Effective Classroom Practice: Expectations and Rules MO SW-PBS Center for PBS College of Education...
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Transcript of Effective Classroom Practice: Expectations and Rules MO SW-PBS Center for PBS College of Education...
Effective Classroom Practice:Expectations and Rules
MO SW-PBS
Center for PBSCollege of EducationUniversity of Missouri
~80% of Students
Tier 1 = Primary Prevention:
School-/Classroom-Wide Systems for All Students,
Staff, & Settings
Tier 2 = Secondary Prevention:
Specialized GroupSystems for Students
with At-Risk Behavior
Tier 3 = Tertiary Prevention:
Specialized IndividualizedSystems for Students with High-
Risk Behavior~15%
~5%
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL &
POSITIVE BEHAVIOR SUPPORT
Goal: Reduce new cases of problem behavior and/or academic failure
Goal: Reduce current cases of problem behavior and/or academic failure
Goal: Reduce intensity and severity of chronic problem behavior and/or academic failure
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
SW PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Effective Classroom Practices
Classroom:
• Expectations & Rules
• Procedures & Routines
• Continuum of Strategies to Acknowledge Appropriate Behavior
• Continuum of Strategies to Respond to Inappropriate Behavior
• Active Supervision
• Multiple Opportunities to Respond
• Activity Sequence & Offering Choice
• Academic Success & Task Difficulty
Newcomer, 2008
Newcomer, 2008
Classroom Expectations & Rules
Identify, Teach, Practice, Reinforce
Why Focus on Classroom Rules?
• A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998)
• Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emer, 1982; Johnson, Stoner & Green, 1996)
• Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)
What are Expectations and Rules?
• Expectations are outcomes• Rules are the specific criteria for meeting
expectation outcomes• Rules identify and define concepts of
acceptable behavior• Use of expectations and rules provides a
guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards
Discuss: Importance of expectations & rules?
• 2-Minute Frenzy –
– How has clarifying schoolwide/non-classroom setting rules impacted student behavior?
– Why do you think it is important to clarify classroom rules?
Guidelines for Writing Classroom Rules
Consistent with schoolwide expectations/rules
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable – Something the teacher will consistently enforce
Other Considerations…
• Students play a role in formulating rules
• Rules displayed prominently; easily seen
• Teacher models and reinforces consistently
• Rules that are easily monitored
Expectations and RulesExample…
• Expectation is: Students will be Safe
– Rules are…
• Keep hands and feet to self
• Use materials correctly
Which of These Follow the Guidelines?
• Keep hands and feet to yourself
• Turn in completed assignment
• Respect others
• Walk in the hallways
• Don’t run
Which of These Follow the Guidelines?
• Think before responding
• Come to class on time, prepared with all supplies and assignments
• Be responsible
• Be ready to learn
• Sit in your seat unless you have permission to leave it
Classroom Rule Writing Activity 1
• List problem behaviors in your classroom
• List replacement behavior (what we want kids to do instead)
• List schoolwide expectations
• Categorize rules within schoolwide expectations
*Post, teach and acknowledge
student compliance of rules
Handout 1 & 2
Activity 2Classroom Rules Survey
• Write expectations from the SW matrix.
• List classroom rules for each expectation.
• Check if rules meet 5 criteria.– Observable, Measurable, Positive, Understandable,
Always Applicable
• Use survey questions to consider how expectations and rules are used throughout the building.
Handout 3
Schedule for Teaching Classroom Rules
• First Grading Period– Teach rules for all areas of school, including
individual classrooms, during first week of school
– After first week, review rules 2 or 3 times / week
Schedule for Teaching Rules
• Through Second Grading Period– Review rules once per week
• Remainder of the Year– Review rules periodically as needed
References• Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.
• Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
• Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.
• Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.
• Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.
• IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.
• Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.
• Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.
• Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.
• Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.