Classroom Management
Strategies and Targeted
Interventions
Terrance M. Scott
University of Florida
Discipline is….
The actions parents and teachers take to
increase student success (Charles, 1980).
Prevention
Rules,
Routines,
Arrangements
Reaction
Positive and
Negative
Consequences
Discipline Works When ….
Prevention creates more Positive than
negative consequences
Reinforcement
(success)
4:1
Punishment
(failure)
Characteristics of Effective
Classrooms
Effective Classrooms
-low incidence of behavior problems
-high success rates (80% or better)
-Academic learning time/engaged time
-time with materials or activities related
to the outcome measures that are
being used
1. Instruction guided by preplanned curriculum
 learning goals and objectives established.
 sufficient allocated time for each goal is
established.
 curriculum calculated to provides kids
several opportunities to learn.
2. Students are carefully
oriented to lessons
•
•
•
•
•
•
•
•
•
specify goals and objectives
modeling
pacing
questioning
prompting
appropriate feedback
praise
corrective feedback
low rates of criticism
4. Established standards for
classroom and school
“Characteristics of Effective Rules”
•
•
•
•
•
•
•
•
•
•
Expected behaviors are explicit
Rules are stated positively
Rules are stated succinctly
Rules are stated in observable terms
Rules are made PUBLIC…easy to see
Ensure enforceability/reward
Smaller numbers of rules (about 5)
Consistency
Rules need to be taught
Model the rules for the students
5. Teacher/Student Interaction
-high expectation for student learning
-incentives and rewards to promote
excellence
-personal interactions between
teacher/student are positive
Classroom management
Instruction of both academic and social
behavior through teaching important rules
and developing routines and physical
arrangements to maximize the probability
that students will be successful with those
rules in school and in life.
Classroom Management
Components
Component 1: Teach important behaviors.
Component 2: Facilitate student success in the
school and in life.
Component 3: Measure and communicate success
of management by the success of individuals.
Teach Important Behavior
YES
Explicit instruction of
key academic and social
behaviors
Facilitate Success
YES
Success is facilitated via
the environment
(routines,
individualized
instruction, reminders,
assigned seating, etc.)
Evaluate Indi vidual Success
YES
Success of management is
judged by student success.
Success is acknowledged
and failure leads to reteaching and facilitating
success
Classroom Management:
Alternative Perspectives
• No Control
– No rules or structure
– Students “discover”
– What is teacher’s role?
• Over-control
– Strict control of all actions
– Harsh consequences
– Teacher as authority figure
Control
refers to our ability to predict behavior under specific circumstances
Logic - Effective Management:
Academics
Teach: b-i-k-e spells the work bike and represents a bicycle
Situation
Behavior
1
Classroom
letters b-i-k-e
“bike”
2
Classroom
“bike” in book
Reads and
understands
“let’s ride bikes after Reads the note and
Real World
school” note from
takes bike to friend’s
friend
house
Consequence
“Good reading!”
Good grade on test
Engages in bike ride
with friend
Teach: 2 + 2 = 4
1
Classroom
Classroom2
Real World
Situation
T: what is 2 + 2?
2 + 2 in story
problem
Behavior
“4”
Writes “4”
Students wants to
purchase 2 toys for
$2 each but has only
$3
Adds the costs and
realizes that he can
only afford one –
buys one toy
Consequence
“Great job”
Successfully
completes
assignment
Successfully
completes
transaction and plays
with toy
Logic - Ineffective Management:
Academics
Teach: 2 + 2 = whatever you want it to
Situation
Behavior
1
Classroom
2+2
“3”
2
Classroom
2 + 2 in story
Writes 5 and hands
problem
in
Students wants to
Adds 2 + 2 and gets
Real World
purchase 2 toys for
3. Takes toys to the
$2 each but has only
counter and tosses
$3
down
? $3
Consequence
“sure, whatever”
“thanks”
Clerk tells student
“morons can’t buy
these toys – come
back with your
mom!”
Academic vs. Social Behavior
• Academics Skills
– Factual
– Static
– Immutable
• Social Skills
– Age dependent
– Culturally dependent
– Contextually dependent
Key Question:
What will make students successful when the leave the
classroom?
Logic for Social Management
Teach: Say “please” when requesting something
Situation
Behavior
Classroom
Desire assistance
“Sandy can you help
from peer
me please?”
Real World
Desire to look at
“Can I please see
person’s map on
your map?”
street
Consequence
Peer: “Yes how can I
help you?”
“Sure” - person
shares map
Teach: when you want something, cover your eyes, yell “fish sticks,” and hop in
circles
Situation
Behavior
Consequence
Classroom
Desire assistance
Cover eyes,
Peer: “Yes, how can I
from teacher
yell “fish sticks”,
help you?”
hop in circles
Real World
Desire to look at
Cover eyes,
“Step off creep!” person’s map on
yell “fish sticks”,
sprayed with mace
street
hop in circles
Effective Classroom Management
1. rationale, example selection and
sequencing, model, supervised
2. routines, prompts,
practice, effective feedback, etc. cues, seating arrangements,
3. Observe behavior during
questioning, scanning,
Instruction and in real world,
etc.
provide feedback & fade
The Components of Effective Management: Generic
Skill
Rule
(what we want student to
(what we teach)
do)
The exact behavior that
The key rule that is
will mean success for the necessary for the student to
student and what we will
understand and apply in
be assessing
order to be successful
Assessed Outco me
Success = student engages
in behavior as taught
Failure = student does not
engage in behavior as
taught


Routines and
Arrangements
(what we do to facilitate)
 Our ag of tricksΣ Π
things we do in make our
instruction more li kely to
be successful for the
student
Responses
Provide positive feedback
Provide correction and further facili tation to get success Π
then provide positive feedback when success is
demonstrated
Academic - Effective
Effective Management: Academic Behavior 2 + 2
Skill
Rule
(what we want student to
(what we teach)
do)
2+2=4
when you see“+” means to
add the two numbers
together by counting
Assessment Outco me
Success = “4”
Failure = “5”


Routines and
Arrangements
(what we do to facilitate)
 Prompts and remi nders
 Practice
 Authentic examples
 Peer tutoring
 Manipulatives
 Etc.
Responses
Yes, thatΥs right Π wow youΥre smart!
No not 5, look count t hese fingers Π 2 and 2 more equals . . .
Yes, now we know 2 + 2 = 4!
Social - Effective
Effective Management: Behavior Instruction – Remain in Seat
Skill
Rule
Routines and
(what we want student to
(what we teach)
Arrangements
do)
(what we do to facilitate)
Remain seated during class when class begins you will  Remi nder when class
remain sitting in your seat
begins remember to stay
with your feet on the floor
in your seatsΣ
 Move about the room and
frequently walk by student
 Seat student near the front
of the room and away
from distracting peers
 Schedule breaks when
students can get up and
move around
Outco mes
Responses
Success = remains seated
 YouΥre doing a great job of staying in your seat todayΣ
 Thanks for remembering to stay seatedΣ
Failure = gets out of seat
First response ¥
ere are supposed to be right now Π could
you please show me you can do that.Σ
Second response: ¥ You are out of your seat again Πthat
means youΥre going to mi ss some recess and weΥll need to
talk about how to help you remember.Σ
Ineffective Social Management
1. just a rule - no models, no
Thought to examples or practice
3. Ignore positive behavior
and no correction for errors
2. no facilitation of success
In the environment
Ineffective Management: Behavior Instruction – Remain in Seat
Skill
Rule
Routines and
(what we want student to
(what we teach)
Arrangements
do)
(what we do to facilitate)
Remain seated during class when class begins you will  (no facili tation)
remain sitting in your seat
with your feet on the floor
Outco mes
Responses
Success = remains seated
 (no response)
Failure = gets out of seat
 I told you to` sit in your seat Πnow youΥre going to stay in at
recess
Classroom Management
Component 1
Instruction
Ineffective Instruction:
Sets the
Occasion for
Student Failure
Effective Instruction
Effective instruction is:
•Effective example selection and sequencing
•Task analysis
•Facilitate success
•Delivered at the level of the student
Instructional Sequence
• Presentation - tell and model
• Recitation - student Q & A
• Individual Work - with teacher feedback
-make sure students get it
• Group work
-activities, experiments, etc.
-chance to discover application to real
world
• Test
- Make sure they have skill fluency
ACTIVITY
Let’s try non-explicit social
instruction:
What is Zore?
The concept is Zore
Social Concept
All examples are accurate
INEFFECTIVE INSTRUCTION
INEFFECTIVE MODELS
= osh
= osh
= osh
INEFFECTIVE PRACTICE
-
= osh
TESTING OUTCOMES
-
Osh = ?
= osh
EFFECTIVE INSTRUCTION
EFFECTIVE MODELS
= osh
= osh
= osh
= not osh
EFFECTIVE PRACTICE
= osh
= not osh
= osh
TESTING OUTCOMES
Osh = RED SIDED RECTANGLE
Rule Guidelines
Development
-small number
-state positively
-concise
-concrete - (can model)
Implementation
-be consistent
-be business-like
-reinforce compliance
Create Matrix
Sidewalk
Restroom
Respect Self
 Walk
 Stay i n line
 Mover directly to
your destination
Respect Others
Respect Property
 Hands and feet to
self
 ArmХs ength
l
behind next person
 Quiet and
respectful
 Stay to the right
 Take only yo urself  Go quickly and
 Leave it as nice as
 Must ha ve a
quietly
you found it
restroom pass
Respecting Others
WHAT YOU SAY TO OTHERS
Use nice words and actions
Examples: please, thank you, may I, excuse me
Non-Examples: put downs, name calling
HOW YOU SAY THINGS
Use a pleasant tone and volume of voice
Examples: calm voice, quiet voice, explain
Non-Examples: yelling, growling, arguing
WHAT YOU LOOK LIKE
Show that you are calm and interested
Examples: open posture, nodding, eye contact, personal space
Non-Examples: in someone’s face, rolling eyes, mad face, shaking
head, fists
Classroom Management
Component 2
Routines and
Arrangements
Smooth and Effective Transitions
1. teach transition rules
2. avoid disruptive practices/routines
3. schedule to minimize transitions
4. Pre-correction - advance organizers
5. create routines
Routines:
Classroom Transition Examples
Rules for Transition out of Classroom
Use: insures clean-up and prevents riot on way out of
class
•
•
•
•
put items in desk
sit quietly
wait for teacher to dismiss
reinforce quiet/compliant students with first dismissal
Routines:
Classroom Transition Examples
Transition Lottery
Use: efficient lesson transitions to undesired subjects
• teacher numbers all books
• at transition time, teacher gives directions and gives
signal for a lottery
• teacher pulls numbers from a jar and provides a prize
for the student whose number was pulled
Prompts, Cues, & Pre-corrects
• Select the least intrusive prompt necessary
• Plan to fade
prompts
• Try to first use
prompts as
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Chris:
prompts
prevention
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• Use prompts as
first level of
correction
Chris
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Arrangement
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Prompt
Pre-Correction
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Prompts
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Classroom Management
Component 3
Assessment and
Consequences
Effective Reinforcement
• Use the least amount necessary
• Approximate and/or pair with natural
reinforcers
• Make part of
routine and
systems
Eric: hand raising
• Pre-plan and
teach
consequences
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Effective Punishment
• Use the least amount necessary
• Pre-plan and teach
• Use only with
reinforcement for
replacement
behavior
Chris:
• Should defeat
Punishment
function of
problem behavior
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Avoid Power Struggles
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Ignoring
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Eric: Ignore
Targeted Groups
Social Skills Instruction
to Small Groups
Teach
• teacher gives clear set up explanations
• definition of essential rule
• description of skill components and variations
3.1
Skill:
Impulse Control
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3.1
Discuss and Engage
2.3
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2.8
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Skill:
Impulse Control
Teach Listening
Key rules are made
explicit
1.2
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Model
• model / demonstrate the skill
– select competent and respected students
and adults
– only the teacher models incorrect
responses
– select examples from natural context
– at least two positive demonstrations of
each example
Model Listening
Make clear
what the key rules
are by pointing them
out in each modeling
episode
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Model Positive Example
Skill:
Impulse Control
1.
2.
3.
4.
Stop
Think
Pick an action
Go
2.4
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Prompts and Pre-Correction
1.3
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Non-Examples
Leave a step out and make students identify it
1.
2.
3.
4.
Stop
Think
Pick an action
Go
1.8
1.9
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Connect Negative and
Positive Examples
2.6
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2.7
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Prompting
1.4
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Prompting and Reinforcement
2.1
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Practice
• role play activities
– focus on relevant features
– have student "think aloud"
– teacher can provide coaching during lesson
– teacher may need to prompt appropriate
responses
– involve all members of the group by assigning
tasks / questions
– have student self evaluate after activity
Practice Listening
Involve all students in
each practice session by
giving them jobs and engaging
them afterward
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Set-Up Role Play Practice
1.7
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Review & Test
1.
2.
3.
4.
review essential rule for the day
test on untrained examples through role plays
test each student as often as possible (daily)
request demonstration of skill whenever
possible (verbally or role play)
5. lesson homework
Impulse Control
3.2
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1.
2.
3.
4.
Stop
Think
Pick an action
Go
3.3
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Impulse Control
1.
2.
3.
4.
Stop
Think
Pick an action
Go
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3.5
Responding to Teacher:
Teaching & Modeling
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4.04
Rule: Keep a calm voice and explain
Responding to Teacher:
Practice
4.07
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4.08
Engaging a Reticent Student
in the Modeling
4.09
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Promoting Maintenance and
Generalization
• Strategies To Use During Training
–
Use naturally occurring examples within
role plays
– Use naturally occurring reinforcers
– Use appropriate language
– Pinpoint activities students likely to engage
Train for Generalization
0.6
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Train for Generalization
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The University of Florida
Doctoral Program In Behavior Disorders
Terry Scott
Dept. of Special Education
PO Box 117050
Gainesville, FL 32611-7050
(352) 392-0701 x 263
terryscott@coe.ufl.edu