part v proactive classroom management · features of proactive classroom management direct...

DIRECT INTERACTIVE INSTRUCTION201© 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512

PART V

Proactive Classroom Management

DONE ✔

Features of Proactive Classroom Management

I will determine my current approach to classroom management in terms of proactive and reactive teaching behaviors.

I will discuss how instructional routines maximize Academic Learning Time.

I will discuss how behavior rules maximize Academic Learning Time.

I will identify strategies for maintaining momentum.

Features of a School-Wide Management System

I will examine a system of proactive prevention with levers and backup that handles the most distracting and disruptive student behaviors.

Assessment and Research

I will self-assess my progress in my implementation of the Direct Interactive Instruction component: Proactive Classroom Management.

I will analyze the research and read the article, “Like a Well-Oiled Machine: Proactive Classroom Management.”


202 © 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512DIRECT INTERACTIVE INSTRUCTION

DI I : PART V

Notes STRUCTURED INTERACTION

What are the four components of Direct Interactive Instruction?

The four components of Direct Interactive Instruction are . . .

How do Standards and Measurable Objectives, Lesson Structure and Sequence, and Student Engagement: Interaction, Feedback, and Correctives increase Academic Learning Time?

increase(s) Academic Learning Time by . . .

How do you proactively manage classroom rules and routines?

I proactively manage classroom rules and routines by . . .



DI I : PART V

Using Direct Interactive Instruction to Maximize Academic Learning Time

Standards and Measurable Objectives

Lesson Structure and Sequence

Student Engagement: Interaction, Feedback,and Correctives

Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME

SUCCESSRATE RETENTIONTRANSFER

MOTIVATION



DI I : PART V


Which statements connect to maximizing Academic Learning Time?

The statement connects to maximizing Academic Learning Time because . . .

What information did you find interesting or consider to be an “aha”?

I consider to be an “aha” because . . .

What do you have a question about or need clarification for?

I have a question about or need clarification for because . . .

Which statements validate your current practice?

The statement validates my current practice of because . . .



DI I : PART V

Students and teachers have a limited amount of energy to spend learning during a given lesson or time period. If much of that energy is used in managing frequent stops and starts of instruction due to student off-task behaviors, getting back on track, and dealing with the ripple effects of interruptions, not much time, or energy, will be left for instruction.

Studies have shown that a large percentage of Allocated Time can be lost due to the many interruptions common to large group instructional settings. Focused time to learn has long been known to be a critical factor in achievement. Student Engagement Rate and successful learning depends in large part on the context of the learning, student readi-ness, lesson momentum, and instructional routines. Skills in avoiding the escalation of student off-task behavior issues and dealing with them when they occur is a critical component of Direct Interactive Instruction.

While a wide range of strategies are used by teachers to manage whole group instruction, Jacob Kounin was one of the original researchers to identify the teacher behaviors that are common to classrooms in which there are minimal interruptions. Redirection of off-task behav-iors when they do occur are nearly invisible, but effective. These teachers are “proactive” and seem to know before an inappropriate behavior or downtime occurs. Active prevention of downtime in the classroom is an important factor in acquiring and maintaining active engagement during instruction. As behaviors ripple through the classroom, these teachers are able to avoid an escalation with often quite subtle redirection that avoids having to stop, handle the interruption, and restart the instruc-tion. While some students require a variety of more intensive behavior management strategies that include parent, administrator, and coun-selor backups and consequences, “proactive classroom management” is a powerful way to avoid behavioral interruptions that steal Academic Learning Time.




DI I : PART V

Title Classroom Management Profile

Read each statement carefully. Using the scale below, write your response in the blank.

1 = Never 2 = Rarely 3 = Sometimes 4 = Often 5 = Always

AI explain and post classroom rules and routines at the beginning of the year and enforce them consistently throughout the year.

B I wait for a student disruption to occur before I explain the relevant rule and consequence.

C I put a lot of time and effort into getting all students quiet before I can get them to learn.

D I lose a lot of class time during transitions, paper passing, and group arranging.

E I think through the directions to an activity before I explain them to my students.

FWhen it is time for independent work, many of my students sit and wait for me to come help.

GAs I plan my lessons, I consider both what my students will learn and how they will behave as they learn it.

H I spend most of my time at the front of the classroom.

I I stand by the “needier” students and help them for longer periods of time.

J I call on students by name more often when they are misbehaving.

KWhen a student is inattentive, I ask him/her a simple question which I know can be answered successfully.

L When students are becoming noisy and irritable, I lower my voice.

M My students have tasks to complete from bell to bell.

N I make eye contact frequently and equally with each of my students.



DI I : PART V

Classroom Management Profile

Identify your classroom management style by following the directions below.

• Add your responses to statements B, C, D, F, H, I, and J on page 206. This is your score for your reactive management style.

• Record your reactive management style on the continuum below.

• Add your responses to statements A, E, G, K, L, M, and N on page 206. This is your score for proactive management style.

• Record your proactive management style on the continuum below.

Classroom Management Continuum

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

These results combine to create your classroom management profile. Your score for each management style can range from 7 to 35. A high score indicates a strong preference for that particular style. While each manage-ment style is appropriate in different situations, Academic Learning Time is maximized when you have a more deliberate focus on a proactive management style with Proactive Classroom Management strategies.



DI I : PART V

Notes



DI I : PART V

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DI I : PART V


What are the similarities and differences between a proactively- and reactively-managed classroom?

The between a proactively- and reactively-managed classroom are . . .

What were the proactive classroom management strategies used during the high DII Demonstration Lesson?

The proactive classroom management strategies used during the high DII Demonstration Lesson . . .



DI I : PART V

Low Profile/High Profile

The momentum of the instruction is forward moving and fast paced, leaving little opportunity for behavior interruptions. The teacher has a high degree of "withitness" and seems to know how to prevent negative behav-iors before they can occur. The teacher uses low-profile strategies—such as proximity, eye contact, changes of pace, and high-intensity interaction—to keep the lesson moving. The teacher proactively overlaps lesson activities, avoiding downtime and loss of momentum. As the lesson progresses, the teacher maintains smooth-ness, altering the activity and lesson sequence to advantage. High-profile attention remains on the focus of the instruction, keeping students on task and on top of the demands of the lesson. Classroom management is posi-tive, preventative, and embedded within the instruction.

Proactive Reactive



DI I : PART V


What are the benefits of instructional routines for teachers and students?

The benefits of instructional routines for teachers are . . .

The benefits of instructional routines for students are . . .

What instructional routines have you established to maximize Academic Learning Time?

I have established instructional routines to maximize Academic Learning Time.



DI I : PART V

What is an instructional routine?

Early in the year, teachers need to identify regularly occur-ring events such as handing out and turning in materials, lesson transitions, moving from whole class to group to individual work, note taking, etc. These patterns of organization and instruction should be clearly specified, taught directly using demonstration, and reinforced consistently. This allows both student and teacher to use little energy and effort in trying to remember the procedures because they occur the same way every time.

Benefits of Instructional Routines

Criteria for Developing Instructional RoutinesEstablish routines that allow students to know:• what to do (e.g., entering and exiting the classroom, dealing

with trash, eating, chewing gum, raising hand, etc.),

• when to do something (e.g., distribution and collection of materials, bathroom breaks, etc.), and

• how to follow the above routines (e.g., how to deliver textbooks or materials to students).

Teacher Benefits Student Benefits

Maximize classroom instruction time Maximize students’ instruction time

Provide smooth classroom transitions Provide students with known expectations

Minimize teachers’ planning time Minimize students’ anxiety

Build instructional consistency Build students’ confidence

Instructional Routines



DI I : PART V

Instructional Routines

Routine How I will teach . . . How I will reinforce . . .

Structured Student–Student Interaction

Choral Response

Choral Read

Modeling

Explicit Feedback



DI I : PART V

Instructional Routines (continued)

Routine How I will teach . . . How I will reinforce . . .



DI I : PART V


What are the benefits of behavior rules for teachers and students?

The benefits of behavior rules for teachers are . . .

The benefits of behavior rules for students are . . .

What behavior rules have you established to maximize Academic Learning Time?

I have established behavior rules to maximize Academic Learning Time.



DI I : PART V

What is a behavior rule?

Clear statements of expectations, non-negotiables, and operational actions are needed to maximize the opportunity for every student to learn at the greatest rate possible. Stated positively, behavior rules should be few in number, modeled by the teacher, and explicitly and frequently reinforced.

Benefits of Behavior Rules

Criteria for Developing Behavior RulesEstablish rules that are:• consistent with school-wide rules and which administrators

will support,

• under the control of the student, and

• limited in number, explicit, and specific about observable student behaviors.

Teacher Benefits Student Benefits

Maximize classroom instruction time Maximize students’ instruction time

Provide smooth classroom transitions Provide students with known expectations

Minimize teachers’ planning time Minimize students’ anxiety

Build instructional consistency Build students’ confidence

Behavior Rules



DI I : PART V

Behavior Rules

Rule How I will teach . . . How I will reinforce . . .

Arrive on time.

Raise your hand before speaking.

Listen to others and participate in class discussions.

Follow directions.

Put away all electronic devices.



DI I : PART V

Behavior Rules (continued)

Rule How I will teach . . . How I will reinforce . . .



DI I : PART V


Which strategies for maintaining momentum do you consistently use?

The strategies for maintaining momentum that I consistently use are . . .

Which strategies for maintaining momentum have you seen others use?

The strategies for maintaining momentum that I have seen others use are . . .

Which strategies for maintaining momentum will you implement?

The strategies for maintaining momentum that I will implement are . . .



DI I : PART V

Strategy Definition

Walk and Talk The teacher takes advantage of the power of proximity from the beginning of an instructional period to the end by frequently and randomly moving around the room during all parts of a lesson. This action causes students to refocus and intensify their attention to the lesson at hand and decreases students’ off-task behavior.

Alerting The teacher cautions students to be ready for what will happen next or later in the lesson.

Change-Ups The teacher changes the response mode, the input strategy, the grouping structure, the pacing, the tone of voice, the type of questioning, or simply has the students stand up and stretch for 10 seconds and then return back to task. When done frequently, students can work through a longer or more difficult lesson.

Cause-Effect The teacher states the relationship between what the student does and the effect on his/her learning, behavior, next steps, etc. Students are often not taught or do not consider the consequences of certain actions they take in school. This process ultimately transfers responsibility, and students will be able to state these relationships.

Strategies for Maintaining Momentum

Examples:

“When you . . . the result is . . .”

“Now that you have memorized the formulas, you can use them to solve these types of problems.”

“Because you practiced the higher-level questions, you will be able to . . . in the future.”



DI I : PART V

Strategy Definition

Broken Record The teacher repeats a direction, rule, or statement of a task privately, to a student to support the student getting on task while avoiding escalating the behavior. This strategy should be used sparingly and done in a quiet voice. When the student complies, neutrality is re-established and the teacher returns to a friendly, business-as-usual tone.

Redirection The teacher provides a visual or verbal cue to direct a student to more appropriate behavior.

Giving Choices Students often do not have clarity in understanding that they are constantly in control of their actions. The teacher articulates the options available to them.

Strategies for Maintaining Momentum (continued)

Example:

“You need to open your book to page . . . blah, blah, blah . . . You need to open your book to page . . .”

Example:

“You can return to your seat and finish the assignment, continue with the group work, etc. . . . OR you can leave the room and work by yourself, end the group work for the entire class, etc.”



DI I : PART V

Strategy Definition

Return to Neutral A proactive teacher is firm, fair, businesslike, and friendly. When the teacher stays in the friendly and businesslike mode, he/she can quickly move to degrees of positive or remove the positive and move toward negative consequences. When the point has been made, and the correct action has been taken by the student, the teacher immediately returns to neutral, or friendly and businesslike.

Name Dropping The teacher incorporates the names of students during conver-sation, giving directions, or setting up examples to keep students on-task and engaged.

Overlapping The teacher keeps more than one thing going and attends to more than one thing at a time.

Strategies for Maintaining Momentum (continued)

Examples:

While taking role, the teacher is walking around the room and checking off students who have their homework on display.

While a teacher writes a sentence, he/she is thinking of the next sentence he/she needs to write.

While talking to students, the teachers moves to the desk, re-placing one Teacher’s Edition for another.



DI I : PART V


What do you do to stay in the area of Prevention?

I stay in the area of Prevention by . . .



DI I : PART V

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DI I : PART V


What is the value of self-assessment?

The value of self-assessment is . . .



DI I : PART V

Stephen Covey recognizes the importance of self-directed assess-ment, which he calls proactivity, by including it as one of the habits characterizing highly-effective individuals:

It means more than merely taking initiative. It means that as human beings, we are responsible for our own lives. Our behavior is a function of our decisions, not our conditions. We can subordinate feelings to values. We have the initiative and the responsibility to make things happen.

— The 7 Habits of Highly Effective People (1989),

Stephen R. Covey

The Value of Self-Directed Assessment



DI I : PART V


Based on the characteristics of Proactive Classroom Management, assess your current level of DII implementation.

Based on the characteristics of Proactive Classroom Management objectives, my current level of DII implementation is . . .

In order to move to the next level of implementation, what are the next steps you will apply?

In order to move to the next level of imple-mentation, my next steps are . . .



DI I : PART V

Characteristics Rubric

13. Minimal “stop-starts” occur and transitions are smooth.

4 Minimal “stop-starts” occur and transitions are smooth (e.g., transitions from one lesson element to another are smooth, behavior management “stop-starts” are minimal).

3 Some “stop-starts” occur and transitions are mostly smooth.

2 Frequent “stop-starts” occur and transitions are somewhat rough.

1 Continuous “stop-starts” occur and transitions are very rough.

14. Frequent lesson orientation and next steps are utilized.

4 Frequent lesson orientation and next steps are utilized.

3 Mostly frequent lesson orientation and next steps are utilized.

2 Infrequent lesson orientation and next steps are utilized.

1 Little or no lesson orientation and next steps are utilized.

15. Low-profile controls are used and redirect includes quick return to positive, neutral.

4 Low-profile controls are frequently used and redirect includes quick return to positive, neutral.

3 Low-profile controls are occasionally used and redirect includes gradual return to positive, neutral.

2 Low-profile controls are infrequently used and redirect includes does not include return to positive, neutral.

1 High-profile controls are consistently used.

16. “Praise-Prompt-Leave” employed during seat work (GP and IP).

4 “Praise-Prompt-Leave” frequently employed during seat work frequently (e.g., During group work or independent practice, students are given feedback with expectations for future interaction with the teacher).

3 “Praise-Prompt-Leave” sometimes employed during seat work.

2 “Praise-Prompt-Leave” infrequently employed during seat work.

1 “Praise-Prompt-Leave” not employed during seat work.

17. Frequent physical proximity and eye contact maintained with all students.

4 Frequent physical proximity and eye contact maintained with all students.

3 Mostly frequent physical proximity and eye contact maintained with most students.

2 Infrequent physical proximity and some eye contact maintained with some students.

1 Little or no physical proximity or eye contact maintained with students.




DI I : PART V

Evaluating for Evidence of DII

Proactive Classroom Management – Scenario 1Mr. Jimenez begins the lesson by using the overlapping strategy to pick up homework as he takes roll. He

gives his students clear instructions and expectations for what materials are needed for the lesson, how they will be used, and where they should be located when they are not being used. He then asks all students to assume “learning position,” which they do, and begins the lesson.

Throughout the lesson Mr. Jimenez is constantly moving around the classroom, walking and talking. He monitors each student’s engagement and uses proximity for those students who are not fully engaged. When a student continues playing with a marker, Mr. Jimenez artfully makes eye contact with that student to redirect the student so that she is re-engaged in the lesson.

As the lesson progresses, students are attuned to Mr. Jimenez’s alerts for each new section of the lesson. The transitions from step to step are seamless and little time is lost while Mr. Jimenez uses the broken record strategy.

While students are interacting with their partners, Mr. Jimenez notices that the student has returned to playing with the marker. Surreptitiously, he applies the cause-effect strategy to the student’s behavior and the marker disappears. He then effectively employs the “Praise-Prompt-Leave” strategy and manages to check-in with each pair of students.

Characteristic Level Evidence








DI I : PART V

Evaluating for Evidence of DII

Proactive Classroom Management – Scenario 2Mrs. Hàn spends the first 15 minutes of class taking roll and collecting homework. Because the noise level

is high, she frequently raises her voice to ask specific students for their homework. She calls for attention and begins the lesson.

For most of the lesson, she remains near the document camera and calls on specific students to gain their attention or give redirection. The flow of instruction is interrupted for 8 minutes while students get materials out of their desks. When the lesson resumes, Mrs. Hàn removes a rubber band from a student’s hands and reminds the whole class that they do not need rubber bands for this lesson. She frequently asks for the students’ eyes and attention on her and begins to seem frustrated. Finally, she assigns independent work and reminds the students not to talk.

Characteristic Level Evidence








DI I : PART V

Notes



DI I : PART V

Text: “Like a Well-Oiled Machine: Proactive Classroom Management”

Prediction

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Evidence

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Summary

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Title Prediction Log



DI I : PART V

Like a Well-Oiled Machine:Proactive Classroom ManagementKit Marshall, Ph.D., CEO Action Learning Systems, Inc.

If the goal is to expand Success Rate during Academic Learning Time, time must be devoted to managing the classroom by engaging students in the learning process and preventing behaviors that interfere with learning. But, according to Carl Rinne (1984), conventional classroom controls are not working. Some students do not pay attention in class no matter how much the teacher may demand their attention. The problem with conventional classroom controls is that they distract student attention away from lesson content. For example, the popular and conventional commands “Look at me” and “I want it quiet in here” divert a student’s mind from lesson content to the teacher’s voice, the teacher’s emotion, and the teacher’s judgment. The popular questions “Why aren’t you paying attention?” and “Why are you talking instead of listening?” force a student to focus attention on his or her own emotions, misdeeds, or eventual fate. The popular reprimands “Stop fooling around and get to work” and “Sit up straight and pay attention,” while often effective in changing a student’s outward behavior, frequently fail to redirect his or her thoughts to lesson content (Rinne, 1984).

Two Types of Management StylesAfter years of research on classroom management, one conclu-

sion is that the distinction between more- and less-effective classroom managers lies in with how they prevent misbehavior rather than how they respond to it (Kounin, 1970). When comparing effective and less effective classroom managers, it was determined that effective class-room managers had a proactive classroom management style. They had carefully thought out room arrangements, employed clear rules and consequences for misbehavior, and spent time teaching and reinforcing routines. As a result, effective classroom managers had significantly higher student engagement rates and significantly lower student off-task behaviors. On the other hand, less effective classroom managers had a reactive classroom management style. They did not have well-thought-out procedures that, in turn, caused them to react to situations rather than proactively avoid them. And, while they did have vague rules, those were casually introduced and inconsistently enforced. Overall, less effec-tive managers were also ineffective monitors of their classrooms.

Notes



DI I : PART V

Proactive Classroom Management is thoughtful and well planned. Rather than relying on reactive classroom management, addressing issues as they occur, the most effective teachers are proactive in their planning and management of their classrooms. Major components of this type of classroom management have been identified by Kounin (1970), Good and Brophy (1986), and Emmer, Evertson, Clements, and Worsham (1994). They underscore the critical role of prevention in managing classroom behavior.

Proactive classroom managers utilize these three components of effective teaching behaviors:

• Organized Classroom Environment – Extensive time is devoted to the planning and organizing of the classroom environment before and during the first few weeks of school to minimize disruption and enhance engagement.

• Established Rules and Routines – The approach to the teaching of rules and routines is methodical and intentional. Students are pro-vided with clear instructions about acceptable behavior, and student compliance is monitored carefully during the first few weeks of school. Students are informed about the consequences of breaking rules and not following routines, and the consequences are consis-tently enforced.

• Prevention Through Low-Profile Control – There is rarely a loss of momentum in the instruction as the teacher maintains a smoothness to the lesson, altering the activities and lesson sequence in order to increase Engagement Rate and Success Rate. The focus of the les-son itself is used to keep students on-task.

The Classroom EnvironmentThe classroom environment can be a teacher’s greatest manage-

ment and engagement tool. If a classroom is cluttered, unorganized, and poorly arranged, a teacher has to work twice as hard and loses valu-able instructional time. A proactive classroom manager carefully plans the design of the classroom. Careful thought is given to how the student seating is arranged, keeping in mind the needs of each student. For example, a student who is talkative is placed next to a quieter student.

But, student placement is not the only element of classroom design. Proactive classroom design also allows for ease of movement around the classroom for both the teacher and the students. The teacher must be able to move quickly and easily around the classroom to increase

Notes



DI I : PART V

proximity to all students, thereby increasing engagement. Students must be able to move easily around the classroom when executing routines such as turning in work and passing out materials.

Finally, it is critical that all furniture is arranged in a way that promotes organization. Then, materials are organized efficiently so that no time is lost searching for something. For example, homework is always placed in the same tray on the same shelf, and independent work is always located in the same folder on the same table.

Rules and RoutinesThe establishing, teaching, and reinforcing of rules and routines

can be one of the most effective methods for instituting Proactive Class-room Management. Having well-thought-out rules and routines in place increases Allocated Time for instruction and promotes the student Engagement Rate in the learning process.

Rules are clear statements of expectations, non-negotiables, and operational actions needed to maximize the opportunity for every student to learn at the greatest rate possible. Stated positively, rules should be few in number, modeled by the teacher, and explicitly and consistently reinforced. Some general suggestions for developing rules include:

• Make rules consistent with the classroom climate you seek to promote.

• Don’t establish rules that can’t be enforced.

• Set only necessary rules—rules that enhance engagement and minimize disruption, rules that promote safety and security, rules that prevent disturbances, and rules that promote acceptable standards of courtesy and interpersonal relations.

• Make rules general enough to include a range of specific behaviors but not so general that the problems to which they pertain are unclear.

Routines are patterns of organization and instruction that include the set of rules for the regularly occurring tasks or events organized around a particular time, context, or place. These patterns should be explicit, taught directly using demonstration, and consistently rein-forced. Having clear routines allows both the student and teacher to use

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little energy and effort in executing every-day procedures because they occur the same way every time. Effective teaching of the routines creates a productive and efficient classroom. Some common classroom routines include:

• beginning and ending class,

• passing out and turning in materials,

• lesson transitions,

• moving from whole class to group to individual work,

• methods for taking notes, and

• entering and leaving the classroom.

Low-Profile and High-Profile ControlsAs stated before, conventional classroom controls are often high-

profile. They distract students’ attention from the lesson content and refocus students’ attention on the unwanted behavior. This two-step process of high-profile controls is reactive, inefficient, and often results in failure. The overall goal of high-profile classroom control is to make the student stop misbehaving, but in many cases this goal has a side-effect: distracting the other students’ attention from learning to the control.

Low-profile controls focus student attention directly on lesson content without unnecessary distractions. They can be defined as a set of coping strategies and techniques used to stop misbehavior, espe-cially surface behaviors (minor disruptions that represent the majority of disruptive classroom actions), without disrupting the flow of a lesson (Rinne, 1984). Low-profile controls focus student attention directly on lesson content without any intervening steps or distractions and often are invisible to students; as their minds move directly to lesson content, students do not notice the control technique itself.

Everything a teacher assumes, selects, designs, says, and does can affect student attention to the lesson and can therefore be appraised as high-profile, low-profile, or something in-between. One way to under-stand the difference between low-profile and high-profile controls is to think about just one type of control, such as the eyes, and imagine how a teacher might use that control in various ways (see Figure A).

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DI I : PART V

Figure A

Type of Control: Eyes

Low Profile

Level 1 Look at all students during the lesson.

Level 2 Look at one student occasionally during the lesson.

Level 3 Look at one student often during the lesson.

Level 4 Look at one student constantly during the lesson.

Level 5 Look constantly at one student with a wink, blink, or frown during the lesson.

Level 6 Look at one student with a glare or a frown.

High Profile Level 7 Look at one student with a prolonged glare

or frown.

Every increase in the teacher’s level of control increases the proba-bility of distraction for the “one student” (the target student); moreover, other students in the class are more likely to notice the teacher’s control and be distracted by it when it exceeds Level 4 (Kounin, 1970).

High-profile controls can be appropriate and necessary at certain times. When it is clear that a lesson must be stopped and reorganized in order to be saved, high-profile methods are appropriate; when student safety is endangered, high-profile methods are necessary. However, it is important to remember that high-profile controls should be the excep-tion, not the norm.

The central question in determining whether a teacher is using low-profile or high-profile control is: Where does the control direct the student’s mind? Toward lesson content? If so, it is low profile. Toward the teacher, the teacher’s method or technique, or something else besides lesson content? If so, it is high profile. Figure B on page 239 provides examples of corresponding low-profile and high-profile controls.

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DI I : PART V

Figure B

Low-Profile Control High-Profile Control

A lesson paced to provide new skills and activities to students immediately when they are ready

A slow lesson pace, forcing students to endure delays, or a pace that is too fast, forcing students to begin a new skill or activity before they are ready

A direction embedded in content talk

A direction without content talk, allow-ing students to think about a lesson method or technique

A teacher changing location frequently to eliminate "blind spots" in the room and to closely monitor seatwork

A teacher moving to control student misbehavior, alerting the entire class to the misbehavior; moving and pacing in a frenetic or purposeless manner, attracting attention to the motion itself; not moving at all, creating blind spots and lack of contact with students

A pause for effect, allowing time for thinking after making an important point

A distractive pause for order, waiting for the class to quiet down before continuing the lesson

A gesture for pointing to diagrams on the chalkboard

A gesture for pointing at a disruptive student or at an object not related to the content of the lesson

A teacher who uses students’ names in the directions or an example

A teacher who uses students’ names in anger or to regain control over students

Strategies for Low-Profile Control In a classroom where low-profile controls are in place and teachers

are using Proactive Classroom Management, the momentum of the instruction is forward moving and fast paced. There is little opportunity for behavioral interruption. The teacher exhibits a degree of “withitness” and uses proximity, eye-contact, changes of pace, and high-intensity interaction to keep the lesson moving. Below are two strategies to incor-porate into a low-profile controlled classroom.

• Anticipation – During a lesson, the teacher is aware of and senses changes in student motivation, attention, or excitability as the changes happen or are about to happen. Anticipation involves know-ing what to look for, where and when to look for it, and includes hav-ing a technique ready for changing the environment quickly, thereby preventing the problem from occurring or escalating. One way we

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can anticipate a possible misbehavior is to recognize the anteced-ent or stimuli that increases the likelihood that a particular behavior will occur. Figure C details some strategies to use in anticipation of misbehavior.

• Deflection – As an effective classroom manager anticipates a disrup-tion, he/she deflects behaviors that might be eminent. Deflections include use of proximity, eye contact, name dropping, or Praise-Prompt-Leave. If a problem appears to be escalating, the teacher may need to move from non-verbal to verbal techniques, depending on the seriousness of the misbehavior that might occur.

Maximizing Academic Learning TimeProactive Classroom Management is positive, preventative, and

embedded within the instruction. It is the bedrock of effective instruc-tion. When fully employed, the classroom functions like a well-oiled machine where the students and the teacher move efficiently throughout the classroom environment, quickly executing regular routines, focusing all their energy on learning new skills, and proactively increasing Academic Learning Time.

Notes

Figure C

Common Antecedent

Possible Misbehavior Solution

Seating ArrangementStudents seated to-gether that talk or fight

Separate students

Teacher Proximity

The farther the teacher is away from a student the more likely that stu-dent will be off-task

Set up the room arrange-ment to allow continuous movement around the room

Style of Questioning

Teacher announces who will answer the question before the question is asked so other students do not pay attention

Ask a question, pause, look at the entire class, and then call for a random response

Activity TransitionsStudents are disruptive during transitions

Have clear routines and enforce them for all transitions

Person in Charge

Students behave for the teacher but are disruptive for substitutes or during student presentations

Have clear rules and consequences for poor behavior, and make sure to teach and reinforce them



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Reflection

Under-the-Surfacehow, why, would, could and should

On-the-Surfacewho, where, when, and what happened

Subject Notes

Information Log

Text: “Like a Well-Oiled Machine: Proactive Classroom Management”



DI I : PART V

What do I keep doing? What do I start doing? What do I stop doing?

Reflection Standards and Measurable Objectives



Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME


MOTIVATION

part v proactive classroom management · features of proactive classroom management direct...

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