2. Words to live by
• If you want your students to change their
behavior, you have to change yours.
• Inappropriate behavior is a very effective way to
get teacher attention and to escape from school
work.
• If students are not doing what you want, teach
them!
• Pay attention to behavior you want, not what
you don’t want!
– Catch students doing the “right” thing (doing what you
taught and what you ask).
– Make some rewards predictable and others a “surprise”.
– Reward is only meaningful and powerful in the context of a
caring and respectful relationship between the teacher and
students.
7. What will we do in this Section?
• Extend Best Behavior/PBIS into the
classroom – consistent with the school
wide program.
• Describe the organization of an effective
Best Behavior/PBIS classroom.
• Classroom environment evaluation.
• Set goals for improving classroom
environments.
Best Behavior (Sprague & Golly,
2004)
8. Features of Effective
Classroom Management
1. Establish structure
• Know what you want to see (e.g.,
entering, leaving, transitions,
independent work).
• Know what you want to hear (e.g., noise
level, asking for help, being respectful).
2. Explicitly teach your expectations
• Do not assume that students know what
to do.
• Provide positive & constructive feedback
until the behavior is automatic.
Best Behavior (Sprague & Golly,
2004)
9. Activity
• List five or more important features of the
classroom environment to which a teacher must
pay attention before the school year starts.
• What are some good classroom expectations
(positively stated, easy to remember) that link
with your school rules.
• List two or more classroom management
activities to which teachers must attend on the
first day of school.
• What would you do if two or three students in a
class of 30 consistently disrupted the class?
• Name two strategies you would use to keep all
students on task during independent work.
Best Behavior (Sprague & Golly,
2004)
10. Before the School Year Starts
Plan the Physical Arrangement
• Monitor students at all times (no groups or
students behind bookcases or dividers).
• Gain physical access to all students (sufficient
space between desks).
• Place high-need and low-performing students
where you have easy access for reinforcement
and feedback.
• Decide seat assignments or provide choice
seating.
• Position the teacher desk unobtrusively and
not accessible to students (teach your
expectations).
Best Behavior (Sprague & Golly,
2004)
11.
12. Activity:
Classroom Organization
• Complete “Classroom Organization
Checklist”:
– Reflect on how your classroom is set
up and what might need improvement
or revision.
• Share activities that have worked
well in the past.
Best Behavior (Sprague & Golly,
2004)
13. Classroom Improvement Goal
–Write one goal for improving a
specific classroom area (see
example in book on p.113).
–Share with your colleagues.
Best Behavior (Sprague & Golly,
2004)
