<ul><li>Be Responsible </li></ul><ul><ul><li>Participate in activities </li></ul></ul><ul><ul><li>Agree try at least 3 thi...
 
<ul><li>Brandi Simonsen </li></ul><ul><li>Rob Horner </li></ul><ul><li>George Sugia </li></ul><ul><li>Ed Kame’enui </li></...
<ul><li>Partners A and B </li></ul><ul><ul><li>First A tell B your name, </li></ul></ul><ul><ul><li>District you work for ...
<ul><li>“ A Leader is best when people barely know that he exists;… </li></ul><ul><li>Not so good when people obey him or ...
<ul><li>Consider your educational experience.  How did teachers/principals manage behavioral errors when you were in schoo...
<ul><li>Scale of 1-10 </li></ul><ul><li>1  10  </li></ul>
<ul><li>Through what lens do you see your students, classroom, behavior? </li></ul><ul><li>Is teaching more or less stress...
<ul><li>Paraverbals </li></ul><ul><ul><li>Posture </li></ul></ul><ul><ul><li>Positioning </li></ul></ul><ul><ul><li>Face <...
 
<ul><li>Mindfulness </li></ul><ul><ul><li>Heightened sense of situational awareness  </li></ul></ul><ul><ul><li>A consciou...
<ul><li>FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE </li></...
<ul><li>With-it-ness </li></ul><ul><ul><li>The disposition of the teacher to quickly and accurately identify problem behav...
<ul><li>Emotional Objectivity </li></ul><ul><ul><li>Realistic attitudes toward students and student teacher relationships ...
<ul><li>Write down 7 things you know about PBS </li></ul><ul><li>A and B compare and explain your list, </li></ul><ul><li>...
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Acade...
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized ...
<ul><li>Leadership  team </li></ul><ul><li>Behavior  purpose  statement </li></ul><ul><li>Set of  positive expectations & ...
<ul><li>Maximize structure  in your classroom. </li></ul><ul><li>Post, teach, review, monitor, and reinforce a small numbe...
<ul><li>Develop  Predictable Routines </li></ul><ul><ul><li>Teacher routines :  attention getting signal, volunteers, comm...
<ul><li>Establish </li></ul><ul><li>Teach </li></ul><ul><li>Prompt   </li></ul><ul><li>Monitor </li></ul><ul><li>Evaluate ...
Establish  Behavioral Expectations/Rules Teach  Rules in the  Context of Routines Prompt  or Remind Students of Expected b...
Establish  Procedures for Encouraging Rule Following Establish  Procedures for Responding to Rule Violations Evaluate  the...
<ul><li>Provide high rates of opportunities to respond </li></ul><ul><ul><li>Vary individual v. group responding </li></ul...
<ul><li>Direct Instruction </li></ul><ul><li>Computer Assisted Instruction </li></ul><ul><li>Class-wide Peer Tutoring </li...
<ul><li>Specific and Contingent Praise </li></ul><ul><li>Group Contingencies </li></ul><ul><li>Behavior Contracts </li></u...
<ul><li>Error Corrections </li></ul><ul><li>Differential Reinforcement </li></ul><ul><li>Planned ignoring </li></ul><ul><l...
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Classroom management

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  • I will always try to … I will never… There is no teaching unless learning occurs
  • Study by Jacob Kounin – withitness had the biggest decrease in disruptive behavior
  • Eulogy
  • Sarah
  • Amy
  • Classroom management

    1. 2. <ul><li>Be Responsible </li></ul><ul><ul><li>Participate in activities </li></ul></ul><ul><ul><li>Agree try at least 3 things from today’s session </li></ul></ul><ul><li>Be Respectful </li></ul><ul><ul><li>Turn off cell phones and take calls in hallway </li></ul></ul><ul><ul><li>Limit sidebar conversations </li></ul></ul><ul><ul><li>Follow Attention Getting Signal </li></ul></ul><ul><li>Be Safe </li></ul><ul><ul><li>Take care of personal needs </li></ul></ul>
    2. 4. <ul><li>Brandi Simonsen </li></ul><ul><li>Rob Horner </li></ul><ul><li>George Sugia </li></ul><ul><li>Ed Kame’enui </li></ul><ul><li>Jeffrey Colvin </li></ul><ul><li>Randy Sprick </li></ul><ul><li>Marzano </li></ul>
    3. 5. <ul><li>Partners A and B </li></ul><ul><ul><li>First A tell B your name, </li></ul></ul><ul><ul><li>District you work for and it’s location </li></ul></ul><ul><ul><li>Your educational role, grade level, </li></ul></ul><ul><ul><li>Why you are here/ what you hope to take back from today </li></ul></ul><ul><li>Switch and B tell A </li></ul><ul><li>Share with others at your table </li></ul>
    4. 6. <ul><li>“ A Leader is best when people barely know that he exists;… </li></ul><ul><li>Not so good when people obey him or acclaim him;…. </li></ul><ul><li>Worse when they despise or don’t respect him. </li></ul><ul><li>Fail to honor people you lead, they fail to honor you… </li></ul><ul><li>But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say: </li></ul><ul><li>We did this ourselves!” </li></ul>Lao-Tsu, 604 BC
    5. 7. <ul><li>Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school? </li></ul><ul><li>Consider your upbringing. How did your parents deal with inappropriate behavior? </li></ul>
    6. 8. <ul><li>Scale of 1-10 </li></ul><ul><li>1 10 </li></ul>
    7. 9. <ul><li>Through what lens do you see your students, classroom, behavior? </li></ul><ul><li>Is teaching more or less stressful than in the past or than you thought it would be? </li></ul><ul><li>How do you handle frustration? </li></ul><ul><li>How SHOULD students act? </li></ul>
    8. 10. <ul><li>Paraverbals </li></ul><ul><ul><li>Posture </li></ul></ul><ul><ul><li>Positioning </li></ul></ul><ul><ul><li>Face </li></ul></ul><ul><ul><li>Tone of Voice </li></ul></ul><ul><ul><li>What You Say </li></ul></ul>
    9. 12. <ul><li>Mindfulness </li></ul><ul><ul><li>Heightened sense of situational awareness </li></ul></ul><ul><ul><li>A conscious control over one’s thoughts and behavior relative to the situation </li></ul></ul><ul><li>Read the sentence on the next slide only once and count the number of F’s in it </li></ul>
    10. 13. <ul><li>FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE </li></ul><ul><li>DID YOU FIND 8? </li></ul>
    11. 14. <ul><li>With-it-ness </li></ul><ul><ul><li>The disposition of the teacher to quickly and accurately identify problem behavior or potential problem behavior </li></ul></ul><ul><ul><ul><li>Scanning </li></ul></ul></ul><ul><ul><ul><li>Roaming </li></ul></ul></ul><ul><ul><ul><li>Eye contact </li></ul></ul></ul>
    12. 15. <ul><li>Emotional Objectivity </li></ul><ul><ul><li>Realistic attitudes toward students and student teacher relationships </li></ul></ul><ul><ul><li>Calm approach toward student behavior </li></ul></ul><ul><ul><li>A nonpersonalized perspective of the behavior of student(s) </li></ul></ul><ul><ul><li>Professional view of students as young learners </li></ul></ul><ul><ul><ul><li>Not warm and gushy </li></ul></ul></ul><ul><ul><ul><li>Not distant and aloof </li></ul></ul></ul>Eulogy
    13. 16. <ul><li>Write down 7 things you know about PBS </li></ul><ul><li>A and B compare and explain your list, </li></ul><ul><li>Share list with others at your table </li></ul>
    14. 17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
    15. 18. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
    16. 19. <ul><li>Leadership team </li></ul><ul><li>Behavior purpose statement </li></ul><ul><li>Set of positive expectations & behaviors </li></ul><ul><li>Procedures for teaching SW & classroom-wide expected behavior </li></ul><ul><li>Continuum of procedures for encouraging expected behavior </li></ul><ul><li>Continuum of procedures for discouraging rule violations </li></ul><ul><li>Procedures for on-going data-based monitoring & evaluation </li></ul>School-wide Sugai, Horner
    17. 20. <ul><li>Maximize structure in your classroom. </li></ul><ul><li>Post, teach, review, monitor, and reinforce a small number of positively stated expectations. </li></ul><ul><li>Actively engage students in observable ways. </li></ul><ul><li>Establish a continuum of strategies to acknowledge appropriate behavior. </li></ul><ul><li>Establish a continuum of strategies to respond to inappropriate behavior . </li></ul><ul><li>(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation ) </li></ul>
    18. 21. <ul><li>Develop Predictable Routines </li></ul><ul><ul><li>Teacher routines : attention getting signal, volunteers, communications, movement, planning, grading, etc. </li></ul></ul><ul><ul><ul><li>Seven critical times: </li></ul></ul></ul><ul><ul><li>Student routines : personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc . </li></ul></ul><ul><li>Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: </li></ul><ul><ul><li>Arrange furniture to allow easy traffic flow. </li></ul></ul><ul><ul><li>Ensure adequate supervision of all areas. </li></ul></ul><ul><ul><li>Designate staff & student areas . </li></ul></ul><ul><ul><li>Seating arrangements (groups, carpet, etc.) </li></ul></ul>
    19. 22. <ul><li>Establish </li></ul><ul><li>Teach </li></ul><ul><li>Prompt </li></ul><ul><li>Monitor </li></ul><ul><li>Evaluate </li></ul>
    20. 23. Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior A closer look... Monitor Student's Behavior in the Natural Context
    21. 24. Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!
    22. 25. <ul><li>Provide high rates of opportunities to respond </li></ul><ul><ul><li>Vary individual v. group responding </li></ul></ul><ul><ul><li>Increase participatory instruction (enthusiasm, laughter) </li></ul></ul><ul><li>Consider various observable ways to engage students </li></ul><ul><ul><li>Written responses </li></ul></ul><ul><ul><li>Writing on individual white boards </li></ul></ul><ul><ul><li>Choral responding </li></ul></ul><ul><ul><li>Gestures </li></ul></ul><ul><ul><li>Other: ____________ </li></ul></ul><ul><li>Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written) </li></ul>
    23. 26. <ul><li>Direct Instruction </li></ul><ul><li>Computer Assisted Instruction </li></ul><ul><li>Class-wide Peer Tutoring </li></ul><ul><li>Guided notes </li></ul><ul><li>Response Cards </li></ul>
    24. 27. <ul><li>Specific and Contingent Praise </li></ul><ul><li>Group Contingencies </li></ul><ul><li>Behavior Contracts </li></ul><ul><li>Token Economies </li></ul>
    25. 28. <ul><li>Error Corrections </li></ul><ul><li>Differential Reinforcement </li></ul><ul><li>Planned ignoring </li></ul><ul><li>Response Cost </li></ul><ul><li>Time out from reinforcement </li></ul>
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