The 2 Most Important Variables for LearningTime devoted to instruction (TDI)How much actual time throughout the day is devoted to learning activities?Direct instruction, small group activities, independent seatworkAcademic engaged time (AET)The extent to which students are engaged or paying attention to the instructionLearning does not occur if the student is not paying attention (NO DUH!)

The Numbers:Increasing TDI or AET5 hours of possible instruction per day (300 minutes)Engage in efforts to increase TDI and/or AETIncrease by:5 minutes per day = +25 minutes per week; +15.8 hours for year 10 minutes per day = +50 minutes per week; +30.6 hours for year15 minutes per day = +75 minutes per week; +46.4 hours for year30 minutes per day = +150 minutes per week; +92.8 hours for year

Why is it more difficult to manage the Behavior of a Group than an Individual?More of them and only one of you

Difficult to please everyone at onceDiverse motivations, interests, and skill levels

Peer contagion

People do things in the context of groups that they would never do alone

16 Proactive Classroom Management StrategiesOrganizing a productive classroomEstablishing positive relationships with all students in the classPositive greetings at the door to precorrect and establish a positive climateClassroom rules/expectations and procedures are visible and known by every studentTransitions are managed wellIndependent seatwork is managed and used when neededCommunicating competently w/ studentsTeach, model, and reinforce prosocial skills

Teacher proximityMotivation system to reward desirable behaviorGoal setting and performance feedbackVisual schedule of classroom activitiesEffective cuing systems to release and regain attention5 to 1 ratio of positive:negative interactionsSmiling and being niceProviding numerous opportunities to respond

#1 Proactive Classroom Management TacticsOrganizing a productive classroomAll students can see instruction without having to strain or engage in effortStudents do not face traffic areas (distractibility)Problem students are not seated next to one anotherEasy to walk without disruptionSeating rows with paired desks instead of tables Reduces disruptive behavior (Whedall et al., 1981)Increases academic productivity (Bennett & Blundell, 1983)

#3 Proactive Classroom Management TacticsClassroom rules and proceduresEstablish clear rules/expectationsRules/expectations stated in the positiveNo more than 3 to 5 rules/expectationsReview rules/expectations on a weekly basisReinforce rule abiding behaviorsResponse cost rule violating behaviors

#5 Proactive Classroom Management TacticsPositive greetings at the door to establish a positive classroom atmosphere and precorrect problem behaviorPositive verbal or non-verbal interactions with students as they walk into the roomPrecorrect individual student or all students

#6 Proactive Classroom Management TacticsManaging independent seatworkIndependent seatwork is associated with lower rates of engagement and student achievement than teacher-led activitiesClear expectationsHave backup assignment/activity for those who finish earlyPeer-assisted assignment correcting

#7 Proactive Classroom Management TacticsCommunicating competently w/ studentsPraise, encouraging feedback, empathy statements and smilingDelivering effective praise:ContingencySpecificitySincerityDelivering effective reprimands or corrective statementsBrevityNon-emotionalNon-threatening, soft voiceProximity

#8 Proactive Classroom Management TacticsTeach and model behavioral expectations and prosocial skills (SW-PBS)Set aside time to teach prosocial skills for success in the classroomSharing, listening, waiting turns, question askingProvide examples/non-examplesCatchem being goodaka behavior specific praise

#9 Proactive Classroom Management TacticsTeacher proximityTeacher movement throughout the classroom increases academic engagementProximity reduces challenging behaviors in students Teach like the floor is on fireCant stand in the same spot for long before your feet get burned

#10 Proactive Classroom Management TacticsMotivation SystemSystem of delivering rewards or contingent access to desired activities or privileges based on performanceAllows students to receive payoff for maintaining on-task behaviorHelps students who are not inherently good at or motivated to do academic tasks

#11 Proactive Classroom Management TacticsGoal setting and performance feedbackEstablish a reasonably ambitious behavioral goal for each studentDeliver periodic feedback to the students based on their progress toward goal attainmentReward the individual students and/or entire class for meeting preset goal

#12 Proactive Classroom Management TacticsVisual schedule posted of daily activitiesStudents know what to expectStudents know when to expect which activitiesStudents know how much time will be devoted to each activityStudents can better self-manage their behavior and time

#13 Proactive Classroom Management TacticsEffective cueing systems to release and regain controlDevelop signals that release and regain attentionAvoid shouting or using the light switchUtilize students themselves as a way to prompt and regain attention from other studentsIf you can hear me raise your hand.Clap three timessnap three times

#14 Proactive Classroom Management Tactics5 to 1 ratio of positive to negative interactionsPositive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered contingent on desirable behaviorHelps students learn expected behaviors and teachers build stronger relationships with studentsReprimands or corrective statements work better in the context of a positive, reinforcing environment

#15 Proactive Classroom Management Tactics Smiling and being (Mirror Neurons!)Neurons that fire when another person acts; thus, the neuron "mirrors" the behavior of the other

IMPLICATIONS:Students learn via modeling from educators and peersStudents will treat us how we treat them (if were mean-theyre mean; if were nice-theyre nice)

Mirror Neurons the power of smilingRandomized trial looking at performance under smiling versus no smiling conditions:Those in the smile group perceived the world in a better light: To them, boring material was more interesting, neutral images looked more positive, even bland drinks seemed tastier

PLUS, people who smile more live an average of 7 years longer than those who smile less

#16 Proactive Classroom Management Tactics Providing numerous opportunities to respondClassrooms in which teachers provide students with numerous opportunities to respond, are associated with higher student engagement which is incompatible with problem behavior

Must pass the dead mans testIf a dead man can be as successful in a classroom as a live student, then there arent enough opportunities for students to respond and interact with the learning content

De-escalation StrategiesDo not intimidate the student (get on the students level)Your eyes below the studentsUse a calm voiceFewer words the betterNon-threatening body postureDo not stand over the studentStand to the sideCaring statementsEmpathy, perspective-taking, encouragementGive the student a way outAlternative activity, Not now, later, why dont you take a break and get some waterAvoiding shaming, ridiculing, and/or embarrassing the student

*****Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*Studies indicate that in some classes students spend more time transitioning than engaged in learning.*