Sherry Wyche implemented Classroom Management Strategies (CMS) in her 3rd grade boys' PE class to address frequent minor disruptive behaviors. The strategies included using "Super Focus" as an attention signal and introducing lottery tickets that students could earn for good behavior. Data was collected daily on ticket amounts and through Class Dojo for negative behaviors. After two weeks, the results showed decreases in minor behaviors and less time needed for the attention signal. Students who typically misbehaved improved and were recognized on the sportsmanship board. The CMS engaged students and generated data that highlighted positive behaviors.

1. Sherry Wyche
Evidences of
Effectiveness

2. Goal
Improving the behavior in the 3rd
grade boys PE class by
implementing Classroom
Management Strategies (CMS)

3. Background of Class
Major behavior problems were not a regular occurrence
from the 3rd grade boys. However, more frequent
incidents of minor disruptive behaviors such as loud
untimely outbursts, respecting the personal space of
others, talking while directions were being given and
inappropriate movement i.e. (flipping or spinning) were
the explicit behaviors that were highlighted.

4. Practice in Action
In place at the onset of the school year was an attention
signal. When I need the students attention I would say
loudly “Super Focus” and the anticipated and expected
response would be for them to stop what they were doing
find me and say “Super Focus” back.
I noticed I was saying this numerous times per class and
its effect was diminishing as I was using it to address the
minor behavior issues previously mentioned. Something
more was needed; I needed to reduce or even eliminate
the amount of time I used my attention signal for minor
behavior issues.

5. Practice in Action
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Example of "Super Focus" and the anticipated reaction

6. Why Lottery Tickets and 4:1?
According to the classroom management document given
to us and my observations many students have many
different and challenging chronic behaviors, quite few
students have just one. Students have become apathetic
to traditional forms of combating behaviors therefore, I
chose two, one that they have probably seen in multiple
ways and are familiar with (4:1) and the other something
new, something that would possibly catch them off guard.
The shock factor will hopefully help us reach the goal of
less use of the attention signal for minor behaviors as well
as decreased occurrences of minor behaviors.

7. Teaching the CMS
Students will already be familiar with the 4:1 as it is a
school-wide practice but I will simply tie it back into the
classroom as well. 4:1 in this way means for every 1
inappropriate behavior that I must address I will then
praise the student with 4 positives. As for the tickets I will
include this in the students EQ. The boys understand that
a CMS is being implemented and have been instructed on
what that is. Along with an instruction PE EQ they have
also been working on a behavioral EQ for the past 4
weeks. This is the tool used to teach them the system as
well.

8. Teaching the CMS
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9. Monitoring
Data will be collected daily. At the end of each day
students will count out how many tickets they were given
and I will write on the board how many they received. At
the end of every two weeks a prize will be given to the two
students who receive the most tickets. Those students will
also have their name in a drawing to have their picture
placed on the sportsmanship board.

10. Monitoring
4:1 will be monitored via Class Dojo. Each time I have to
speak to a student they will receive a negative dojo point.
For this purpose only dojo points will NOT be given to the
teacher for the 4 weeks as I’m only using dojo as a quick
way to remember that I had to use the technique for that
student. The dojo system will give me live data on how
much I have to speak to specific students and allow me to
address him at a different time.

11. Monitoring
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12. Results/Relection
The data shows that the boys were receptive to the CMS.
The combined systems generated data that highlighted
their personal glows as well as classroom glows. The
system decreased minor behaviors such as (i.e. flipping,
spinning, and break dancing), the data shows the specific
students that normally focused on those things were
focusing on being better sports in class, the data also
shows that I was able to spend less time using the well-
known attention signal and more time teaching, giving out
tickets and giving positive praise.

13. Results
Students who habitually had issues with minor
misbehaviors made some changes and those glows were
highlighted on our sportsmanship board!

14. Coach W's 3rd Grade Boys
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