is not evaluative in nature… its purpose is to highlight effective instructional foci.
9/27/06 Many times teachers and administrators overlook the importance of classroom rules. Even when rules are displayed, their impact is not apparent in the moment by moment classroom dynamics This slide delineates the important components of rules Logically represent your basic expectations for student behavior Publicly posted Tie rules to consequences
9/27/06 Dr. Bill Jenson recommends this classroom rule formula. This formula provides a structure for teachers to design rules. It also provides a guide for administrators. Classroom teachers with high rates of office referral may be required to address behavior in this matter. This in by no means to be perceived or used as an evaluative tool.
9/27/06 Respect authority nonexample Keep your hands and feet to yourself example Have books, pencils, and paper when you come to class example Do your best non example Be in class by 8:00 example Non examples and examples are a research validated means of quickly teaching concepts.
9/27/06 Card sort Participant match rules with type of rule based on formula
9/27/06 Due to the importance of classroom rules, teachers are to reevaluate their current rules based on the formula provided. Teachers without rules may use this time to create rules to address the various areas.
9/27/06 Point out the importance of sharing strategies with teachers that are research based. This slide is a form of guided notes. ASR vs. OT…. Active Student Responding… filling in the blanks. Proof that at that time the student is engage in the material at hand. This differs from on task (OT) behavior. When a student is on task that does not mean the student is really attending to the material or conversation at hand. It means that the student is looking at you and nodding his or her head. ASR is the student observably and measurably engaging in the task at hand. Guided notes are a quick effective way to increase engaging and student success. If students know what they are supposed to do, they are less likely to do what they are not supposed to do. Again, we need to explicitly teach all our students the rules and routines. We cannot ever assume that all kids will behave the way you would like them to.
9/27/06 If students know what they are supposed to do, they are less likely to do what they are not supposed to do. Again, we need to explicitly teach all our students the rules and routines. We cannot ever assume that all kids will behave the way you would like them to.
9/27/06 This graphic comes from Dr. David Chard. This is a pictorial representation of scaffolded instruction. It illustrates the shift from Teacher support to student independence while highlighting the importance of time.
9/27/06 Provide with a lesson planning format In the world of behavior it is just as important to teach behavioral expectations as it is to teach spelling words Click on Explicitly to get to script
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9/27/06 This chart is used to post both reinforcement for following the rules, and undesirable consequences for not following the rules. This should be listed in a hierarchy from small reinforcers up to larger reinforcers for following rules, and mild consequences to severe consequences for not following the rules. The severe clause is for those behaviors that are so severe that they need a severe consequence immediately as opposed to going through the hierarchy (i.e.. severe aggression which injures someone). This chart should be clearly posted in your classroom, and should be taught to students so they know both the desirable and undesirable consequences for rule following behavior.
9/27/06 Click on clip art for lesson plan
9/27/06 Old military saying. What does that quote mean to you as a teacher? It’s about being prepared. To win the battle of who “manages the classroom”, we need to be proactive and put research based principles into place. “ Scientifically research based means research that involves the application of rigorous, systematic, and objective procedures to obtain valid and reliable information relevant to education activities and programs.” The two areas we want to look at are using time effectively and efficiently and keeping students engaged.
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9/27/06 This slide is intended to give a little further guidance about the difference between rules and routines. You should only have 3-5 rules. But because of the different requirements of different settings, you will likely have a greater number of routines. For example, if a rule is to protect people and materials from damage, you will need to teach the routines of safely carrying books and bookbags in the halls, of moving chairs, desks, and/or materials within the classroom, and moving through the cafeteria safely with a lunch tray…One rule, several routines.
9/27/06 Refer participants to the CHAMPS Classroom Routine Worksheet as a means to develop standards for routines in their classrooms. Participants do not have this version….
9/27/06 The CHAMPS form can be used to develop your expectations for the routines.
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9/27/06 Use the document camera to show the CHAMPS classroom Routine form These are some guidelines when deciding what are the specific behaviors that you expect in the classroom. These are the expectations/routines that you would explicitly teach. These expectations/routines can be developed for classroom activities and transitions. Click on clip art for example
9/27/06 On the next page, there are examples of activities to develop expectations.
9/27/06 CHAMPS Classroom Activity Worksheet Have them break out into groups (if possible) and develop a CHAMPS form for an activity that they choose. Participants may complete a form and share out if there is time.
9/27/06 To access the lesson plans for routines click on “lesson plans”