1. Welcome!
 While you settle in,
 Write your class rules on a sheet of pink paper
 Connect to the internet
 Download materials from the email from Nicole Darabi
 Write a postcard to a student and their family to praise
him/her for positive behavior

2. Classroom Management
PRESENTED BY:
AMY INGERSOLL AND NICOLE DARABI,
PBIS COACHES
ACKNOWLEDGEMENTS TO:
LORI NEWCOMER, PH.D.,
UNIVERSITY OF MISSOURI
THE IRIS CENTER; VANDERBILT UNIVERSITY

3. Welcome
 Introductions
 Meeting Norms
 Expectations for tonight-
 What would you like to take away?
 What are you hoping to learn?
 Acknowledgements

4. Positive Behavior Support for the Classroom

5. Classroom Management System
Environmental
Behavioral
Instructional

6. Components of a Classroom Positive Behavior
Support Plan
 Set of 3 to 5 Classroom Rules
 Physical Classroom Layout
 Procedures/Routines
 Continuum of positive consequences
 Continuum of negative consequences
 Behavior Crisis Plan
 Medical Crisis Plan

7. “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we ... teach?
punish?
Why can’t we finish the last sentence as
automatically as we do the others?”
- Herner, 1998

8. Communicating Expectations
Rules Routines
• Positively Stated • Transitions
• Measurable and • Movement
observable • Procedures
• 3-5

9. Rules Expectations
 A rule is an “an  An expectation is defined
authorative principle set as a “confident or strong
for the guide behavior” hope that something will
 Clearly stated rules happen”
identify, define, and  The expectation is that
operationalize concepts students will develop and
of acceptable behavior exhibit the characteristis
specific to the classroom that lead to success both
setting that are necessary in and out of school (ie.
to maintain order and a To be responsible,
well-functioning respectful and to do their
environment best)

10. Sample School-wide Behavior Matrix

11. Developing Classroom Rules
It is essential that they:
Are positively stated
Use simple, specific terms
Are measurable and observable
Convey expected behavior
Most behavioral expectations can be conveyed in five rules or fewer.

12. Common Classroom Behavior Problems
Problem Behavior Replacement Rule
 Tardies  In seat when bell rings
 Off-task  On-task during work
time
 Not following  Follow directions the
directions first time
 Unruly transitions  Transition quickly and
quietly

13. Guidelines for Classroom Rules
 Consistent with school
rules
 Understandable/
age appropriate
 Doable
 Manageable
 Always applicable
 Stated positively
 Kept to a minimum (<5)

14. More Sample Rule Posters

15. Are these rules observable, measurable,
positively stated, and convey expected behavior?
 Walk at all times in the classroom.
 Be a good citizen.
 Be on task during work times.
 Keep hands, feet, and objects to yourself.
 Be safe.
 Do your best.
 Follow directions the first time.

16. Partner Talk
 What are your current classroom rules?
 With your partner determine if the rules are:
 Observable
 Measurable
 Positivelystated
 Convey expected behavior
 Kept to a minimum (5 are usually sufficient)
 Identify a problem behavior and the aligned
replacement rule

17. Action Plan
 Use the action plan template to write your rules and
check the guidelines.

18. Share Out and Questions
 Examples of classroom rules
 How did you modify a classroom rule-what was the
before and after?
 Tell us how and when you will teach.

19. Physical Classroom Environment

20. Video
 Classroom Management in Action
 Planning and Organization
 Organize Physical Classroom

21. Classroom Layout Rationale
 How does information from the video and your
current classroom layout support learning and
student behavior?
 Furniture
 Materials
 Activities
 Student proximity
 Immediate reinforcement/redirection
 Engagement
 Safety
 See all students

22. Procedures
 Procedures explain the accepted process for carrying
out a specific activity such as walking in the hallway,
using lockers, sharpening pencils, attending an
assembly, going to the bathroom.

23. Procedures and Routines
 Determine the desired outcome (ie. Homework
turned in).
 Decide how students need to complete the task.
 Consider what errors students are likely to make.
 Consider problem areas or problem times- often a
well designed routine can smooth things out.

24. Attention Signal
 Choose a location
 Choose a visual and auditory signal
 Teach the signal
 Give rewards and positive reinforcement when
students respond
 Give mild consequence if students do not respond
 Fade out rewards and consequences over time

25. Elementary Example

26. Elementary Example

27. Elementary Example

28. Secondary Example
Turning in Assignments
 The last persons in each row pass their paper to the
person in front of them.
 The next person does the same until the papers reach
the first person in each row.
 First person in the row pass papers to the right.
 The first person in the last row places all papers in
the basket on the teacher’s desk.

29. Secondary Example

30. Step by Step Procedures
 Handouts:
 List of Procedures
 Step by Step Procedure

31. Guided Work Time
 Identify your Attention Signal on page 1 of Action Plan
 Independently review and highlight procedures needed
in your class (on list of procedures). Write in any others
needed at the bottom.
 Select 2-3 procedures that can be improved in your
classroom and list them on your step by step procedures
sheet in the left column.
 Discuss with your partner the steps involved in 1 of the
procedures.
 Write down in student-friendly, concise wording what is
expected for each step of this procedure. Continue
working on the 2nd and 3rd procedure if there is time.

32. Communicating Expectations
 Rules
 Positively stated
 Measurable and Post
achievable
Teach
 3-5
Practice
 Routines
 Transitions Feedback
 Movement Reinforce
 Procedures

33. Teaching Rules and Procedures
 Introduction
 State the rule or procedure
 Explain the rationale for the rule or procedure
 Instruction
 Describe examples and non-examples
 Demonstrate or act out the rule or procedure
 Ask for student feedback about the demonstration
 Was this an appropriate example of following the rule?
 Did the student exhibit all the steps in the procedure?

34. Teaching Rules and Procedures, cont.
 Teach Rules and Procedures
 Practice
 Elementary: Have each student role-play the rule or procedure
(can be done in small group activities).
 Feedback
 Use formal and informal feedback
 Reinforce/Acknowledge compliance
 Schedule for teaching rules and procedures

35. Schedule for Teaching Rules and Procedures
 First Grading Period
 Teach rules and procedures for all areas of school during the
first week
 Provide opportunities for review and practice
 Provide frequent reinforcement/acknowledgement
 After the first week, review rules two or three times per week
 Build in opportunities or activities for students to review and
practice the rules

36. Schedule for Teaching Rules and Procedures
 Second Grading Period
 Review rules and procedures once per week
 Students Return from School Breaks (October,
January, February, April)
 Review rules and procedures the first day that students return
 Remainder of the Year
 Review rules and procedures periodically as needed

37. Rule Reminders and Helpful Hints
 Signs and posters with pictures or icons associated
with each rule
 Student-drawn pictures depicting the rules
 Digital pictures of students displaying rule following
behavior

38. Procedure Helpful Hint Example
Tape on floor to
designate where
students are to
line up, where
desks are to be
placed, or where
students are to
sit.

39. Procedure Helpful Hint
Questions posted in
key places (“Do you
have your book,
notebook, and
calculator?”)

40. Procedure Reminders and Helpful Hints, cont.
 Step by step pictures
 Timers to indicate allowed for transitions, playtime,
work time, and other activities.
 Music playing during transitions. The music is a
reminder not to talk, and the gradual decrease in
volume is a signal that the transition is about over.
 Music playing quietly during independent work time
(a signal that no talking is allowed).
 A special word or phrase that is only used to get
student attention or signal a particular behavior.

42. Work Time
 Choose a template from the email attachment for a
procedure poster.
 Create a the poster using your step by step
procedures handout.
 Print to…
 Make a poster using the poster making machine.

44. Big Bang Theory Video Clip

45. Continuum of Positive and Negative
Consequences
Understanding Principles of Behavior
“Behaviorists did not invent positive reinforcement.
They systematized and named it. Positive
reinforcement is a naturally occurring process that
wise teachers understand and learn how to use to
promote effective management of groups and
individual students.”
(Schuermann and Hall, 2008)

46. Consequences
 Behavior is strengthened or weakened by its
consequences
 Teachers often reinforce the very behaviors that
disrupt the class.
 Frequent teacher attention in the form of praise is
more effective than rules or reprimands in
increasing appropriate behavior.

47. Consequences, continued…
 Consequences are teacher-based actions that
respond to appropriate (POSITIVE consequence) or
inappropriate (NEGATIVE consequence) student
behavior.
 Consequences work best when they:
 Are clear.
 Relate directly to rules and procedures.
 Possess a range of intensity or hierarchy of alternatives.
 Are natural and logical.

48. Positive Consequences
 Used to recognize and increase the frequency of
appropriate behavior.
 Recognize on an intermittent (unpredictable, ever-
changing) schedule that students are following rules
and procedures.
 Can be used to develop self-managed behavior.
 Effective when they target a specific behavior and are
applied immediately, with eye contact and genuine
enthusiasm.

49. Positive Reinforcement for appropriate behavior
 Thumbs up
 Smile
 Verbal praise (Specific)
 Notes/phone calls home
 Note to the principal
 Student of the hour/day/week
 High five/elbow bump
 Computer time
 Special privileges

50. Levels of Positive Consequences
Free and Strong and
Intermittent
Frequent Long term
• Verbal praise • Phone calls • Field trip
• Smile • Special privileges • Special projects
• Stickers • Extra computer • Special
• Rubber stamps time recognition to the
• Thumbs up • Special seat principal
• Home notes • Student of the • Student of the
• High fives/elbows week month
• Front of line pass • School gear • Awards assembly
• Prom/dance ticket

51. Positive Consequences
Free and Strong and
Intermittent
Frequent Long term

52. Action Plan

53. Negative Consequences
 Used to decrease problem behavior
 Functional
 Applied in an educative rather than vindictive
fashion
 Presented in a hierarchy ranging from lesser to
greater intensity
 Best applied in combination with positive
consequences
 Important to ensure that they are logical and
preserve a student’s dignity

54. Negative consequences
 Verbal reprimand
 Planned ignoring
 Redirection-corrective teaching procedure
 Phone call home
 Response-cost
 Overcorrection
 Time-out from positive reinforcement

55. When delivering consequences, keep in mind
that you need to:
 Apply consistency
 Use the power of proximity
 Make direct eye contact
 Use a soft voice
 Be firm and anger-free
 Link the consequences to the expected behaviors
 Never accept excuses, bargaining, or whining
 Be educative, not vindictive

56. Avoiding the Negative Trap
(Latham, 1998)
 Criticism
 Arguing
 Ridicule
 Questioning
 Sarcasm
 Despair and pleading
 Threats
 Physical force

57. Sample Hierarchies of Negative Consequences
Elementary School Middle School and High School
Level 1: Class rule reminder Level 1: General reminder
Level 2: Individual rule reminder Level 2: Individual reminder
Level 3: Modifications (change seat) Level 3: Second individual
Level 4: Time away in another class reminder or “see me”
Level 5: Parent contact Level 4: Time out I (goes to in-class
Level 6: After-school detention time-out area and
completes think sheet)
Level 7: Office referral Level 5: Time out II (goes to
alternative room to
complete think sheet)
Level 6: Parent contact
Level 7: Loss of privilege/detention
Level 8: Referral

58. Action Plan of Negative Consequences

59. Effective Classroom Management
Unless what you are about to say or do has a high
probability for making things better, don’t say it and
don’t do it.

60. Effective Classroom Management
 Helpful hints and reminders:
 Stop, then redirect inappropriate behavior
 The single most commonly used but least effective method for
stopping consequential behavior is to verbally scold and berate
the student.
 How can you instead acknowledge the students who are doing the
appropriate behavior?

61. 4:1
 4 positive acknowledgements for every 1 corrective
feedback/reprimand

62. Behavior and Medical Crisis Plans
 In the event of a behavior or
medical crisis, know:
 The process of what to do
 Who to call
 How/if to evacuate students
 Be knowledgeable
 At your school, create a written
behavior and medical crisis plan
 Have it by the phone
 In your sub binder/folder

63. Thank you for your participation!
 Certificates for professional development hours
completed
 Evaluation/feedback forms