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
STORY: One teacher with whom we were working was really struggling with the level of freedom she permitted her students. This was a teacher who had taught effectively for 20 years and her students had always been successful while enjoying a high level of autonomy. The district had restructured, however, and this teacher ended up with a number of students in her room who lacked maturity and were exhibiting disruptive, off-task behaviors. It was clear the students had too much autonomy and needed more restriction to help them learn to control themselves but the teacher said: “I feel like I am running a boot camp. I have never had so many restrictions before and I don’t feel comfortable running my classroom this way.” Third bullet: discuss how kids will feel more respected when you are able to verbalize how because of their level of responsibility and maturity, you are able to lower your classroom restrictions and allow them more freedoms. Would our students feel proud of themselves, yes or no?
When you are looking at this criteria, you DO NOT HAVE TO HAVE ALL OF THESE to be high level of freedom room. Highlight one or two such as Level of maturity and NO behavior problems
For example. Feel good about school
Qualifier: If you are teaching 29 kids in a closet, then you may need to really think about level of freedom regardless of how the kids feel about school.
1) When someone is not teaching or speaking to the class. 2) When you need to sharpen your pencil. Medium Structure High Structure
Direct participants to this tool “Physical Space: Advantages & Disadvantages” and the accompanying handout that pictorially depicts various options for the physical layout of a room.
Susan L. Mack, MA Steven N. Vitto, MA Muskegon ISD
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
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
Provide students with visual PROMPTS (posters, illustrations, etc.)
Use PRECORRECTION which includes verbal reminders, behavioral demonstrations rehearsals, or examples of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely (Colvin, Sugai, Good, Lee)
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
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!!!