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CULTURALLY RELEVANT CLASSROOM MANAGEMENT PRACTICES

CULTURALLY RELEVANT CLASSROOM MANAGEMENT PRACTICES. Dr. William Hunter July 17, 2019. Table of Contents. Introduction RtI-B What are High-Leverage Practices? (HLP) Crosswalk HLP 7 Breakdown Part 1 Part 2 Part 3 Conclusion References. Introduction. Tennessee Behavior Supports Grant.

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CULTURALLY RELEVANT CLASSROOM MANAGEMENT PRACTICES

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  1. CULTURALLY RELEVANT CLASSROOM MANAGEMENT PRACTICES Dr. William Hunter July 17, 2019

  2. Table of Contents • Introduction • RtI-B • What are High-Leverage Practices? (HLP) • Crosswalk • HLP 7 Breakdown • Part 1 • Part 2 • Part 3 • Conclusion • References

  3. Introduction Tennessee Behavior Supports Grant • It is a grant from the Tennessee Department of Education, Division of Special Population and Student Support (2015-2020) • Charged with developing a statewide RTI2-B Framework • TBSP supports schools across Tennessee

  4. Introduction RTI2-Behavior Projects Vanderbilt University University of Tennessee - Knoxville University of Memphis – Lambuth Campus

  5. Introduction My goal for today is to make a connection with various topics associated with High-Leverage Practice 7.

  6. Introduction: Presentation Outcomes Participants will be able to: • Define what High-Leverage Practice 7 is and it’s connection to Classroom Positive Behavior Intervention Supports. • Identify the topics associated with creating a connection with students, establishing a foundation for efficient classroom management and building strategies that encourage active supervision.

  7. Introduction: High-Leverage Practices High-Leverage Practices are designed to improve student learning across content areas, grade levels, and student abilities and disabilities. High-Leverage Practices can be used to teach evidence-based practices within a Multi-Tiered System of Supports (McLeskey et al., 2017).

  8. Special Education High- Leverage Practices: What does it look like? • Special Education High-Leverage Practices • Collaboration • Assessment • Social/Emotional/Behavioral Practices • Instruction

  9. Crosswalk-HLPs and TEAM Rubric/Teacher Evaluation Crosswalk between HLPs and TEAM Rubric

  10. HLP 7: Establish a Consistent, Organized, and Respectful Learning Environment • To build and foster positive relationships, teachers should establish age-appropriate and culturally responsive expectations, routines, and procedures within their classrooms that are positively stated and explicitly taught and practiced across the school year. • When students demonstrate mastery and follow established rules and routines, teachers should provide age-appropriate specific performance feedback in meaningful and caring ways. By establishing, following, and reinforcing expectations of all students within the classroom, teachers will reduce the potential for challenging behavior and increase student engagement. • When establishing learning environments, teachers should build mutually respectful relationships with students and engage them in setting the classroom climate (e.g., rules and routines); be respectful; and value ethnic, cultural, contextual, and linguistic diversity to foster student engagement across learning environments.

  11. HLP 7: Breakdown Part 1 • To build and foster positive relationships, teachers should establish age-appropriate and culturally responsive expectations, routines, and procedures within their classrooms that are positively stated and explicitly taught and practiced across the school year.

  12. Important Concepts • Culturally relevant pedagogy involves the notion of awareness of the broader social, economic, and political context in education while linking principles of learning with deep understanding of the culture of individual pupils (Ladson-Billings, 2014).

  13. Disconnection • Classroom management conflicts are a result of disconnection between teachers and students (Milner & Tenore, 2010).

  14. Creating a Connection • Teachers play an essential role in how students conduct themselves in urban and diverse classrooms therefore teachers should strive to develop knowledge about students’ home lives and cultural backgrounds (Scholsser, 1992).

  15. Creating a Connection • Everyone has something important to bring to the table. Improving relationships with students consists of creating a connection, establishing a foundation, and building (community) through interactive strategies.

  16. Part 1: ConnectionTable Activity With a partner at your table, take the next 5 minutes sharing your most memorable experience (good or bad) in terms of building a positive relationship with students.

  17. HLP 7: Breakdown Part 2 • When students demonstrate mastery and follow established rules and routines, teachers should provide age-appropriate specific performance feedback in meaningful and caring ways. By establishing, following, and reinforcing expectations of all students within the classroom, teachers will reduce the potential for challenging behavior and increase student engagement.

  18. Disclaimer • We will not talk about: “pulling clips/cards,” placing names on the board, detentions, phone calls home to report negative behavior and using ISS/suspensions as a disciplinary action. These should be considered last resort options……….

  19. Establishing a Foundation • To address the mounting instructional challenges and concerns confronting general and special educators, multi-tieredsystems of support (MTSS) were developed (Harlacher, Sakelaris, & Kattelman, 2013). • The goal is to have 80% of your student population in Tier 1

  20. PPET Approach

  21. PPET Approach: Procedures and Rules To develop appropriate procedures and rules, teachers should start by identifying behavioral expectations, which are broad standards of prosocial behaviors that are expected in the classroom (Simonsen, Sugai, & Negron, 2008) and remain in place across all settings and activities. • Imagine the positive behaviors your students would exhibit in a perfect classroom • Rules should address safety, respect, and responsibility

  22. PPET Approach: Procedures and Rules • Behavioral expectations, rules, and procedures, should be taught to students using the same effective instructional strategies used for academics (Newcomer, 2009). For students with EBD, it is recommended that teachers use an explicit instructional sequence that includes modeling (i.e., “I do”), guided practice (i.e., “We do”) followed by independent practice (i.e., “You do”) (George et al., 2013).

  23. PPET Approach: Procedures and Rules

  24. PPET Approach: Procedures and Rules Sample Lesson Plan

  25. Active Supervision • Active supervision entails scanning the room, walking around, and interacting with students. • You will be exhausted performing this strategy strategically in the beginning…until it becomes a habit.

  26. PPET Approach: Conclusion Positive Reinforcement (SR+) • The contingentpresentation of a stimulus, immediately following a response, that increases the future rate or probability of the response. • Positive reinforcer is a consequential stimulus (SR) that: • Increases or maintains the future rate or probability of the occurrence of a behavior • Is administered contingent upon the production of a desired or requested behavior • Is administered immediately following the production of the desired or requested behavior

  27. PPET Approach: Choosing Effective Reinforcers • (Brief Activity) • Individual Factors that Impact Reinforcer Effectiveness • Reinforcement history • Deprivation state • Perceived value of the reinforcer • Consistency • Age appropriateness • Reinforcer Sampling

  28. PPET Approach • Post, Teach, Review, Monitor, and Reinforce Expectations • Student Certificates • Displaying student work • The use of stickers (works with all ages) • The use of various tangible rewards • Grades • Special Activities • Interactive activities and games

  29. PPET Approach • Post, Teach, Review, Monitor, and Reinforce Expectations through: • Verbal praise • Field trips • Behavior Contracts • Humor • Power of Choice (giving student options) • Food (class celebrations, etc.) • Coupons for Restaurants

  30. Post, Teach, Review, Monitor, and Reinforce Expectations: Cont. • Behavioral Contracts • Placing the contingency for reinforcement into a written document • Contracts should contain: • “If…then” statement • the behavior • the conditions • the criterion • the reinforcer • dates for interim and final review

  31. Establishing a Foundation For Tier 1 • Post, Teach, Review, Monitor, and Reinforce Expectations. • Verbal praise • 3 Specific Praise Statements to 1 Corrective Redirection • Example- “Lil Johnny, you did a good job putting your crayons back in the box.” • The expectation was “putting items in their designated place”

  32. Negative Reinforcement (SR-) • The contingentremoval of an aversive stimulus immediately following a response that increases the future rate or probability of the response. • Teachers often inadvertently use negative reinforcement without realizing it. • Example: Yelling at a student to pay attention until they do. • Any other examples?

  33. Question • Is positive reinforcement necessary? Please describe and share how it can be used with your students. • You will discuss with a table/seat partner for 5 minutes.

  34. HLP 7: Breakdown Part 3 • When establishing learning environments, teachers should build mutually respectful relationships with students and engage them in setting the classroom climate (e.g., rules and routines); be respectful; and value ethnic, cultural, contextual, and linguistic diversity to foster student engagement across learning environments.

  35. Statement of Problem • Providing instruction that promotes student learning through active participation is one of the challenges that current educators face (Feldman & Denti, 2004).

  36. Important Concepts • Cultural competence involves the ability of teachers to create an environment that fosters student learning about themselves, about the world around them, and being able to contribute to their respective communities (Milner, 2010). • Deficit thinking is when educators hold negative stereotypical, counterproductive views about pupils from diverse cultural and linguistic backgrounds (Ford & Grantham, 2003). • Funds of knowledge refers to historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being (Moll, Amanti, Neff, & Gonzalez, 1992).

  37. Building Community • Culturally relevant teachers appreciate the value of having a community of learners and student social interaction which has a positive impact on academic and behavioral outcomes (Ladson-Billings, 1992).

  38. Considerations • HLPs can be crosswalked with RtI-A, RtI-B, General Ed High-Leverage Practices & the TEAM Rubric. • It’s not just special education… • HLP packages strategies for all learners including our students. • How can we build community within the classroom? • Let’s discuss

  39. Conclusion • Resources for this presentation can be found at: http://www.tbspmemphis.com/news/2018/6/21/tbsp-toolbox-2018 If you have further questions please contact: Dr. William Hunter wchunter@memphis.edu

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