make your classroom the home of a rockstar!!! connecting the environment rubric to swpbs

MAKE YOUR C

LASSROOM

THE H

OME OF

A

ROCKSTAR!!!

CONNECTING T

HE ENVIR

ONMENT RUBRIC

TO S

WPB

S

HOW ABOUT A VILLAGE OF ROCKSTARS???

YOUR PRESENTER

Roger Ward, B.S., M.S.Principal – Linden Elementary

SchoolOak Ridge, TNrward@ortn.edu

THE RESEARCH

Effective, evidence based management strategies are the foundation of primary interventions in the classroom setting. Because there is a significant relationship between student behavior in the classroom and the surrounding environment (Kern & Clemons, 2007; Kern, Gallagher, Starosta, Hickman & George, 2006; Newcomer & Lewis, 2004; Thomas, Becker, & Armstrong, 1968), proactive classroom management strategies focus on creating an environment structured to (a) identify, teach, and encourage the behaviors that will lead to student success, (b) prevent problem behaviors, and (c) facilitate academic success. (Newcomer & Lewis, 2004)

TRUTH #1

Do not expect students to take classroom structure more seriously than you do.

Fred Jones

ENVIRONMENT RUBRIC INDICATORS

• Expectations• Managing Student Behaviors• Environment• Respectful Culture

EXPECTATIONS

Key phrases in the rubric: • High demanding academic

expectations.• All students can experience

success.• Students follow through with their

work.• Optimizes instructional time.

LINDEN CLASSROOM EXPECTATIONS

Respectful*Look and listen when others are talking.*Keep hands, feet, and objects to yourself.*Work quietly without disturbing others.*Be kind and encouraging to self and others.*Use kind and appropriate language when speaking and responding to others.

Responsible*Do the assigned task at the assigned place and at the assigned time.* Have an organized, neat, and clean workplace.*Use school and personal materials properly. 

Safe*In an emergency situation always follow the adult’s directions immediately.*Use school equipment as intended.*Keep hands, feet, and objects to yourself.*Ask permission of adult to leave the classroom.

Ready*Be prepared for learning with a positive attitude and expected materials.

PAIR SHARE

Turn and discuss with a colleague the

connections between the two documents.

NON EXAMPLES

Key phrases from the rubric:•Expectations are not sufficiently high.•An environment where mistakes and failures are not viewed as learning experiences.•Students have little or no pride in work.

TRUTH #2

The real rules in any classroom are defined by reality – by what the teacher actually permits.

Fred Jones

MANAGING STUDENT BEHAVIOR

Key phrases in the rubric:• Students…consistently well-

behaved and on task.• Clear rules for learning and

behavior.• Teacher uses several techniques,

social approval, contingent activities, consequences. (cont.)

MANAGING STUDENT BEHAVIOR

• Teacher overlooks inconsequential behavior.

• Deals with students causing the disruption rather than the entire class.

• Attends to disruptions quickly and firmly.

JARGON BUSTER

Let’s talk about:• Social approval• Contingent activities

SOCIAL APPROVAL

R.D. Laing, in his book ‘Self and Others’, discusses the concept of ‘confirmation’. Each person needs to be supported in his or her sense of self by the confirmation of other people. A person can also have his or her sense of self negated when subjected to social rejection. 

This need to have one’s self confirmed and validated by other people, this need for social approval, means the psychological requirement of a person to become socially integrated in an harmonious way. A person may often only need one other person to give him/her the required social approval.

CONTINGENT ACTIVITIES

Most adults prefer doing things they enjoy than doing things they dislike or find difficult. Children function much the same way. Most kids would rather go to recess than clean up their toys, or draw rather than read. One strategy for getting adults and children to do required or requested activities is called contingency management.

In contingency management, access to a high-probability behavior (one that is likely to occur) is made contingent on a low-probability behavior (one that is unlikely to occur). In other words, participating in a desired activity depends on completing an undesirable activity.

LINDEN CLASSROOM EXPECTATIONS

Respectful*Look and listen when others are talking.*Keep hands, feet, and objects to yourself.*Work quietly without disturbing others.*Be kind and encouraging to self and others.*Use kind and appropriate language when speaking and responding to others.

Responsible*Do the assigned task at the assigned place and at the assigned time.* Have an organized, neat, and clean workplace.*Use school and personal materials properly. 

Safe*In an emergency situation always follow the adult’s directions immediately.*Use school equipment as intended.*Keep hands, feet, and objects to yourself.*Ask permission of adult to leave the classroom.

Ready*Be prepared for learning with a positive attitude and expected materials.

PAIR SHARE

Discuss your experiences from your own classroom. Can you think of a situation where the Linden expectations may fall short.

NON EXAMPLES

Key phrases from the rubric:• Not well behaved and off task.• Few rules for learning and behavior.• Few techniques to maintain behavior.• Cannot distinguish between

inconsequential and inappropriate.• Disruptions frequently interrupt

instruction.

TRUTH #3

All social systems function exactly as they are designed.

Fred Jones

ENVIRONMENT

Key phrases from the rubric:•Welcomes all members and guests.•Organized and understandable to students.•Supplies, equipment, and resources are easily and readily accessible. (cont.)

ENVIRONMENT

• Displays student work that frequently changes.

• Is arranged to promote individual and group learning.

YOU BE THE JUDGE

Look at the following pictures. We’ll discuss them together.

NON EXAMPLES

Key phrases from the rubric:• Somewhat cold and uninviting.• Not well organized…understandable.• Supplies, equipment difficult to

access.• Does not display student work.• Not arranged to promote group

learning.

TRUTH #4

Until students know you care, they don’t care what you know.

Fred Jones

RESPECTFUL CULTURE

Key phrases from the rubric:• Teacher-student interactions

demonstrate caring and respect for one another.

• Students exhibit caring for one another.

(cont.)

• Teacher seeks out and is receptive to the interests and opinions of all students.

• Positive relationships and interdependence characterize the classroom.

LET’S TALK TICKETS

WORKING ALLIANCE

NON EXAMPLES

Phrases from the rubric:• Teacher-student interactions

are authoritarian, negative, or inappropriate.

• Students exhibit disrespect for the teacher. (cont.)

• Student interaction is characterized by conflict, sarcasm, or put-downs.

• Teacher is not receptive to interests and opinions of students.

THANK YOU!

Roger WardLinden ElementaryOak Ridge, TN 37830

rward@ortn.edu