Designing Effective Classrooms

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Designing Effective Classrooms Cynthia M. Anderson University of Oregon

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Designing Effective Classrooms. Cynthia M. Anderson University of Oregon. In a Well-Managed Classroom. Students are actively involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption - PowerPoint PPT Presentation

Transcript of Designing Effective Classrooms

Page 1: Designing Effective Classrooms

Designing Effective Classrooms

Cynthia M. AndersonUniversity of Oregon

Page 2: Designing Effective Classrooms

C. M. AndersonUniversity of Oregon

In a Well-Managed ClassroomStudents are actively involved in their workStudents know what is expected of them and are

generally successfulThere is relatively little wasted time, confusion, or

disruptionThe climate of the classroom is work-oriented, but

relaxed and pleasant

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C. M. AndersonUniversity of Oregon

Well-Managed Classrooms Are…

Correlated with positive student outcomes (academic and behavior) and more engagement

Important for preventing more serious problems among at-risk kids

Able to prevent the development of problem behaviorStrong management signals to kids that the class is a

safe place to learn. Rated (by students, teachers, parents, administrators) as

having more positive climates.

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In Ineffective classroomsWehby, Symons, & Shores (1995)

Less than half of student’s hand raises or correct academic responses were acknowledged by teachers

 Less than 2 praise statements per hour

Most academic work consisted of independent seatwork

Inconsistent distribution of teacher attention

Compliance to a command generally resulted in the delivery of another command

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Effective Teachers Have

Clearly defined expectations and rules

Procedures for teaching expected behavior

Continuum of procedures for encouraging expected behavior

Continuum of procedures for discouraging inappropriate behavior

Procedures for on-going monitoring & evaluation

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Expectations and RulesExpectations are a foundation for the classroom

Expectations definedSchool-wide expectations are foundation for classroom

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Expectations and RulesExpectations are a foundation for the classroomDerive rules from expectations

Relevant for YOUR classroom• What are problem routines, settings?• What behaviors would you like to see more of?

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Your Classroom Vision1. What do you want your classroom to look like?2. What should it feel like to a class member?3. What do you want your students to accomplish?4. What do you want to accomplish?5. What should a visitor see? 6. How would you like a visitor to summarize your

classroom? Would they say this now?

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Expectations and RulesExpectations are a foundation for the classroomDerive rules from expectations

Relevant for YOUR classroomPositively stated & succinctTarget observable behaviorsPosted in public, easily seen place

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Mr. Wilhelm’s roomBe Safe Be Respectful Be Responsible•Walk facing forward•Keep hands, feet & objects to self•Get adult help for accidents & spills•Use all equipment & materials appropriately

•Use kind words & actions•Wait for your turn•Clean up after self•Follow adult directions•Be silent when lights are turned off

•Follow school rules•Remind others to follow school rules•Take proper care of all personal belongings & school equipment•Be honest•Follow game rules

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Expectations and RulesDevelop general classroom rulesDevelop rules for problematic routines

What do you do when you enter the room?How do you get help?

What do you do when the bell rings?

How do you clean up? What do you do during group work?

Rules for Routines1. What is the expected behavior?2. What is the signal/cue for the

expected behavior?

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Classroom RoutinesStarting the day

• put personal belongings in designated areas• turn in homework• put instructional materials in desks• sharpen pencils and gather necessary material for class• be seated & ready to start class by 8:30

Entering the classroom

• use a conversational or ‘inside voice’• keep hands, feet, objects to self• walk• move directly to desk or assigned area

Working independently

• have materials ready• work without talking• raise hand to ask for help• keep working or wait quietly for assistance when the teacher

is helping someone else• put materials away & begin next activity when finished

Asking for help • always try by yourself first• use the classroom signal for getting assistance• keep working if you can or wait quietly

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Elementary Example Lining Up

Neatly place books and materials in your desk. Sit quietly when you hear the “quiet” signal. Quietly stand up when your name (or row) is

called Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward,

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Secondary Examples: Routines

Class Discussion 1. Prepare for discussion by reading the

required assignment in advance. 2. Wait until the other person is finished

speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions:

Use appropriate expressions of disagreement.

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Expectations and RulesLinked to school-wide programPositively stated & succinct (3-5)Observable behaviorsPosted in public, easily seen placeEnforced consistentlyRULES & ROUTINES

PROVIDE STRUCTURE

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Action Planning

What are your classroom rules?Do 80% of students consistently follow rules

without reminders or prompts?Are there other problems occurring in your room?Consider:

Are your rules linked to the Tier I school intervention?Do your rules reflect common discipline problems?Do all students know and understand your rules and

consequences?Are your rules clearly stated, positively worded, and few

in number?What changes could you make to your rules?

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Effective Teachers Have

Clearly defined expectations and rules

Procedures for teaching expected behavior

Continuum of procedures for encouraging expected behavior

Continuum of procedures for discouraging inappropriate behavior

Procedures for on-going monitoring & evaluation

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Teaching Expected BehaviorBuild off School-wide expectationsWhen to teach

Beginning of yearBefore and after natural breaksWhen the data suggest teaching is neededFor individual students…after rule violations

How to teach….

Teaching Matrix

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Evaluate effects of instructionCollect dataAre rules being followed?If not ask..

who is making them?where are the errors occurring?what kind of errors are being made?when are they being made?

• Summarize data (look for patterns)• Use data to make decisions

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Effective Teachers Have

Clearly defined expectations and rules

Procedures for teaching expected behavior

Continuum of procedures for encouraging expected behavior

Continuum of procedures for discouraging inappropriate behavior

Procedures for on-going monitoring & evaluation

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Acknowledgement TipsSimple systems are bestHigh frequency of acknowledgement is keyAcknowledgement contingent on behaviorAvoid threats and response costAvoid removing opportunity for acknowledgement

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Acknowledgement Systems

Whole class systemsSmall-group systemsIndividual student systems

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Whole-Class Acknowledgement

Best for….Discrete activitiesSituations when each instance of correct behavior can

be acknowledgedEmbed within other systems

Examples

AttendanceWork completion

Timely transitionsLimit attention to peers

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Small Group AcknowledgementGeneral

Students divided into teamsPoints allocated based on student behavior when game is

in effectRewards delivered periodically (end of day, end of week)

based on points earnedTHE GOOD

BEHAVIOR GAME

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Rationale for useLarge body of empirical supportEasily modified for

Different class sizesAge groupsAbility levelsActivitiesDaily variations in the classroom

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Using TGBG

1. When will TGBG be used? Times when all students are expected to meet established

behavioral expectations Times that are difficult in your room

2. What behaviors will you target? Define 1-3 appropriate behaviors and/or 1-3 inappropriate

behaviors

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TGBG Independent Work

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Hurray! Oops.RespectfulSafeResponsible

Out of seatDisruptiveTalking out

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TGBG Group Work

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GOs STOPsRespectfulSafeResponsible

Out of seatDisruptiveTalking out

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Using TGBG

1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the

schedule?

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Sample RewardsStickersLine up firstBreak/special activityQuiet break at end of dayPoints toward large reward

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Using TGBG

1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the

schedule? Begin with n points—lose points for rule violations Begin with 0 points—earn points for rule following Combination

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Using TGBG

1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the

schedule? Team with most (fewest) points wins Everyone “over the bar” wins

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Using TGBG

1. When will TGBG be used?2. What behaviors will you target?3. What will you use for rewards and what is the

schedule?4. Introduce game to your class5. Use the game

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TGBG: When Things Go WrongSabotage

Consider forming separate teamIt used to work but now it doesn’t

Consistent use?Verbal arguments about contingencies?Considerations

• Random reinforcers and criteria• Have someone observe your implementation to problem solve

One student ruins it for the rest

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Acknowledgement Systems

Whole class systemsSmall-group systemsIndividual student systems

Acknowledgement contingent only on that student’s behavior

Examples

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Individual Student SystemsAcknowledgement contingent on individual student

behaviorExamples

Race carRed lightCard system

AdvantagesAllows system to be tailored for specific students

LimitationsLess opportunity for positive peer influenceDifficult to be consistent

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Individual Student Systems

ConsiderationsIf you use a “response cost” be sure students can

earn positives as wellIs it working—are the same students doing well

and doing poorly each day?Watch out for “shaming” as a strategyAvoid drawing attention to negative behavior

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This is the second time you have poked Jason, go flip your card.I didn’t poke him, I just touched him.

It looked like a poke to me, go flip your card.You are SO unfair! What about Bernie? She is messing with Lia’s

hair! Right now I am talking to you, go flip your card.

Mumbles under breath Tonya, please go flip your card now or you will need to go to the

principalSlowly gets up, stomps to front of room in exaggerated manner and

turns cardI don’t care about your cards anyway!

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Effective Teachers Have

Clearly defined expectations and rules

Procedures for teaching expected behavior

Continuum of procedures for encouraging expected behavior

Continuum of procedures for discouraging inappropriate behavior

Procedures for on-going monitoring & evaluation

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Common StrategiesVerbal reprimandTime outDemerit or fineDetentionWriting assignmentDeprivation of some reward/response costOffice referral

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When They Don’t Work

1. Intervention is in place without the…Systems

• For defining and teaching expectations and rules• For responding to errors• For acknowledging appropriate behavior

Data• Strategies for monitoring student behavior

2. Consequence doesn’t match function

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Why do we behave?

Modeling? Accident? Instinct?

Why Do we keep behaving?

IT WORKS!

C Anderson U Oregon March 2010

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Effective Consequences for Misbehavior Require a System

Applied consistentlyImmediate feedbackPre-determined plan for major, minor, repeat

violationsLinked to context

Requires a plan developedBEFORE the problem occurs for

Major, minor, and repeatedproblems

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Strategies: Tips for TeachersAvoid stopping lesson to respond to student

misbehaviorUse immediate consequences when feasible

Pick your battles

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Effective Teachers Have

Clearly defined expectations and rules

Procedures for teaching expected behavior

Continuum of procedures for encouraging expected behavior

Continuum of procedures for discouraging inappropriate behavior

Procedures for on-going monitoring & evaluation

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Is Your ClassroomManagement System

Working?HOW WOULD YOU

KNOW?

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Are My Changes Making a Difference?

Collect “baseline” data Implement new program with fidelityCompare baseline performance to intervention

outcomes

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When Your System doesn’t work

“Basics” are not in place Rules are known by all and viewed as fair Classroom is orderly and “works” Curriculum matches academic level Needed materials are available

Problems with acknowledgements Not reinforcing Schedule of delivery is too thin

Problems with arrangement (e.g., classroom, groups) Problems with rule enforcement System is confusing

Schedule is complicated Competing classroom management systems

Plan for disruptions (e.g., substitutes)

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Establishing Effective Classrooms Across the

School

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Why Involve the PBIS Team?

“We have books, web-sites,

And our teachers have been to SO

many presentations….”

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“Isn’t that enough? Shouldn’t our

teachers just DO IT already?”

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Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstrationPlus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0% 60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

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Classroom Management Should be Part of SWPBS

Classrooms are part of schoolsRole of SWPBS team

Delineate office-managed versus classroom-managedProvide clear and efficient process for documenting time

out of classTraining on linking Tier I of SWPBS to classroom

managementCreate climate for positive and proactive focus on

classrooms

Office vs room

Time out of class

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Roadblocks (Real and Imagined)Some teachers don’t want help (and they are the

ones who REALLY need it)No one on the team is skilled in classroom

managementWe don’t have the resources to do thisWho has time for this?What do we do?

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Developing a System for Addressing Classrooms Across the School Requires….

Knowing what areas to focus onAn action planAccess to toolsAccess to resourcesKey person who oversees implementation

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What Areas to Focus onDeriving rules from expectationsClassroom routinesUsing instruction to facilitate desired behaviorEffective acknowledgement systemsGood instructional practicesConsequences for problem behaviorRoom layout ?

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Determining Where to StartLet data be your guideConduct assessment of your school

Teacher self-assessmentPeer- or administrator-conducted observations

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Great…how do we use this for our whole

school?

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GoalObtain information about classroom functioningProgress monitoring

Key considerationsWho observes

• Administrator• Peer

When does observation occur• Random times• Teacher-determined

Peer or Administrator-Conducted

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Next StepsAssessment: Now you know what to focus onChanging classrooms requires that classrooms are

a priorityUse faculty meetingsUse grade-level meeting structure

Changing systems requires effective instructionDescription of what to do and whyOpportunities to practiceFeedback

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Step 1. InstructionModalities

ModulesReadings and discussionSmall group workshops

DeliverySpace out delivery—focus on one topic at a timeUse good instructional practices

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Other Resources to ConsiderCoaching Classroom Management: Strategies

and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).

Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to

classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific

Northwest Publishing.

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Other Resources (on your site)Expectations and rules

Classroom rules worksheetSample rules

Teaching rules and routinesDesigning classroom routines matrix

Acknowledgement systemsAcknowledgement ideasImplementing the Good Behavior Game procedures manual

Consequences for problem behaviorConsequences for problem behavior matrixFlowchart for office- versus classroom-managedTime out of class form

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Step 2: Provide Opportunities to Practice

Be sure all teachers understand what is expected after each lesson

Consider grade level collaboration around lessonOpportunities for discussionShare ideas about implementationProblem-solving & brainstorming

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Step 3: FeedbackCreate small learning communities

Possibilities: • Grade level team• Buddy system• Core group of “master teachers”

Teachers observe one anotherTeachers may provide feedback and helpful hints

Administrator walk-throughRe-administer self assessment Feedback

Corrective feedback—tipsHow will you acknowledge behavior change?

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Develop an Action PlanGuides implementation of classroom systemsBegin with obtaining teacher buy-inIdentify steps to be under-taken

Who is in charge?What will occur?What is the timeline?What is the outcome?

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Summary & Next StepsEffective classroom management is a skillFoundation: Apply instructional expertise to

behavior managementSWPBS: Really implementing means

Classroom teachers are implementing too!