The document discusses effective classroom management systems and practices. It outlines common challenges with classroom management like being informal, reactive, and disconnected from school-wide systems. Formalizing classroom management can maximize academic achievement, social success, and effective teaching. Guiding principles include applying a three-tiered prevention model and remembering that good teaching is one of the best behavior management tools. Key elements of classroom management systems include instructional management, environmental management, and proactive behavior management supported by school-wide systems and data-driven decision making.

1. Classroom Management:
Systems & Practices
Johannes-de-la-Salle-Schule
Aschaffenburg
Erasmus+ project task
„Do Not Exclude Me“
2017 - 2019

3. Purpose
Review critical features &
essential practices of
behavior management in
classroom settings
Goal: Review of basics & context
for self-assessment

4. Classroom Management
Challenges
• Informal &
untaught
• Reactive &
ineffective
• Disconnected
from SW
• Lack of staff
fluency
• Lack of
durability
• Lack of
instructional
fluency

5. Why formalize classroom
management?
Arrange environment to
maximize opportunities for
–Academic achievement
–Social success
–Effective & efficient teaching

6. Guiding Principles
• Remember that good teaching
one of our best behavior
management tools
–Active engagement
–Positive reinforcement

7. • Apply three tiered prevention
logic to classroom setting
–Primary for all
–Secondary for some
–Tertiary for a few

8. 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

9. Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
Designing School-Wide Systems
for Student Success

10. Organizational Features
Common
Vision
Common
Language
Common
Experience
ORGANIZATION
MEMBERS

11. • Link classroom to school-wide
–School-wide expectations
–Classroom v. office managed rule
violations

12. Nonclassroom
Setting
System
s
Classroom
Setting Systems
Individual Student
Systems
School-wide
Systems
School-wide Positive
Behavior Support
Systems

13. • Teach academic like social skills
–Tell/model/explain
–Guide practice
–Monitor & assess
–Give positive feedback
–Adjust & enhance

14. • Build systems to support
sustained use of effective
practices
–SW leadership team
–Regular data review
–Regular individual & school action
planning

15. SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
Positive
Behavior
Support OUTCOMES
Social Competence &
Academic Achievement

16. Enhanced PBS
Implementation
Logic

17. Effective classroom
managers
• 7 minutes (pick recorder &
spokesperson)
• What do effective classroom
managers do daily?
– 2-3 formal & 2-3 informal strategies
• Report 2-3 “big ideas” from your
team discussion (1 min. reports)

18. Three Basic CM
Elements
1. Instructional/Curricular
Management
2. Environmental Management
3. Proactive Behavior
Management

19. Essential Behavior &
Classroom Management
Practices
See Classroom Management
Self-Checklist (6/17)

20. 1. Increase ratio of positive to
negative teacher to student
interactions
1.Maintain at least 4 to 1
2.Interact positively once every 5 minutes
3.Follow correction for rule violation with
positive reinforcer for rule following

21. Positive
acknowledgements
1.Take 5 minutes
2.Identify 2-3 formal & 2-3 informal
strategies to positively acknowledge
student behavior in classroom
3.Report sample from your team
discussion (1 min. reports)

22. • Strategies, e.g.,
–Tear card
–Self-record
–Video taping
–Peer observation
–

23. 2. Actively supervise at all times
– Move continuously
– Scan continuously & overtly
– Interact frequently & positively
– Positively reinforce rule following
behaviors

24. 3. Positively interact with most
students during lesson
– Vary type of contact
• Physical, verbal, visual contact
– Vary by individual & group
– Mix instructional & social
interactions

25. 4. Manage minor (low
intensity/frequency) problem
behaviors positively & quickly
3. Signal occurrence
4. State correct response
5. Ask student to restate/show
6. Disengage quickly & early

26. 5. Follow school procedures for
chronic problem behaviors
3. Be consistent & business-like
4. Precorrect for next occurrence
5. Follow SW procedures for major
behavioral incidents
6. Develop individualized plan for
repeated incidents

27. 6. Conduct smooth & efficient
transitions between activities
– Teach routine
– Limit to time required for student to
be ready
– Engage students immediately

28. 7. Be prepared for activity
6. Have filler activities
7. Know desired outcome
8. Have materials
9. Shift phases of learning
6.Acquisition, fluency, maintenance, generalization
10. Practice presentation fluency

29. 8. Begin with clear explanations
of outcome/objective
– Provide advance organizer
– Create focus or point of reference
for assessment

30. 9. Allocate most time to
instruction
– Fill day with instructional activities
– Maximize teacher-led engagement

31. 10.Engage students in active
responding
– Establish & expect behavioral
indicator
• Write, verbalize, manipulate materials
– Enable immediate assessment of
learning & instructional impact

32. 11.Give each student multiple
ways to actively respond
– Vary response type
• Individual v. choral responses
• Written v. gestures
– Use peer-based assistance

33. 12.Regularly check for student
understanding
– Vary assessment type
• Immediate v. delayed
• Individual v. group
– Review previously mastered content
– Check for existing knowledge

34. 13.End activity with specific
feedback
– Review performance on expected
outcomes
• Scheduled activities
• Academic v. social
• Individual v. group

35. 14.Provide specific information
about what happens next
– Describe follow-up activities
• Homework, review, new activity, choices
• Immediate v. delayed
• Following lesson
– Describe features of next lesson

36. 15.Know how many students met
learning objective/outcome
– Administer probe
• Oral, written, gesture
– Immediately graph/display
performance

37. 16. Provide extra time/assistance for
unsuccessful students
– Determine phase of learning
• Acquisition -> re-teach
• Fluency -> more practice
• Maintenance -> reinforcement/feedback
– Schedule time during/before next lesson

38. 17. Plan activity for next time activity
– Consider phase of learning
• New outcome
• Reteaching
• Practice
• Maintenance/generalization
– Modify/select materials

39. How did I do?
14-17 “yes” = Super
10-13 “yes” = So So
<9 “yes” = Improvement needed

40. Non-example Action Plan Strategies
- Purchase & distribute classroom management
curriculum/book
- Discuss at faculty meeting
- Bring in CM expert for next month’s ½ day in-
service
- Observe in effective classroom
- Observe & give feedback
What is likelihood of change in teacher
practice?

41. Example Action Plan Strategies
+ Build on SW System
+ Use school-wide leadership team
+ Use data to justify
+ Adopt evidence based practice
+ Teach/practice to fluency/automaticity
+ Ensure accurate implementation 1st time
+ Regular review & active practice
+ Monitor implementation continuously
+ Acknowledge improvements

42. Classroom Management
• 15 minutes
• Review “Classroom Management
Self-Assessment” & discuss
possible practices/systems
applications
• Report 2-3 “big ideas” from your
team discussion (1 min. reports)

43. References
• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for
success. Longmont, CO: Sopris West.
• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and
Clinic, 28, 143-150.
• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A
proactive approach to behavior management. (2nd ed.). White Plains, NY:
Longman.
• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management:
Creating communities of support and solving problems (6th ed.). Boston: Allyn &
Bacon.
• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that
accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher
should have. Utah State University.
• Latham, G. (1992). Interacting with at-risk children: The positive position.
Principal, 72(1), 26-30.
• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing
disruptive behaviors in the schools: A schoolwide, classroom, and individualized
social learning approach. Boston, MA: Allyn & Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research
Press.