Evidence-based practices in classroom management

1. Evidence-based practicesin classroom management

2. EBP in classroom management: What all instructors should be doing in the classroom • Maximize structure. • Identify, define, and teach expectations. • Increase academic engagement. • Establish a continuum of supports to encourage appropriate behavior. • Establish a continuum of supports to discourage inappropriate behavior. Simonsen et al., 2008

3. Maximizing structure

4. Maximizing structure • When you think about structure in a classroom, what comes to mind? • Physical arrangement • Decor, organization • Routines (embedded structure)

5. Antecedent: Any stimulus that precedes a behavior Behavior: Any observable and measurable act of an individual Consequence: Any stimulus presented contingent on a particular response Remember the three-term contingency? • Where in the contingency does physical arrangement make its impact? • The physical arrangement of a space can occasion the appropriate behavior (or inappropriate behavior!). • When should the teacher be thinking about the physical arrangement of his or her classroom?

6. Physical arrangement • What important qualities can the physical arrangement of your classroom convey to students? • Organization • Safety • Welcoming • Comfortable • Cheerful • The physical arrangement of the classroom will not take the place of competent teaching, but setting the occasion for success increases the chance of success!

7. Physical arrangement • What are important factors to consider when arranging a classroom? • The teacher can see all students. • All students can see the teacher. • Pathways facilitate traffic flow. • Students can see all demonstrations, presentations, white boards, etc. • Frequently used materials are easily accessible. • Students can easily be organized into groups. • Potential distractions Marzano, 2003

8. Structure: Other considerations • Remember, maximizing structure is an antecedent strategy. • How could each of the following impact a teacher’s classroom management? • Desk position (teacher and students) • Assigning seats • Decor

9. Desk position • Where should the desks be? • Student desks: • Rows: Can reduce off-task behavior • Groups: Can increase collaboration • Teacher’s desk: • Should not be a barrier between you and students • Should allow you easy access to necessary items Rathvon, 2008; Wannarka & Ruhl, 2008

10. Assigning seats • Should you assign seats? • Consider: • Ease of learning students’ names • Removal of any humiliation for the student who is “left out” • Ability to control who sits next to whom • Ability to use preferred seating as a reinforcer

11. Classroom decor • What is typically on the walls in a classroom? • What is necessary? • Every classroom should have the following in a consistent place, accessible to students and staff: • Expectations • Calendar • Homework/assignments • Working clock • Place for school news (such as?)

12. Classroom desirables • What kind of decor contributes to a more positive classroom climate? • Display of student work • Photos of students • Individual areas for each student • Labels • Easily accessible passes • Names on desks • What else?

13. Organization: The more, the better • Have a place for everything. • Be a good model for your students. • Keep frequently used materials stocked and accessible. • A large part of staying organized is establishing and maintaining predictable routines in your classroom.

14. To summarize . . . • Classroom structure includes • Desk arrangement • Do what makes sense for you. • Be sure you can see all students at all times. • Decor • Err on the side of simplicity. • Be sure that your decor encourages appropriate behavior and maximizes efficiency. • Think about what is necessary vs. what isn’t. • Stay organized • Have systems and routines from the first day of school for you and your students.

15. Developing predictable routines

16. What are routines? • According to Merriam-Webster: • Routine (n): a. a regular course of procedure; b. habitual or mechanical performance of a procedure • Routines give your classroom embedded structure. • Remember, students do better in environments that are predictable and stable and when expectations are clear.

17. Classroom routines • What are some examples of classroom routines that all students should know? • Why is important to teach routines to students? • Once students know the routines, normal events will prompt their execution. • How are routines taught?

18. How do you ensure that studentsfollow routines? • You must define each routine ahead of time. • You must teach each routine. • You must prompt students to follow routines. • You must reinforce behavior that follows routines. • You must evaluate effectiveness of routines and adjust as necessary.

19. Thinking about data collection • What are some student and teacher behaviors that would be relevant in maximizing structure? • Arrival routines • Dismissal routines • Grading routines • Supervision patterns • Others? • You could use one of your Data Collection Plan templates to focus on one of these behaviors.

20. Routines Activity • Locate the Routines Activity in your activity handout. • Create a list of classroom routines (divide them into “student” and “teacher” routines). • Indicate your preferences for: • Seating plan • Decor • Other structural considerations • You will have 15 minutes to complete this task.

21. Routines Activity debrief • Let’s share some of your routines. • Teacher routines? • Student routines? • What thoughts did you have about: • Desk arrangement • Decor • Other considerations

22. Summary thus far • Maximizing structure in your classroom helps you to set the occasion for appropriate behavior. • Consider the physical arrangement of your classroom. • Consider the decor of your classroom. • Establish predictable routines. • Teach, prompt, and reinforce routine-following behavior!