Parts of this presentation created by Kathy Lockard Iowa Behavioral Alliance Iowa Department of Education

1. Parts of this presentation created by Kathy Lockard Iowa Behavioral Alliance�Iowa Department of Education 1

2. Portions of the following material were developed by George Sugai, Rob Horner, Teri Lewis-Palmer, Geoff Colvin, Annette Breaux and Todd Whitaker www.pbis.org www.rc4alliance.org 2

3. Objectives Identify the classroom behavior support practices that blend with school-wide systems Review critical features & essential practices of behavior management in classroom settings Identify actions for a school-wide team to improve the quality of classroom management practices 3 What can we as teachers change in our classroom to improve the climate? Create a setting that acknowledges and welcomes all students Create a setting that is predictable, consistent, positive and safe What can we as teachers change in our classroom to improve the climate? Create a setting that acknowledges and welcomes all students Create a setting that is predictable, consistent, positive and safe

4. Expectations for Today Be Responsible Be an attentive participant Return promptly from breaks Be Respectful Listen courteously to others Cells phone ringers are silent Be Kind Respond appropriately to others Laugh at presenter�s jokes and cartoons 4 When using PBS � expectations � that are positively stated � with behaviors explainedWhen using PBS � expectations � that are positively stated � with behaviors explained

5. Challenges Poor attendance Academically deficient 5

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7. Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public�s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 Lack of financial support Overcrowded schools Lack of discipline & control Drug use 7

8. Achievement & Behavior �Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school�.this means focus on features promoting good functioning at classroom, departmental or whole school level.� �Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.� Rutter & Maughan, 2002, pp. 470-471 8

9. �Teaching� by Getting Tough Runyon: �I hate this f____ing school, & you�re a dumbf_____.� Teacher: �That is disrespectful language. I�m sending you to the office so you�ll learn never to say those words again�.starting now!� 9

10. When behavior doesn�t improve, we �Get Tougher!� Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming �..Predictable systems response! 10

11. Challenges Disruptions by students in classrooms Discipline 11 In the three things you named, how many were connected with disruptions by students and discipline or behavior issues?In the three things you named, how many were connected with disruptions by students and discipline or behavior issues?

12. 12 Students sometimes put us, as teachers, in the same situations.Students sometimes put us, as teachers, in the same situations.

13. If a child�� �If a child doesn�t know how to read, we teach.� �If a child doesn�t know how to swim, we teach.� �If a child doesn�t know how to multiply, we teach.� �If a child doesn�t know how to drive, we teach.� �If a child doesn�t know how to behave, we� �TEACH or �PUNISH?� �Why can�t we finish the last sentence as automatically as we do the others? (Herner, 1998) 13

14. Discipline Needs to Answer Three Questions What do I do when kids act up? (Corrective) What can I do so they won�t continuing misbehaving? (Supportive) How can I encourage the �good kids� to continue behaving appropriately (Preventive)

15. Classroom Management Styles

16. Hands-Clenched Style (Autocratic) Limits without Freedom Teacher completely responsible Result: Defiance Hostility Rebelliousness

17. Hands-Off Style (Permissive) Freedom without Limits No one is responsible Result: Chaos Confusion Irresponsible behavior

18. Hands-Joined Style (Democratic) Freedom within Limits Shared Responsibility Result: Cooperation Respect for All All In Charge of Own Behavior

19. The Four Goals of Misbehavior Attention �Look at Me� Power �Let�s Fight/You Can�t Make Me� Revenge �I�ll Get Even� Avoidance of Failure �Leave Me Alone�

20. Identifying the Goal How do I feel? What do I usually do? As a result, what does the student do?

21. Thought To Ponder People who fly into a rage always make a bad landing.

22. Avoidance of Failure I may not be totally perfect, but parts of me are excellent.

23. Guidelines for Intervention Focus on the behavior, not the student. Take charge of negative emotions Avoid escalating the situation. Discuss misbehavior later. Allow students to save face.

24. 3 C�s of Self Esteem Capable Connected Contributing

25. Capable Students must believe that they are capable of completing academic tasks in a satisfactory manner.

26. Connected Students must be able to connect with teachers and classmates in positive ways.

27. Contributing Students must find ways to contribute to the welfare of the class and the school in a significant manner.

28. Point to Ponder Kids don�t care what you know until they know that you care.

29. Influencing Student Choices Positive teacher behavioral expectations Hands-joined style of classroom management. Individualized responses to misbehavior Encouragement for all Clear behavior standards Collaborative conflict resolution. Involvement of students in discipline process. Involvement of parents as partners.

30. Five Guiding Principlesof Classroom SW-PBS 30

31. Guiding Principle # 1 Remember that good teaching is one of our best behavior management tools Active engagement Positive reinforcement Well designed lesson plans 31

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33. Guiding Principle # 2 Apply the three-tiered prevention logic to the classroom setting Universals for all Secondary for some Tertiary for a few 33

34. Academic+ Social Behavior 34

35. Continuum of School-Wide Academic & Positive Behavior Support 35 This triangle illustrates how the teaching of academic and behavioral systems apply in our classrooms as well as our school-wide systems The core instruction academically and behaviorally will capture 80%-90% of all students About 5%-10% of the students will need a targeted intervention A small amount of students, 1%-5%, will need intensive, individual interventions This triangle illustrates how the teaching of academic and behavioral systems apply in our classrooms as well as our school-wide systems The core instruction academically and behaviorally will capture 80%-90% of all students About 5%-10% of the students will need a targeted intervention A small amount of students, 1%-5%, will need intensive, individual interventions

36. Guiding Principle # 3 Link classroom to School-Wide PBS School-wide expectations Classroom v. office managed rule violations 36

37. 37 We need all 3 systems working together and implemented by all staff to have PBS functioning at the highest level This visual is a common point of reference for PBS We need all 3 systems working together and implemented by all staff to have PBS functioning at the highest level This visual is a common point of reference for PBS

38. Guiding Principle # 4 Teach social skills like academic skills Tell/model/explain Guided practice Monitor data & assess Give positive feedback Adjust & enhance 38

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40. Guiding Principle #5 Build classroom systems to support sustained use of effective practices SW-PBS leadership team�school-wide or classroom Regular data review Regular individual & school action planning 40 As a team, how will you work to make all classrooms effective setting? Melding classroom practices to promote academic gains with classroom with classroom practices to promote behavioral gains Link classroom to school-wide through: School-wide expectations Classroom vs. office managed rule violations Focus on classroom settings if: More than 50% of referrals are from classroom settings As a team, how will you work to make all classrooms effective setting? Melding classroom practices to promote academic gains with classroom with classroom practices to promote behavioral gains Link classroom to school-wide through: School-wide expectations Classroom vs. office managed rule violations Focus on classroom settings if: More than 50% of referrals are from classroom settings

41. 1. Minimize crowding & distraction Design environment to create appropriate behavior: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (classrooms, cafeteria, etc.) 41

42. Reflection: Room Design Does your classroom provide a stimulating, distraction free environment for learning? What can you do to minimize crowding and distraction? ____________________________________________________________________________________________________________________________________________________________________ 42

43. 2. Maximize structure & predictability Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc. 43

44. Sample Routine - Elementary A. Exiting the classroom to another activity such as P.E. or Art Put materials away, clear desk and push chairs in On signal move quietly to doorway Line up facing the door and keep one space between each person Keep hands and feet to self Listen to the teacher and wait for signal to depart

45. Sample Routine - Secondary A. Conducting Quizzes and Tests Put all materials in your desk not needed for quiz Listen carefully to directions (no talking) Raise your hand if you have a question Stay in your seat Complete the quiz without talking Follow directions for completing test (pass papers forward or give them to person collecting) Begin the designated activity following the quiz 45

46. Sample Routine - Specialist C. Beginning Physical Education Class Students line up at the gym door On signal they enter the gym Students move directly to line on gym floor (basketball court line) Maintain a space, more than one arm�s length Face the teacher On signal begin to jog in place 46

47. Define Expectations Provide a clear understanding of expected student behavior Few in number (3-5) Positively stated and structured Use familiar language Example behaviors defined for purposes of instruction Matrix and lesson plans designed 47 Give out almost completed matrix example from Dr. Sugai (Terry or Brandi will send)Give out almost completed matrix example from Dr. Sugai (Terry or Brandi will send)

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49. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The �Classroom Practices Self-Assessment� can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The �Classroom Practices Self-Assessment� can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

50. Teach The Routines Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review) Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback) Specialist Teachers (use the same three steps-remind, supervise and provide feedback). 50

51. Maintaining Classroom Routines Use maintenance procedures following initial teaching Maintenance procedures consist of providing a. Reminders b. Supervision and pre-corrections c. Feedback Return to initial teaching if frequent reminders occur. 51

52. Reflection: Classroom Routines What routines do I have? How are they established? Which routines do I need to include/firm up? ____________________________________________________________________________________________________________________________________________________________________ 52

53. 3. State, teach, review & reinforce positively stated expectations Establish 3-5 positive behavior expectations Teach expectations in context of routines. Pre-correct or remind students of expectation prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. 53

54. Define the skill Give a rationale Discuss characteristics When to use Cues for recognizing situations Discuss the steps Give examples Describe the skill Define the name of the skill and what it means in social interactions Rationale Give reasons for learning Tell why it is important Point out relationship between the behavior and consequences Show the value of using skill for student�s own benefit Discuss the steps Specific verbal and nonverbal behaviors What it looks like and sounds like Thinking involved Give situation examples Present situations that fit the general characteristics of when and were the skill is needed Use examples for discussion, modeling and role-play Use charts, posters, skill cards, or other aids as neededDefine the name of the skill and what it means in social interactions Rationale Give reasons for learning Tell why it is important Point out relationship between the behavior and consequences Show the value of using skill for student�s own benefit Discuss the steps Specific verbal and nonverbal behaviors What it looks like and sounds like Thinking involved Give situation examples Present situations that fit the general characteristics of when and were the skill is needed Use examples for discussion, modeling and role-play Use charts, posters, skill cards, or other aids as needed

55. Shows what to do Use 2+ examples Use relevant situations and actors Show positive outcomes Model one skill at a time Model Uses live vignettes to show all the steps, it�s clear and in sequence. Rule is 2 models for each classroom lesson Model the correct use of the skill and positive outcomes. Reinforce the model. Steps should be verbalized, along with the thought process More effective modeling through: Demonstration of behaviors in a clean and detailed manner, In order from least difficult to most difficult, With enough repetition to facilitate overlearning, With little irrelevant detail With several individuals serving as models Model one skill at a time, completely and in sequence, with �think aloud�Uses live vignettes to show all the steps, it�s clear and in sequence. Rule is 2 models for each classroom lesson Model the correct use of the skill and positive outcomes. Reinforce the model. Steps should be verbalized, along with the thought process More effective modeling through: Demonstration of behaviors in a clean and detailed manner, In order from least difficult to most difficult, With enough repetition to facilitate overlearning, With little irrelevant detail With several individuals serving as models Model one skill at a time, completely and in sequence, with �think aloud�

56. Rehearsal of steps Student gives a situation Student picks a co-actor and describes the scene Skill steps are reviewed Student thinks aloud All participants have a role Group leader assists Role Play/Practice Student describes a situation in which the skill would be helpful. The co-actor is chosen based on characteristics of the person with whom the student has the problem The student describes the physical setting, events preceding the situation, and the manner of the person with whom the problem occurs Steps are reviewed, and the student can look at a chart Student verbalizes the thoughts and steps as she/he acts them out Responsibilities of all participants are spelled out; usually this is watching and giving feedback. Leader points to each step on the chart and helps as needed during the role play For some skills (line basics, body basics, listening. Etc.) role play could be group practice. Student describes a situation in which the skill would be helpful. The co-actor is chosen based on characteristics of the person with whom the student has the problem The student describes the physical setting, events preceding the situation, and the manner of the person with whom the problem occurs Steps are reviewed, and the student can look at a chart Student verbalizes the thoughts and steps as she/he acts them out Responsibilities of all participants are spelled out; usually this is watching and giving feedback. Leader points to each step on the chart and helps as needed during the role play For some skills (line basics, body basics, listening. Etc.) role play could be group practice.

57. Provides opportunity for student to know what was right, what was wrong, and how to fix it Student listens to all comments Starts with partner, then observers, then leader Performance of steps How to improve Leader gives social reinforcement Feedback Student must listen to all comments before responding Partner gives reactions first, then others comment on the performance of the steps and suggestions for improving the stepsStudent must listen to all comments before responding Partner gives reactions first, then others comment on the performance of the steps and suggestions for improving the steps

58. Most critical and hardest Homework Cue during real situations Provide feedback about performance Practice as necessary Transfer of Training Teachable moments When learning situations occur (i.e., student doesn�t use skill or does use skill) provide praise or corrective feedback telling what went right, what went wrong, and how to fix it. Do a quick role play. For whole class, homework could be all the real situations that occurred as well as the one that was written up. Teachable moments When learning situations occur (i.e., student doesn�t use skill or does use skill) provide praise or corrective feedback telling what went right, what went wrong, and how to fix it. Do a quick role play. For whole class, homework could be all the real situations that occurred as well as the one that was written up.

59. (Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.) 59

60. Teaching ExpectationsELEMENTARY STUDENTS Key research finding: �Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures�. Effective management in the early grades, is more instructional than a disciplinary enterprise.� (Cotton, 1990, p.8) Cite other recent research to support CottonCite other recent research to support Cotton

61. Teaching Procedures Use Five Steps for Teaching Expectations Explain Specify student behaviors Practice Monitor Review (Colvin & Lazar, 1997) 61 Carefully explain each of the stepsCarefully explain each of the steps

62. Maintenance Plan Once initial teaching has been conducted use these three steps for maintenance Provide: Reminders Supervision Feedback 62

63. Teaching ExpectationsSecondary Students Key Research Findings: �With older students, researchers have noted that the best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them� (Cotton, 1990, p.8). In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assisted in teaching classroom expectations. 63

64. Use three steps for teaching expectations to secondary students Provide systematic: Reminders Supervision Feedback Note: These same three steps are used to maintain classroom expectations for elementary students following initial teaching. �Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).

65. Reflection: Classroom Expectations Are my classroom expectations consistent with the school-wide expectations? How can I teach my expectations directly? _____________________________________ _____________________________________ _____________________________________ _____________________________________ 65

66. 4. Provide more  acknowledgements for appropriate than inappropriate behavior Maintain at least 6-8 to 1 ratio of positives to correctives Interact positively once every 5 minutes Follow correction and reteaching for rule violation with positive reinforcer for rule following 66

67. Managing Consequences Key Points Consequences follow behavior Consequences may be positive or negative Positive consequences are delivered to: Provide immediate feedback that behavior is acceptable or desired Increase likelihood behavior will BE repeated, i.e., reinforced. Negative consequences are delivered to: Provide immediate feedback that behavior is unacceptable Increase likelihood behavior will NOT BE repeated, i.e. punished. 67

68. 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type Oral, written, gestural Increase participatory instruction Questioning, materials 68

69. 6. Maximize Active Engagement Vary format Written, choral, gestures Specify observable engagements Link engagement with outcome objectives 69

70. 7. Actively & Continuously Supervise Move Scan Interact Remind/pre-correct Positively acknowledge 70

71. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence 71

72. Problem Behavior Selected 1. Off-task behavior 2. Rule violations 3. Disrespectful behavior 4. Agitation 5. Limit testing 6. Threats and intimidation 72

73. Off Task BehaviorManagement Steps Attend to students on task and delay responding to student off task Redirect student to task at hand and do not respond directly to off task behavior Present choice between on task direction and negative consequence Follow through on student choice

74. Discourage Inappropriate Behavior It is important and necessary to respond to problem behaviors Often provides a �teachable moment� Tell them what they are doing Tell them what the expectation is Have them tell you Have them show you 74

75. Disrespectful BehaviorManagement Steps Studiously avoid reacting personally (such as shouting, challenging, becoming agitated) Maintain calmness, respect and detachment (Teacher modeling role) Pause and focus Focus on the student behavior (�That language��) Re-teach the appropriate behavior Reinforce the appropriate behavior 75

76. Threats and IntimidationManagement Steps Take all threats seriously Student makes threat: 1. Pause, delay responding 2. Disengage, �Just a second.� 3. Depending on student�s state either a. Send for help (use school emergency procedures) b. Make office referral 4. Monitor till help arrives 76

77. Reflection: Responding to Inappropriate Behavior Identify strategies that you might adopt to defuse situations. _____________________________________ _____________________________________ _____________________________________ _____________________________________ 77

78. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed 78

79. 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context 79

80. Logic! Successful teaching & learning environments are effective, efficient, relevant, & durable Outcome-based Data-led decision making Evidence-based practices Systems support for accurate & sustained implementation 80

81. 81 Outcomes: Academic and behavioral targets that are targeted and endorsed and emphasized by students, families, and educators. Practices: Interventions and strategies that are evidence based. Data: Information that is used to identify status, need for change, and effects of interventions. Systems: Supports that are needed to enable the accurate and durable implementation of practices of PBS.Outcomes: Academic and behavioral targets that are targeted and endorsed and emphasized by students, families, and educators. Practices: Interventions and strategies that are evidence based. Data: Information that is used to identify status, need for change, and effects of interventions. Systems: Supports that are needed to enable the accurate and durable implementation of practices of PBS.

82. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) 82

83. Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day Establish a signal for obtaining class attention Teach effective transitions Establish a Predictable Environment Take the time at the beginning of the year to teach expectations and review as necessary Other classroom routines: What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late materials What to do if someone is bothering you Signals for moving through different activities How to determine if you are doing well in classTake the time at the beginning of the year to teach expectations and review as necessary Other classroom routines: What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late materials What to do if someone is bothering you Signals for moving through different activities How to determine if you are doing well in class

84. Designing Classroom Routines Think about what routines you wish to teach and an appropriate signalThink about what routines you wish to teach and an appropriate signal

85. Once students know the routines, allow routine initiation to be prompted by normal events (the bell completion of an assignment)� rather than teacher prompts Teach self-management The target behavior The self-management behavior Prompts Consequences Teach Students to Self-Manage Students will begin to need fewer teacher prompts as the routines become familiarStudents will begin to need fewer teacher prompts as the routines become familiar

86. Classroom Management 11 minutes Review �Classroom Management Self-Assessment� & discuss possible application strategies Report 1-2 �big ideas� from your team discussion (1 min. reports)

87. Different areas of classroom defined for different activities Define how to determine �what happens where� Traffic patterns Groups versus separate work stations Visual access Teacher access to students at all times Student access to relevant instructional materials Density Your desk Design a Functional Physical Layout for the Classroom Think about where your �blind spots� are located How can these be eliminated?Think about where your �blind spots� are located How can these be eliminated?

88. Main Ideas Classroom behavior support practices should be blended with SW-PBS systems. There should be a melding of classroom practices that promote academic gains with classroom practices that promote behavioral gains. You should create a setting that is: Predictable Consistent Positive Promotes student independent behavior (reduce prompts) 88

89. Failure as a discriminative stimulus for problem behavior. 70% success rate. Young learners versus experienced learners How can we teach with success and still teach the required curriculum? Monitor and adapt Maintain instructional objective, but adjust the curriculum/instruction The art of curricular adaptation (strategies) Have fun Match Curriculum to Student Skills Pre-teach vocabulary and concepts to set up ELL and Special Education students for success Re-teach as neededPre-teach vocabulary and concepts to set up ELL and Special Education students for success Re-teach as needed

90. Pacing Opportunities for student responses Acquisition vs Practice/Performance Joe Wehby Phil Gunter Student feedback from teacher Vary modes of instruction Group Lecture Independent assignment Instruction Influences Behavior Students have different learning styles and learn in different wayStudents have different learning styles and learn in different way

91. Control yourself first Do not try to control students through your emotions Avoid injury, destruction Redirect to desired behavior Reward correct behavior in others Provide �function-based� responses Isolate attention-maintained behavior to minimize escalation Label and redirect escape-maintained behavior Define behavioral options (choice) Think time (an example)� Ron Nelson et al., Avoid the coercive dance Define what you expect, and leave Responding to Problem Behaviors:Immediate Responses After analyzing the function of the behavior, respond accordingly You�re the adult You can�t win an argument with a child Walk awayAfter analyzing the function of the behavior, respond accordingly You�re the adult You can�t win an argument with a child Walk away

92. They do have discipline challenges As long as there are students there will always be discipline challenges Never allow those challenges to become problems They do have discipline challenges As long as there are students there will always be discipline challenges Never allow those challenges to become problems

93. Expectations Establish very clear expectations Follow them consistently / Consistently reinforced Don�t focus on �What am I going to do if students misbehave?� / Focus on the future Expect good behavior Have procedures � a consistent way that they expect something to be done In Contrast Rules Often focus on undesirable behaviors Made for the few Establish very clear expectations Follow them consistently / Consistently reinforced Don�t focus on �What am I going to do if students misbehave?� / Focus on the future Expect good behavior Have procedures � a consistent way that they expect something to be done In Contrast Rules Often focus on undesirable behaviors Made for the few

94. What do we find in the classrooms of the most effective teachers? Very few rules and lots of procedures - both stated in positive terms Procedures are rehearsed over and over When a student �forgets� they are gently reminded When more than one student is forgetting the procedure there is re-teaching and practice Actions communicate that the teacher assumes they have simply forgotten and need a little more practice and it is handled quickly and effectively For repeat �forgetters� they used short private conversations (0bserved in teachers of all ages) Student told that the teacher would be happy to provide as much practice as necessary to help the student become proficient Consequences used as last resort and rare Everyone knows what to do and how to do it. Four prompts: Tell them what they were doing, ask them what is the expectation, have them show you the behavior, ask if they need more practice Very few rules and lots of procedures - both stated in positive terms Procedures are rehearsed over and over When a student �forgets� they are gently reminded When more than one student is forgetting the procedure there is re-teaching and practice Actions communicate that the teacher assumes they have simply forgotten and need a little more practice and it is handled quickly and effectively For repeat �forgetters� they used short private conversations (0bserved in teachers of all ages) Student told that the teacher would be happy to provide as much practice as necessary to help the student become proficient Consequences used as last resort and rare Everyone knows what to do and how to do it. Four prompts: Tell them what they were doing, ask them what is the expectation, have them show you the behavior, ask if they need more practice

96. Great Teachers Don�t Don�t Yell Argue Use sarcasm Treat students with respect Students we are tempted to yell at have been yelled at so much, why would we think this would be effective with them? As professional adults, we never win an argument with a student � We would like to win but the student has to win Great teachers know it is never appropriate in the classroom� Found in the thesaurus for sarcasm - mockery scorn disdain cynicism Read from page 28 Twenty-four students on the side of the teacherDon�t Yell Argue Use sarcasm Treat students with respect Students we are tempted to yell at have been yelled at so much, why would we think this would be effective with them? As professional adults, we never win an argument with a student � We would like to win but the student has to win Great teachers know it is never appropriate in the classroom� Found in the thesaurus for sarcasm - mockery scorn disdain cynicism Read from page 28 Twenty-four students on the side of the teacher

97. Great TeachersHigh Expectations The best and the worst teachers have high expectations for students Great teachers have high expectations for themselves The variable is not what teachers expect of students The variable � what really matters- is what teachers expect of themselves The main variable in the classroom is the teacher � the only behavior in the classroom that the teacher can control is their ownThe best and the worst teachers have high expectations for students Great teachers have high expectations for themselves The variable is not what teachers expect of students The variable � what really matters- is what teachers expect of themselves The main variable in the classroom is the teacher � the only behavior in the classroom that the teacher can control is their own

98. Treat everyone with respect � Even the best teachers may not like all their students � but they act as if they do. If you act like you don�t like them, then it doesn�t matter how much you like them If you act like you like them, then whether you like them at all becomes irrelevantTreat everyone with respect � Even the best teachers may not like all their students � but they act as if they do. If you act like you don�t like them, then it doesn�t matter how much you like them If you act like you like them, then whether you like them at all becomes irrelevant

99. Effective Teachers Treat students with positive regard Understand the power of praise Looks for opportunities to find students doing things right Treat students with positive regard Understand the power of praise Looks for opportunities to find students doing things right

100. Praise Authentic Specific Immediate Clean Private Authentic means praising for something that is genuine, recognizing them for something that is true if recognition is authentic it never grows weary Effective praise is specific � behavior we acknowledge is often becomes the behavior that is continued You can identify those areas that do have merit and acknowledge them Immediate means recognizing positive efforts and contributions in a timely manner � providing authentic and specific feedback when good things happen or soon afterward is important element to making reinforcement effective Clean � means several things Not related to something else � good homework doesn�t relate to rude remark made later Cannot include the word �but� � remember only the part after the but need to separate statements and not join with but Private � vast majority given in private, sometimes not �cool� in front of other students - when in doubt always do in private Authentic means praising for something that is genuine, recognizing them for something that is true if recognition is authentic it never grows weary Effective praise is specific � behavior we acknowledge is often becomes the behavior that is continued You can identify those areas that do have merit and acknowledge them Immediate means recognizing positive efforts and contributions in a timely manner � providing authentic and specific feedback when good things happen or soon afterward is important element to making reinforcement effective Clean � means several things Not related to something else � good homework doesn�t relate to rude remark made later Cannot include the word �but� � remember only the part after the but need to separate statements and not join with but Private � vast majority given in private, sometimes not �cool� in front of other students - when in doubt always do in private

101. References Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. 101