MO SW-PBS Classroom Module
• This module is designed to provide the slides and
materials needed to teach school staff, students
and families about a SW-PBS Effective Classroom
Practices.
• Notes have been written to assist with the
presentation.
• Delete this slide before beginning your session.
MO SW-PBS Classroom Module
• More information is available in the Classroom chapter
of the May 2014 MO SW-PBS Team Workbook. Specific
information is noted by a page number on the bottom
right of a slide.
• There are no handouts for this overview.
• An Introduction to Effective Classroom Practices video
is also available at: http://vimeo.com/79681916
• Call your Regional Consultant if you have questions.
• Good luck!
• Delete this slide before beginning your session.
MO SW-PBS Classroom Module
• The notes on Slide 13, the list of Effective
Classroom Practices, are based on a school that
has already addressed the first four effective
classroom practices in non-classroom settings
such as the hallway, cafeteria, etc. Edit the notes
to be relevant to what your school has
implemented at this point in time.
• Delete this slide before beginning your session.
An Overview:
Effective Classroom Practices
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
• Explain to others the power of positive and proactive
strategies in establishing an effective classroom
learning environment.
• Describe the eight Effective Classroom Practices.
MO SW-PBS
“When teachers know and use positive and
preventative management strategies, many of
the commonly reported minor classroom
behaviors can be avoided.”
Scheuermann & Hall, 2008
“Effective classroom management is a key
component of effective instruction, regardless of
grade level, subject, pedagogy or curriculum.”
Sprick, Knight, Reinke & McKale, 2006
MO SW-PBS
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
Typical School Day
17%
33%
20%
30%
Direct Instruction
Seatwork
Transitions
Discipline & Other
Non-Instructional
Activities
Reinke, Herman & Stormont,
2013; Walberg, 1988
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Academic Learning Time
There is no doubt academic
learning time–the amount of
time that students are actively,
successfully, and productively
engaged in learning–is a strong
determinant of achievement.
MO SW-PBS
Academic Learning Time
Instructional Time–the amount of the allocated
time that actually results in teaching.
Engaged Time–the amount of instructional time
students are actively engaged in learning.
MO SW-PBS
Academic Learning Time
Instructional Time–diminished by unclear
procedures, disruptive student behavior,
disciplinary responses, lengthy transitions, etc.
Effective Classroom Practices to Increase
Instructional Time:
– Classroom Expectations
– Classroom Procedures & Routines
– Encouraging Expected Behavior
– Discouraging Inappropriate Behavior
MO SW-PBS
Academic Learning Time
Engaged Time–diminished by inactive supervision,
limited opportunities for students to respond, poor
task selection, etc.
Effective Classroom Practices to Increase Time of
Student Engagement:
– Active Supervision
– Opportunities to Respond
– Activity Sequencing & Choice
– Task Difficulty
MO SW-PBS
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
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328
Think, Pair, Share
Think to Yourself: When do I lose Instructional
Time?When do I lose Engaged Time?
Pair with a partner.
Share your thinking.
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328
Outcomes
At the end of the session, you will be able to…
 Explain to others the power of positive and proactive
strategies in establishing an effective classroom
learning environment.
• Describe the eight Effective Classroom Practices.
MO SW-PBS
Effective Positive Classroom
Environments
“The goal of effective classroom management
is not creating “perfect” children, but
providing the perfect environment for
enhancing their growth, using researchbased strategies that guide students toward
increasingly responsible and motivated
behavior.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
MO SW-PBS
1. Classroom Expectations
1. Develop a few behaviors/rules aligned
with each schoolwide expectation
(Example: Be Respectful—Follow
Directions)
2. Post Expectations & Rules in prominent
place and refer to them frequently
3. Teach rules explicitly
4. Recognize students when they follow
rules
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2. Classroom Procedures
1. Develop explicit steps to follow for
common classroom activities (e.g.
handing in papers)
2. Post classroom procedures in a
prominent place and refer to them
frequently
3. Teach classroom procedures explicitly
4. Recognize students when they follow
the procedures
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3. Encouraging Expected Behavior
1. Provide high rates of responses to
students who comply with classroom
rules & procedures through:
– Specific Positive Verbal Feedback
– Nonverbal Recognition
2. Ideal rate of responses when students
follow classroom rules & procedures is 4
to 1 response to correct students.
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4. Discouraging Inappropriate Behavior
1. Use an instructional approach when students
make social behavioral errors similar to when
students make academic errors.
– Use professional tone and demeanor
– Correct errors by telling students what to do, using
language of the classroom expectations and rules
2. Use a variety of response strategies (e.g. redirect, re-teach)
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328
5. Active Supervision
1. Continually monitor students by scanning,
moving and interacting frequently and
strategically.
2. Design classroom floor plan and lessons to
consider ease of movement, student
groupings, activity levels, etc.
3. Provide positive contact, positive and
corrective feedback while moving.
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6. Opportunities to Respond
1. Design lessons to provide a variety of strategies
to increase students opportunities to respond
and there, increase engaged time.
2. Strategy examples:
–
–
–
–
–
Various strategies to track students being called on
Choral responding
Non-verbal responses (e.g. thumbs up)
Response Cards
Guided Notes
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7. Sequencing and Choice
1. Design lessons and assignment to sequence
tasks by intermingling easy/brief tasks among
longer or more difficult tasks.
2. Design lessons and assignments to offer a
variety of choice options, for example:
– Give students choice of partners
– Offer locations in classroom to do work
– Offer a variety of ways students can demonstrate
their knowledge
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8. Task Difficulty
1. Set students up for success by ensuring
instruction, independent work and reading
assignments are at students’ academic level.
2. Design lessons and assignments to address a
variety of assignment lengths, response
modes and increased opportunities for
instruction or practice.
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328
The Science of Behavior
A B
Antecedent
Behavior
Conditions or
circumstances that
increase the probability of
a behavior occurring.
An observable act.
What the student
does. The actions or
reactions to the
antecedents.
Example:
Hallway rules and
procedures are established
and taught.
MO SW-PBS
Example:
Student keeps voice
quiet, body to self, and
walks on the right.
C
Consequence
The resulting event or
outcome that occurs
immediately following the
behavior. Impacts future
occurrence of the behavior.
Example:
Teacher gives specific verbal
recognition. Appropriate hall
behavior increases.
22
The Science of Behavior
A B
Antecedent
Behavior
Conditions or
circumstances that
increase the probability of
a behavior occurring.
An observable act.
What the student
does. The actions or
reactions to the
antecedents.
• Teach and practice
• Student
classroom expectations
engagement
• Use clear procedures and
• Task completion
routines
• Expected classroom
• Active supervision
behaviors
• Opportunities to respond
• Provide choices
C
Consequence
The resulting event or
outcome that occurs
immediately following the
behavior. Impacts future
occurrence of the behavior.
High rates of specific positive
feedback
Discussion: Academic Learning Time
Discuss with a partner:
• What do we currently do to ensure uninterrupted
learning time?
• What do we currently do to ensure engaged time
(e.g., practices to ensure that students are on task,
responding frequently, and producing quality work
matched to their ability)?
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Effective classroom managers are known, not by
what they do when misbehavior occurs, but by
what they do to set their classroom up for
academic success and to prevent problems from
occurring.
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Discussion: Implementation of
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
MO SW-PBS
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References
• Reinke, W.M., Herman, K.C., & Stormont, M. (2013).
Classroom-level positive behavior supports in schools
implementing SW-PBIS: Identifying areas for enhancement.
Journal of Positive Behavior Interventions, 15(1), 39-50.
• Scheuermann, B. K. and Hall, J. A. (2008). Positive
behavioral supports for the classroom. Upper Saddle River,
NJ: Pearson Merrill Prentice Hall.
• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006).
Coaching classroom management: Strategies and tools for
administrators and coaches. Eugene, OR: Pacific Northwest
Publishing.
• Walberg, H. (1988). Synthesis of research on time and
learning. Educational Leadership 45(6), 76-85.
Questions
MO SW-PBS
For Videotapes, Short Modules for
Staff Training and Other Resources…
• Missouri Schoolwide Positive Behavior
Support website:
http://pbismissouri.org/educators/effectiveclass-practice