Presentation on theme: "Evidence Based Practices in Classroom Management"— Presentation transcript: 1 Evidence Based Practices in Classroom Management Show
2 Brandi Simonsen, Sarah Fairbanks, Amy Briesch, Diane Myers, & 3 Training Behavioral Expectations
4 What, Why, and How??? 5 Critical Features of Effective Classroom Management
6 School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
7 School-wide Positive Behavior Support Systems
8 Evidence Based Practices in Classroom Management 9 Begin with the End in
mind 10 1. Maximize structure in your classroom.
11 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations. 12 3. Actively engage students in observable ways.
13 Range of evidence based practices that promote active engagement. 14 Evidence-Based Practices 15 Engagement General term that refers to how a student
participates during classroom instruction Greenwood, Horton, & Utley (2002) Comprised of passive (e.g., listening to a teacher) and active (e.g., writing, answering a question) behaviors. Engagement is the best mediating variable between instruction and academic achievement if students are actively engaged in instruction, then it is difficult to engage in incompatible behaviors (e.g., talking out, out of seat) Greenwood, Terry,
Marquis, and Walker (1994) is a general term that refers to how a student participates during classroom instruction (Greenwood, Horton, & Utley, 2002). is comprised of passive (e.g., listening to a teacher) and active (e.g., writing, answering a question) behaviors. Greenwood, Terry, Marquis, and Walker (1994) found that engagement was the best mediating variable between instruction and academic achievement if students are actively engaged
in instruction, then it is difficult to engage in incompatible behaviors (e.g., talking out, out of seat) 16 Actively Engage Students in Observable Ways 17 Rate of Opportunities to Respond
(OTRs) 18 Opportunity to respond A teacher behavior that prompts or solicits a student response 19
Evidence Base Opportunity to Respond (OTR)
20 Increasing the rate of opportunities to respond (OTR)… 21 Optimal number of OTRs The optimal number of OTR depends on the learning situation. during instruction of
new academic material, teachers should provide students 4-6 OTR per minute with at least 80% accuracy. during activities of previously reviewed material, teachers should provide 8-12 OTR per minute with at least 90% rate of accuracy. (Partin et al.)
22 Choral Responding All students in the class or group respond orally in unison to a teacher prompt
23 Using Choral Responding 24 Choral Response Examples 25 Response Cards Cards with pre-printed response choices (e.g., "YES/NO") and cards or laminated white boards on which students write their responses to
a teacher question or academic problem 26 Steps for Response Cards
27 Response Card Example http://youtu.be/2c6M0hJz0j8 28 Direct Instruction
29 Direct Instruction An approach to classroom teaching characterized by:
30 Direct Instruction Direct instruction involves the teacher… 31 Evidence Base Direct Instruction 32 What is Direct Instruction? 33
Direct Instruction Examples
34 Direct/Explicit Instruction 35 The Direct, Explicit Model of
Instruction
36 Five Phases of Explicit Instruction
37 12 Criteria for Direct Instruction 38 Computer Assisted Instruction 39
Computer assisted instruction (CAI)
40 Evidence Base Computer assisted instruction 41 Guidelines for Implementing CAI 42 Class-wide Peer Tutoring 43 Class wide peer tutoring
(CWPT)
44 Evidence Base Class wide peer tutoring
45 Class Wide Peer Tutoring (CWPT) 46 Steps for Implementing CWPT 47 Steps for Implementing CWPT
48 Class-Wide Peer Tutoring Example 49 Guided Notes 50 Heward and Orlansky (1993):
51 Evidence Base Guided notes 52
Guided Notes Step 1: Prepare Guided Notes
53 Guided Notes Step 2: Use Notes & Provide Student Feedback
54 Guided Notes Example Two common strategies to increase OTR are: 55 Guided Notes Example Two common strategies to increase OTR are:
56 4. Establish a continuum of strategies to acknowledge appropriate behavior.
57 Specific and Contingent Praise
58 Group Contingencies This involves reinforcement of the entire group dependent upon the performance of individual members. Group-oriented contingencies may be of three types: (1) Dependent: the performance of one or more particular group members determines the consequence received by the entire group. (2)
Independent: each group member receives a consequence if they individually meet the contingency. (3) Interdependent: each student must reach a prescribed level of behavior before the entire group receives a consequence. However, a student may sabotage or ruin the reinforcement for the group to gain negative attention. Extreme peer pressure may be placed on the individual who does not meet the group contingency criteria.
59 Examples Pre-K» Mrs. Bailey gave each child who put away the art materials correctly a smile and a thank you.
(independent) Elementary» If Demetrius earns a score of 75% or better on each math test during the third quarter, the fourth grade class will all take a trip to the dinosaur museum in April. (dependent) Secondary» Mr. Miller‘s sophomore history class is allowed to watch a movie on Friday if all of the students bring in their homework for the entire week. (interdependent)
60 Behavior Contract A behavior contract is a simple arrangement that ties student
behavior to a long-term reward or incentive. The contract will: Name the behavior to be performed Specify the extent that the behavior is to be performed daily Identify when the reward is to be given to the student Indicate the number of days that the student will need to meet the daily behavior standard. The contract is written and signed by the teacher and student with the possible additional signatures of a school administrator
or parent. The written contract is a motivational tool in which the school staff person has agreed to provide a reward when the student completes the described behavior. Typically contracts are written in a positive tone to increase expected behavior. -Michigan Department of Education 61
How does a contract get written? 62 Contracts are most
useful when:
63 Token Economies A token economy is a system in which a token is administered to students when appropriate behaviors are displayed and the tokens can be exchanged later for reinforcers. Idea for tokens can include: Plastic or metal chips Marks on a blackboard Points marked on a paper point card
Stars Holes punched in a card Stickers paper clips Beans in a jar Happy faces Play money 64 5. Establish a continuum of
strategies to respond to inappropriate behavior. 65 Error Correction Contingent: occur immediately after the undesired behavior. Specific: tell
the learner exactly what they are doing incorrectly and what they should do differently in the future. Brief: after redirecting back to the behavior, move on. 66 Differential Reinforcement 67 Differential reinforcement of low rates (DRL) 68 Differential reinforcement of other behavior (DRO)
69 Differential reinforcement of alternative behavior (DRA)
70 Differential reinforcement of functional communicative behavior (DRC)
71 Differential reinforcement of incompatible behavior (DRI)
72 Planned Ignoring This is an extinction procedure that involves withdrawing attention when an inappropriate behavior is occurring. This is most effective for behaviors that are primarily occurring to gain attention. Over time, the person learns that they do not get your attention for engaging in that behavior. Planned ignoring should never
be used alone. It should always be paired with a reinforcement procedure for appropriate behaviors. When an inappropriate attention seeking behavior occurs, you can either: Ignore the behavior but continue to reinforce appropriate behaviors Ignore the behavior and the person until they engage in the desired appropriate behavior, then reinforce that behavior when it occurs.
73 Common Mistakes Giving feedback ―Johnny that was not nice to say 74 Examples P» Sue often cries to get attention at preschool. Her teacher stops giving her attention when she cries. At first Sue cries harder and longer. The
teacher still ignores her. As the behavior is not being reinforced, the crying gradually tapers off. Sue periodically reverts back to crying to see if the teacher has ―changed the rules. As the teacher ignores it consistently, the crying disappears completely. o E» Mike continually puts his hands in his pants. He receives attention from the teacher and the aide when they ask him to take his hands out of his pants. The teacher and aide begin to compliment Mike when he is sitting
appropriately and do not attend to him when his hands are in his pants. o S» Barbara is a high school student who makes inappropriate remarks to her teacher. The teacher decides to withdraw his attention when Barbara makes inappropriate remarks by breaking eye contact, making no facial expression, and walking away. When Barbara is appropriate in her remarks to the teacher, he responds briefly and redirects her attention back to the classroom activity.
75 Response Cost Contingent withdrawal of a specific amount of available reinforcers (e.g., points, privileges, etc.) following an inappropriate response. Response cost must be less than the total amount or number of reinforcers available (i.e., never go in the hole). Remember, all students have civil rights to water, food, clothes and use of the
bathroom which cannot be withheld. As a drawback, this type of system can often lead to aggression directed at the teacher, other students, or property. A student may also cry, whine, or pout when reinforcement is withdrawn. It is recommended to initially implement a system that involves delivering reinforcers, not taking them away. This will establish value to the system and it will also eliminate aggression or tantrums that can occur when the reinforcers are removed.
76 Examples Pre-K» If Cathy finishes the table time activity without kicking the table, she gets a large ball of play dough. Each time she kicks the table, a portion of the play dough is removed. When the activity is completed, she gets to play with the remaining dough. Elementary» Steve is awarded ten points at the start of recess. Each time he
breaks one of the playground rules, he loses a point. At the end of the recess period, Steve may bank all the points he has retained and exchange them after the last recess of the day for items listed on a menu of reinforcers. Secondary» Bart‘s preferred activity is computer time. He starts each class with ten minutes of computer time to use at the end of the period. Each time he spits on the floor, he loses one minute of his computer time. Lottery system» The teacher
gives each student five or more tickets with his or her name on it. If a student breaks a rule or does not follow a request, a ticket is taken away. At the end of the day, the tickets are collected from all students and three or four names are drawn to receive a reward. 77 Time-out A procedure used to remove students from situations
or environments in which they are receiving reinforcement for inappropriate behavior. When time out is used, the instance must be documented. The criteria for time out should be a brief period of time without problem behavior (e.g., 3 minutes of quiet, 2 minutes calm). The student should not receive any attention (negative or positive) while in time out. If the time out cannot be implemented correctly and the student constantly tries to leave, then the student is still being provided with
reinforcement and the procedure is not effective. 78 7r Classroom Management: Self-Assessment Revised 79 Relationships champion
80 RESOURCES Web info: http://www.education.uconn.edu/ www.cber.org What are the 4 types of instructional methods?Do you know what the four types of instructional methods are? The four types are information processing, behavioral, social interaction, and personal. Within each model, several strategies can be used. Strategies determine the approach a teacher may take to achieve learning objectives.
What instrument can be used to determine a child's independent instructional and frustration reading levels?The Informal Reading Inventory (IRI) is a diagnostic instrument that examines a student's reading comprehension and accuracy. It is performed individually. Independent, instructional, and frustrational reading levels are all measured by the IRI.
What are the four steps of direct instruction?The direct instruction method follows these steps:. Introduce a new concept or skill.. Present the information needed to learn the concept or skill.. Model the skill and provide multiple examples.. Give students space to practice in a scaffolded way.. Offer feedback.. Assess and evaluate.. What are the 5 methods of teaching?Here are five strategies that proved to be extremely effective in my classroom.. Student-Centered Discussions. ... . Making Connections. ... . Increased Autonomy. ... . Building Relationships. ... . A Focus on Literacy.. |