Classroom Management
for Academic
Engagement
Module 2:
Acknowledgement System
The Wisconsin RtI Center/Wisconsin PBIS
Network (CFDA #84.027) acknowledges the
support of the Wisconsin Department of
Public Instruction in the development of this
presentation and for the continued support
of this federally-funded grant program. There
are no copyright restrictions on this
document; however, please credit the
Wisconsin DPI and support of federal funds
when copying all or part of this material.
Activities
To download the activities you’ll need for this presentation, please
follow this link: Acknowledgement System Activities. When you
get to the page, go to the resources section indicated by the
arrow.
Objectives
•
•
•
•
Specific and contingent positive feedback
Five-to-one ratio of positives to correctives
Group contingencies
Token economies
Core Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom
rules and routines occurs more frequently than acknowledgment of
inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented an consistently delivered.
Self-Reflection
1. Complete the Self-Reflection Checklist
2. Identify one or two areas where you
would like to improve.
Disaggregating Data and Calculating Risk Ratios
Use of Acknowledgement in
Classroom Management
Small Group Time
1. What do you currently use in your classroom to
acknowledge appropriate student behavior?
2. Do all students have access to acknowledgements?
3. What works well?
4. What would you like to refine?
Positive acknowledgement is the presentation
of something pleasant or rewarding
immediately following a behavior.
It makes that behavior more likely to occur in
the future,
and is one of the most powerful tools for
shaping or changing behavior.
Validate
Dr. Hollie’s Validation and Affirmation
Affirm
Build
Bridge
Student
engagement
and praise
91%
74%
50-69%
Continuum of
Acknowledgement strategies
Specific and contingent positive feedback
A five-to-one ratio of positives to correctives
Group contingencies
Token Economies
Effective Feedback
Specific Positive
A key strategy to reinforce students as they practice what they
have learned about your classroom expectations and rules.
Specific Positive Feedback
Specific Positive
Feedback
AKA
• Praise
• Specific Praise
• Precise Praise
A teaching/coaching tool
to help students refine
their skills
Generic Positive
Praise
AKA
• Generic Praise
• Neutral Statements
Used to show that you
appreciate students following
your expectations
Activity 2.1
Positive Feedback
1. Look at the scenarios in the resource section.
2. Create a positive feedback statement
3. Try to incorporate the following elements:
• Describe specifically what the student is doing correctly
• Indicate the positive impact of the behavior or skill
• Focus on improvement and effort
4. Deliver the statement to your partner
Contingent
Specific positive feedback
Generic positive praise
(thumbs up, good job)
Non-contingent
Giving students time and
attention just because you
value them as people
5:1 Ratio
Business Teams
High Performance = 5.6:1
Medium Performance = 1.9:1
Low Performance = 1:2.7
Personal Relationships
Marriages that last = 5.1:1 /
4.7:1
Marriages likely to end in
divorce = 1:1.3
5:1 Ratio
Activity 2.2
What’s your ratio?
• Tally how many positives to correctives you make.
• Be sure to note how many specific, positive feedback statements
you make.
If you are working with a team, share ways that you can increase your
ratio. Also, how does this impact the climate of your classroom,
student behavior, and student achievement?
Precede every corrective statement with positives
Use pre-corrects
Personally acknowledge students
Taking Control of the Noisy Classroom!
One for All
Group Contingencies
All for one
(Interdependent Group-oriented)
One for all
(Dependent Group)
To each his/her own
(Independent Group)
Group Contingencies
Interdependent Group-oriented
Definition
Reinforcement of the class/group is contingent on the behavior of the
whole class/group.
Pros
Appropriate peer pressure which occurs naturally in the classroom is
used to encourage positive behavioral choices.
Cons
Scapegoating may occur. Students may blame one student for the
class/group not earning the reward. One student may sabotage
earning the reward for the whole group.
Group Contingencies
Interdependent Group-oriented
• Have a target goal that can always be met.
• Deliver the celebration when the goal is met, vs. having a goal
that has to be met by a specific date.
• No take back. Students can not lose points they have earned.
• Focus on the behavior you want.
Group Contingencies
Interdependent Group-oriented
• I am now responsible for another person’s success
• Everyone is responsible for managing behavior
1. Students divide into
teams.
2. Points allocated based
on student behavior
when game is in effect.
3. Rewards delivered
periodically (end of day,
end of week) based on
points earned.
Group Contingencies
Interdependent Group-oriented
7th Grade Art Class
1. Do you think this system should be used with a
class that needs a little, a moderate, or a lot of
structure?
2. How might you modify it for a class that needs a
different amount of structure?
Activity 2.3
1. Divide the three readings among your group.
2. Take about 5-10 minutes becoming an expert on your reading
3. Each person takes turns sharing about the reading.
4. After each person has shared, discuss the system shown in the
video.
5. Finally, share personal experiences, and how you would adapt
these systems for your class/subject.
Group Contingencies
Dependent group contingency
The group's reward depends on the actions of one student
or a small group of students.
Independent group contingency strategies provide the
reward only to the students that make the goal.
Token Economies
Sensory
Material
Generalized Social
Listen to music
Stickers
Raffle tickets
Sit in a special
chair
School supplies Tokens
Hold a stuffed
toy
Trading cards
Movie tickets
Choose a poster Food coupons
Watch a movie Healthy snacks
Read a favorite
book
Poker chips
Marbles in a jar
Points/credits
Smile, Wink,
Thumbs up
Compliment
Specific praise
Proximity
Free time with
a friend
Play a game
Activity 2.4
Reinforcers
1. Using the blank Reinforcers chart, categorize the reinforcements
that you currently use.
2. Reflect with your small group:
1. Is there one area that you use more or less than others?
2. Critique for the following:
• Spectrum of high and low effort to use
• Cultural responsiveness
• Expense (time and money)
• Equal access
3. Discuss any changes you want to make
Create your Own Continuum
Immediate/High
Frequency
Use everyday
Intermittent/
Unpredictable
Award
occasionally
Strong & Long Term
Quarterly or
yearlong
Immediate/High
Frequency
Intermittent/
Unpredictable
Strong & Long Term
Immediate/High
Frequency
Specific positive
feedback
Intermittent/
Unpredictable
Token economy
Strong & Long Term
Phone calls
Special class time
Smile
Special privileges
Raffle tickets
Computer time
Free time with music
and snacks
Points toward class
incentive
Social/Free time
Thumbs up
Home notes
Special seat
Homework pass
Group contingency
Recognition
ceremonies
Honor roll
Activity 2.5
Create your Continuum
Complete your own continuum of acknowledgment strategies.
Within your small group:
1. Explain your system for awarding the reinforcements
2. Critique for the following:
• Simplicity
• Cultural responsiveness
• Expense (time and money)
Self-Reflection
Action Plan
1. Review your answers on the Self-Reflection Check list
2. Consider how your own culture of origin impacts your
current practice
3. Make any changes
4. Identify strategies that you will use to improve your
acknowledgement systems.
Core Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom
rules and routines occurs more frequently than acknowledgment of
inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented an consistently delivered.
How can I
improve my
classroom
management?
Acknowledgements
Marla Dewhirst – Illinois PBIS
Missouri PBIS Network
Brandi Simonson
Classroom Organization and Management Program, Carolyn
Evertson
CHAMPS: A Positive and Proactive Approach to Classroom
Management by Randy Sprick, Micky Garrison and Lisa Howard
Acknowledgements
BRANDI SIMONSEN, Sarah Fairbanks, Amy
Briesch, Diane Myers, & George Sugai
www.pbis.org
www.cber.org
Thank
you!