PROACTIVE CLASSROOM MANAGEMENT: DESIGNING A SYSTEM TO SUPPORT STUDENT SUCCESS

Transcription

1 AGENDA PROACTIVE CLASSROOM MANAGEMENT: DESIGNING A SYSTEM TO SUPPORT STUDENT SUCCESS Encouraging positive behavior Core classroom management components Take-away strategies Andrea M. Capizzi, Ph.D., BCBA-D Department of Special Education, Vanderbilt University RTI2-B Summer Summit June 14, 2017 PROACTIVE VS. REACTIVE CORE MANAGEMENT COMPONENTS More efficient More effective Positive Reinforcement Arrangement Rules and expectations Routines Consistent with school-wide system REINFORCEMENT PRAISE Positive Reinforcement Adding something (usually praise) that increases the likelihood that will engage in a behavior again Tell what they are doing right when they are doing it behavior-specific praise How well do teachers praise? Why are some teachers resistant to praise?

2 ADAPTED Praise/Hour White (1975) Early Elementary Floress & Jenkins (in press) Kindergarten Reinnke et al. (2013) K-3rd White (1975) Late Elementary BurneH & Mandel (2010) 1st-6th Brophy (1981) 1st-8th* White (1975) Middle School White (1975) High School Sutherland et al. (2000) 5th grade EBD Gable et al. (1983) ID, MH, LD/EBD Shores et al. (1993) EBD* Wehby et al. (1995) 6-12 year olds EBD* FROM JENKINS, FLORESS, & REINKE (2015) TIME TO THINK Do you praise enough? Are you more likely to reprimand or praise? How can you increase praise for your? STRUCTURE HIGH STRUCTURE CLASSROOMS High vs. Medium vs. Low Classroom structure is the level to which movement and activities are predictable and dictated in a classroom Which need high structure? Have more space around Clearly defined rules and expectations Limited free movement around the classroom Clearly defined and taught routines Generally have: Fewer behavioral difficulties Higher academic engagement and achievement Why is this? TIME TO THINK CLASSROOM ARRANGEMENT What is your current level of structure? Would your benefit from high structure? Limit Distractibility Decrease distractors for (e.g. peers, windows, computers, etc.) Increase Accessibility Movement around the room should be free of obstructions for you and your Optimize Visibility You can see and they can all see you and the board

3 CLASSROOM ARRANGEMENT RULES Tips: Desks in rows (at least to start the year) Decrease clutter Cover windows with curtains or artwork if distracting for Etc. Clear rules and expectations 3-5 is the optimal amount Positively stated In place all day and everywhere Should be consistent with school-wide rules Take time to teach your rules and explain them in the context of your classroom activities SAMPLE ROUTINES Be Respectful Be Responsible Be Ready clear, concise, covers all behaviors Ways to get things done in the classroom Examples: Requesting help Asking to use the restroom Turning in work Taking tests Entering the classroom Teach, practice, review, reinforce!! PLANNING ASSESSMENT WORKSHEET See handout Teacher Name: Risk Factors ( all that apply) More than 50% of receive reduced/free lunch 3 or more identified as SPED/ADD/ADHD 3 or more identified as at risk or below grade Level Elementary school School located in a highcrime area Type of class: Grade Level: (circle one) Elementary School Middle School High School Evaluate the items you checked to identify the minimal level of structure needed for your classroom (circle the appropriate level for your classroom) High Moderate Low (>3 checked) (1-2 checked) (0 checked) Space between Minimal/no Free seating space between choice Assigned seats Free movement No free movement Assigned seats around room around room Some free Talking with No talking without movement peers without permission around room permission Traditional Some free-talking Students classroom layout with peers at arranged in (i.e. rows) certain times groups Students arranged in pairs or groups Classroom Layout Answer the following questions about your classroom and the appropriate box Yes No Does your desk layout match the level of structure you noted above? Can you see ALL of your from everywhere in the room? Can ALL of your see you from each desk? Can ALL of your see the board from each desk? Can you get to EACH student quickly from anywhere in the room? Can get to all materials without distracting you and peers? Do you have a quiet space for to work independently, with groups, and/or with you? Does your classroom layout suit student age, level, and type of class? Does your layout support student attention and productivity? For any responses of No How will you change your layout to better support learning? Classroom Decor Answer the following questions about your classroom décor and the appropriate box Yes No Is your décor: Calm? Age Appropriate? Positive/Inspirational? For any responses of No How will you change your decor to encourage student learning?

4 Rules Answer the following questions about your classroom rules and the appropriate box Yes No Are your rules posted in a visible area? Do you have 3-5 rules? Are your rules age-appropriate, clear, concise, and written positively? For any responses of No How will you modify your rules? Routines List up to 5 routines you would like all in your classroom to learn and follow: 1. How will you teach this routine? TAKE AND USE STRATEGIES 2. How will you teach this routine? 3. How will you teach this routine? 4. How will you teach this routine? 5. How will you teach this routine? Maintaining and Monitoring Behavior Answer the following questions about maintaining a management plan and collecting data on problem behavior List 3 ways you will praise appropriate student behavior: Individual Reinforcers Survey your Find out what is reinforcing Use activity reinforcers you don t always need edibles and tangibles Class-wide Contingencies Do you keep data on student behavior in your classroom? If yes, what type of data do you collect? If no, what type of data collection would be feasible in your classroom? INDIVIDUAL STRATEGIES Goal Charts, Contracts, Token Economies Private vs. Public Praise Remember that not everyone needs the same thing Differentiate!!! Contracts need: Name of student Date Behavior Expectations for student Supports provided by teacher Rewards if Goal is Met Signatures Date of Review

5 THE CLIP CHART BEHAVIOR STICK IS NOT A POSITIVE BEHAVIORAL METHOD NO MATTER HOW CUTE YOU TRY TO MAKE IT THE CLIP CHART BEHAVIOR STICK IS NOT A POSITIVE BEHAVIORAL METHOD NO MATTER HOW CUTE YOU TRY TO MAKE IT Not evidence based Not evidence based Reactive Reactive Punitive & Negative for many Punitive & Negative for many Can increase problem behavior in some Can increase problem behavior in some CLASS-WIDE CONTINGENCIES Working together for a common reinforcer BUILD IT, FILL IT, OR SPELL IT Steps: 1. Set a goal 2. Identify behavioral expectations for earning pieces or letters and explain to 3. Provide the reinforcer publicly BUILD IT FILL IT Brownie Points ADD IMAGE Warm Fuzzies (pom poms in a jar) Puzzle Pieces ADD IMAGE Drops in the bucket (marbles or small balls in a jar) Come up with your own ideas based on your school mascot, subject area, etc. The options are endless Anything visual works!

6 SPELL IT WHAT KIND OF REINFORCEMENT SYSTEM WILL YOU PUT IN PLACE All this takes is a white board and marker Choose a word or phrase and earn letters. Once they spell the word or phrase, they earn the reinforcer For individual? For the whole class? AWESOME Go Wildcats! WRAPPING IT ALL UP THANK YOU! Clear rules and expectations Positive Reinforcement Punishment doesn t work Should be consistent with school-wide system Questions My contact information: Andrea Capizzi Andrea.capizzi@vanderbilt.edu