Effective Behavior Management Systems in the Elementary Resource Room

Denver Public School: Department of Special Education OrientationAugust 2013

Do Now

(3 minutes) During your Do Now on the fourth day of school, you refuse to move on until 100% of your students are following your instructions. Within 10 minutes, you have run through your entire consequence system for 2 students and the rest of your class is angry and restless. What do you do?

Content Learning Objectives

Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after:• Reviewing examples and strategies• Working with a partner and/or group

Participants will identify a ritual or routine and the sequential steps and/or visuals needed using sequential statements after:• Reviewing LE.3 on the LEAP Framework• Working with a partner and/or group• Reviewing classroom examples and recommended practices

Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after:• Working with a partner and/or group• Reviewing classroom examples and recommended practices

• Introduction

• Positive Classroom Culture

• Rituals and Routines

• Classroom Management Plan

• Closing

Agenda

Connection to LEAP

Positive Classroom Culture

Cultural Responsiveness• Use of

multicultural materials

• Use of asset-based perspective

• Honoring first/native language

Classroom Management and Environment• Clear routines

that support transitions

• Involve students in developing classroom culture

• Create a “Shout Out Wall”

• Modeling positive and precise praise

Create a class acronym • Prepared and

Prompt• Respectful to

everyone• In charge of

my own actions

• Devoted to achieving excellence

• Excited to Learn

• Introduction

• Positive Classroom Culture

• Rituals and Routines

• Classroom Management Plan

• Closing

Agenda

Connection to LEAP

Connection to LEAP

• Entry Routine – Coming in room– Getting out materials– Writing down

agenda/homework– Beginning warm up

• Exit Routine– How students are

dismissed – Putting away materials– Leaving area– Turning in work

• Sharpening pencils• Lining up• Taking breaks

• Walking in the hall• Classroom Jobs• Bathroom/Hall Pass• Getting materials during

class• Asking/Answering questions • Throwing away paper/trash• Collecting Homework• Grading/returning papers• Handing out papers• Needing tissue• Working in groups• Turn and talks• Absent work• Drinking water• Using calculators or other

manipulatives

Common Rituals and Routines

Provide visuals (classroom and/or individual) to cue and remind students of key routines

Plan what you want and use the least amount of steps, materials and interruptions as possible

Observable compliance, especially with supplies

Avoid bottleneck situations/areas

Transfer ownership to students

Rituals and Routines Key Ideas

Example of Visual for Key Routines

Example of Visual for Morning Routine

Example of Visual to Support Voice Level Expectations During Routines

Example of Visual Schedule for Centers

Example of Visual for Whole Class Daily Schedule

Example of Taking Break Routine

Provide visuals (classroom and/or individual) to cue and remind students of key routines

Plan what you want and use the least amount of steps, materials and interruptions as possible

Observable compliance, especially with supplies

Avoid bottleneck situations/areas

Transfer ownership to students

Rituals and Routines Key Ideas

Rituals and Routines

Work time

(4 minutes) Draft at least one ritual or routine for your classroom that you will teach on the first day of school.

(1 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow.

(1 minute) Review your partner’s feedback and ask any clarifying questions.

• Introduction

• Positive Classroom Culture

• Rituals and Routines

• Classroom Management Plan

• Closing

Agenda

“ . . . without a simultaneous focus on promoting self-regulation skills, many children are likely to struggle to keep pace with the academic demands of the early elementary classroom.”

Thernstrom, A. & Thernstrom S (2003) No Excuses Closing the Racial Gap in Learning

Expectations

Ensure that your classroom rules are observable, specific and supported by

rationale.

Align with school-wide

rules.

Focus on 3-5 positively

framed rules. Less is more.

General versus Specific

• Be respectful to everyone

• Be respectful to the classroom.

• Be respectful to the learning environment.

• Be quiet when the teacher is talking.

• Use school and business appropriate language.

• Keep all objects grounded.

• Keep yourself to yourself.• Actively participate in all

instruction and activities. • Use materials correctly.

Expectations

Common Pitfalls

Rules are not specific.

Rules are difficult to maintain long-term or enforce.– Example: “Bring all supplies to class every

day”

Rules are actually part of a procedure. – Example: “Stay seated during the Do-

Now.”

Expectations

Good Practices to Teach Behavior

Explain the expectation

Solicit its rationale

Have students put the expectation in their own words and/or draw a picture of what it looks like and doesn’t look like

Perform a role-play

Revisit rules daily or weekly and after extended breaks from school

Expectations

Invest your students with rationale for expectations

Rule Sample Rationale

Be quiet when the teacher is talking.

Side conversations distract classmates trying to learn and the teacher trying to teach. I want each you to be prepared for third grade next year, and we have to work together to make that happen.

Use school and business appropriate language.

I want you to be prepared for a successful career. The language you use can affect your professor, boss or customer’s opinion of you and could result in you losing a job or promotion. Inappropriate comments (even when joking) could have legal implications. We need to practice controlling our language.

Expectations

Posted Rules with Visuals

Posted Rules with Visuals

Posted Rules

Effective Consequences:– Include positive consequences– progress gradually – flow logically and naturally from

the student’s behavior– are convenient–maintain student dignity– developmentally appropriate

Consequences

Administering Negative Consequences

Private, when possible, and appropriate• Use universal language• Purpose not power• Ask and listen• Avoid the death spiral

Avoid continual verbal warningsAvoid threats or rhetorical contengencies (“If you are out of your seat one more time….” or “I’ll wait” )Document everything• Date, Student Action, Teacher Action,

Resolution

Consequences

Visual Consequence Tracker

Positive Behavior Tracker

Intrinsic Consequences

Classroom Management Plan

Work time

(8 minutes) Begin to draft your classroom management plan, starting with rules.

(2 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow.

(1 minute) Review your partner’s feedback and ask any clarifying questions.

• Introduction

• Positive Classroom Culture

• Rituals and Routines

• Classroom Rules and Expectations

• Closing

Agenda

Content Learning Objectives

Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after:• Reviewing examples and strategies• Working with a partner and/or group

Participants will identify a core ritual or routine for their classroom, and the sequential steps and/or visuals needed to implement it, using sequential statements after:• Reviewing LE.3 on the LEAP Framework• Working with a partner and/or group• Reviewing classroom examples and recommended practices

Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after:• Working with a partner and/or group• Reviewing classroom examples and recommended practices

Week Zero and One Planning

Where does this work fit in week zero and one planning?• Behavior Management:

– Develop rituals/routines and discipline plan for classroom/classes

– Consult with staff regarding BIPs and specific behavioral needs of students