In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation. Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements. Dr. Kern and Dr. George shared how to: • Identify classroom features that contribute to optimal learning and appropriate behavior • Assess the environment in your own classroom to determine variables contributing to behavior and learning problems • Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation This webinar is designed for classroom teachers, staff, and administrators at all grade levels.

1. Strategies
to
Improve
Behavior
and
Instruction
in
the
Classroom
Tuesday,
March
21,
2017
Michael
George,
Ed.D.
Director,
Centennial
School
of
Lehigh
University
Join
the
Inclusive
Education community: www.edweb.net/inclusiveeducation
Lee
Kern,
Ph.D.
Professor
and
Director,
Center
for
Promoting
Research
to
Practice

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6. Lee
Kern,
Ph.D.,
received
her
doctorate
in
special
education
from
the
University
of
South
Florida.
She
is
currently
Professor
of
special
education
at
Lehigh
University
and
Director
of
the
Center
for
Promoting
Research
to
Practice.
Dr.
Kern
has
worked
in
the
field
of
special
education
for
more
than
35
years
as
a
classroom
teacher,
behavior
specialist,
professor,
and
consultant.
Her
research
interests
are
in
the
area
of
interventions
to
reduce
challenging
behavior.
She
has
published
numerous
articles,
book
chapters,
and
two
books
on
topics
related
to
problem
behavior.
Dr.
Kern
has
received
more
than
$20
million
in
grant
support
from
the
U.S.
Department
of
Education
and
National
Institutes
of
Mental
Health
to
pursue
research
in
behavior
problems.
She
is
currently
Co-­‐editor
of Journal
of
Positive
Behavior
Interventions.
Lee
Kern,
Ph.D.
Professor
and
Director,
Center
for
Promoting
Research
to
Practice

7. Michael
P.
George,
Ed.D.,
received
his
doctorate
in
special
education
from
the
University
of
Missouri–Columbia
and
is
presently
Director
of
Centennial
School
of
Lehigh
University.
He
has
been
an
administrator
of
programs
for
children
and
youth
with
the
most
severe
social,
emotional,
and
behavioral
difficulties
for
nearly
30
years.
Dr.
George
has
served
as
a
director
of
day
school
programs
in
St.
Louis
County,
Missouri;
Eugene,
Oregon;
and
Bethlehem,
Pennsylvania.
His
work
on
behalf
of
students
and
families
has
received
numerous
accolades
over
the
years,
including
recognition
by
the
U.S.
Department
of
Education,
the
U.S.
Department
of
Justice,
the
American
Institutes
for
Research,
CNN,
and
ABC’s Nightline.
Michael
George,
Ed.D.
Director,
Centennial
School
of
Lehigh
University

8. SUPPORTING STUDENTS
WITH EMOTIONAL AND BEHAVIORAL
PROBLEMS: PREVENTION AND
INTERVENTION STRATEGIES
Lee Kern
Lehigh University
Michael George
Centennial School of Lehigh University

9. TODAY’S SESSION
„Classroom features important for desirable
learning and behavior outcomes
„Ways to assess the classroom environment
„Strategies to improve student classroom behavior
„Instructional approaches to enhance student
engagement and motivation

10. A LITTLE BACKGROUND…..
„ Behavior management, a major concern among teachers
„ Students come to school with diverse problems
„ Teachers receive limited instruction in behavior
management
„ There are skills and strategies that teachers can learn and
put into practice to improve student behavior

11. WHY ARE CLASSROOM MANAGEMENT
STRATEGIES SO IMPORTANT?
„ A well-structured classroom can prevent many problem
behaviors
„ Students learn better in a classroom that functions well
„ There is more time to devote to students who truly need
additional support

12. WHAT IS TIERED SUPPORT?

13. ADVANTAGES OF A TIERED SYSTEM
„ Systems in place to support teachers
„ Consistency across school
„ Data-based decision making

14. IS A TIERED SYSTEM CRITICAL?
„ NO!!!
„ It is helpful, but not essential for a strong classroom environment
„ Research indicates teachers still struggle with classroom
management in spite of tiered behavioral systems

15. HOW CAN I TELL IF MY CLASSROOM IS
OPTIMALLY FUNCTIONING?
„ Conduct assessments
„ Helps identify strengths
„ Determines where improvements are needed

16. CLASSROOM ASSESSMENTS
„ Self-assessments
„ Teacher Self-Assessment of Classroom Management Practices
„ Self-Assessment of EffectiveTeaching Strategies

17. Teacher Self-Assessment of Classroom
Management Practices
„Use this assessment to determine:
„ Whether my classroom is well organized physically
„ Whether I have classroom expectations in place
„ How efficient my classroom routines and procedures are
„ If interactions with my students are positive
„ Whether I am teaching and reinforcing appropriate
behavior
„ How well I am managing behavior problems

19. Self-Assessment of Effective Teaching Strategies
„Use this assessment to determine:
„ Whether I am using strategies that motivate and
encourage student learning
„ If level of instruction is appropriate
„ Whether my instruction reaches all students
„ If I provide appropriate instructional feedback

21. CLASSROOM ASSESSMENTS
„ Assessments by colleagues, support staff
„ TeacherVerbal Behavior Assessment
„ Instructional Practices Observation Form
„ Classroom Management Observation Form

22. Teacher Verbal Behavior Assessment
„Use this assessment to determine:
„ Frequency of positive, neutral, and negative statements

24. Instructional Practices Observation Form
„Use this assessment to determine:
„ My strengths or weaknesses at…
„ Planning and organization
„ Instruction
„ Climate and rapport

26. Classroom Management Observation Form
„Use this assessment to determine:
„ Whether my classroom is well structured
„ If I have routines and procedures in place
„ How engaged and well behaved my students are
„ How well I have planned lessons
„ Whether I address problem behaviors effectively

28. GETTING STARTED
1. Complete an assessment.
2. Identify 1-3 areas to target
„ Organize my room so student belongings are stored on
shelves, rather than at desks
„ Increase my rate of praise for appropriate behavior-begin
with once every 15 minutes
„ Introduce one high interest activity in each lesson

29. CLASSROOM MANAGEMENT:
THE BASICS

30. CLASSROOM MANAGEMENT:
THREE BASIC STRATEGIES
„ Establish expectations
„ Create routines and classroom procedures
„ Improve interactions with students

31. STRATEGY 1: ESTABLISH EXPECTATIONS
„Guidelines:
„ No more than five
„ Brief and clear
„ Tell students WHAT TO DO

32. STRATEGY 1: ESTABLISH EXPECTATIONS
„Why?
„ Sets stage for classroom climate
„ Teaches appropriate behavior
„ Provides parameters for feedback

33. EXAMPLE OF CLASSROOM EXPECTATIONS

34. EXAMPLE OF CLASSROOM EXPECTATIONS

35. EXAMPLE OF CLASSROOM EXPECTATIONS

36. THAT’S NOT ENOUGH!!!
„ Teach the expectations
„ Across activities
„ Model, role play
„ Post prominently
„ Provide frequent reminders
„ Reward students for following expectations
„ Praise
„ Privileges
„ Tangible
„ Provide consequences for failing to adhere to expectations
„ Refer to expectations
„ Tell them what they should have done
„ Provide consequence
„ Non-punitive
„ Instructive
„ Logical

37. STRATEGY 2: CREATE ROUTINES AND
CLASSROOM PROCEDURES
„Why?
„ Problem behavior frequently occurs during transitions
„ Inefficient routines waste valuable teaching time

38. STRATEGY 2: CREATE ROUTINES AND
CLASSROOM PROCEDURES
„ Identify routines and transitions throughout the day
„ Beginning of the day
„ Instructional activities (e.g., seatwork to group activities, lecture to lab)
„ Recess
„ Use of restroom
„ Identify sub-steps of routine
„ Teach routines and procedures
„ Practice
„ Provide prior reminders of expectations during routines upon initiation
„ Praise (reward if needed) students for following routines/procedures

39. EXAMPLE OF A CLASSROOM ROUTINE

40. EXAMPLE OF A CLASSROOM ROUTINE

41. EXAMPLE OF A CLASSROOM ROUTINE

42. EXAMPLE OF A CLASSROOM ROUTINE

43. EXAMPLE OF A CLASSROOM ROUTINE

44. STRATEGY 3: IMPROVE INTERACTIONS
WITH STUDENTS
„Why?
„ Creates supportive and positive classroom environment
„ Helps develop rapport with students
„ Improves student connections to school
„ Good relationship with students associated with
reduced work-related stress

45. STRATEGY 3: IMPROVE INTERACTIONS
WITH STUDENTS
„Learn students’ names, address them by name
„Talk with students about their interests, activities, concerns
„Maintain high ratio of positive to corrective comments (4:1)
„ This is especially important for students with problem behavior
„Display student work in class and throughout school
„Welcome new students
„ Review routines
„ Assign a peer buddy

46. INSTRUCTIONAL STRATEGIES:
THREE POWERFUL PRACTICES

47. STRATEGY 1: INCREASE ACTIVE STUDENT
ENGAGEMENT
„Why?
„ Students participate and learn more
„ Students cannot ‘tune out’

48. STRATEGY 1: INCREASE ACTIVE STUDENT
ENGAGEMENT
„How…
„ Choral responding
„ Pose a question and have students respond in unison
„ Response cards
„ Yes/No
„ True/False
„ White boards
„ Write responses

49. STRATEGY 2: INCORPORATE AREAS OF
STUDENT INTEREST
„Why?
„ Students learn better if they relate to the subject
matter
„ Students are more engaged and participate more if
they connect with the material

50. STRATEGY 2: INCORPORATE AREAS OF
STUDENT INTEREST
„ How….
„ Identify student interest and incorporate in assignments
„ Students select writing topics
„ Research self-selected topics in social studies
„ Connect learning to real world experiences
„ Link assignments to local experiences
„ Search your local recycling center
„ Offer choices
„ Task, activity
„ Sequence
„ Materials
„ Location
„ Partners

51. STRATEGY 3: USE DIVERSE TEACHING
METHODS
„Why?
„ Numerous research studies show the majority of
classroom is whole group/teacher lecture
„ Reduce boredom
„ Capitalize on student preferred modes of learning

52. STRATEGY 3: USE DIVERSE TEACHING
METHODS
„How…..
„ Small group learning activities

53. STRATEGY 3: USE DIVERSE TEACHING
METHODS
Examples of Small Group Activities
Activity Implementation Example
Group round Move around small group
allowing each student to say
something
Each student has 3 min to
describe the main parts of a
biography
Circular
questioning
Each group member asks a
question to another group
member in sequential order
Students practice for a history
test by questioning one another
Buzz groups Students partner with a
neighbor to discuss a question
and then the larger group
convenes and discusses the
answers
Students describe how they
found the solution to a math
word problem

54. GETTING STARTED
„Select one assessment
„Choose one strategy
„ Expectations
„Set small goals
„ Strategy to implement this week
„After one strategy is fully implemented, add
another

55. ADDITIONAL INFORMATION COVERED IN
THE BOOK:
„ Promoting student social skills
„ Preparing for intensive intervention
„ Conducting a functional behavioral
assessment
„ Developing assessment-based behavior
support plans
„ Measuring behavior change
„ Enhancing student connectedness to
school
„ Interventions to address student mental
health needs

56. QUESTIONS???
Michael George, Ed.D.
Director
Centennial School of Lehigh University
Email: mpg6@lehigh.edu
Lee Kern, Ph.D.
Professor and Director
Center for Promoting Research to Practice
Email: lek6@lehigh.edu

57. Q&A Session
20% OFF*
Use code: EDWEBLK
Expires 4/21/17
*Not to be combined with any other discounts or offers. Consumer orders only,
please. Excludes BOL training, pre-discounted bundles, and online products
such as ASQ Online and AEPSinteractive™.
www.brookespublishing.com
Questions?
brookeswebmeeting@brookespublishing.com

58. Thank
you
to
our
speakers!
Michael
George,
Ed.D.
Director,
Centennial
School
of
Lehigh
University
Lee
Kern,
Ph.D.
Professor
and
Director,
Center
for
Promoting
Research
to
Practice

59. Thanks for Attending This Webinar!
Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
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