5 Evidenced Based Practices for Classroom Management

1. 5 Evidenced Based Practices for Classroom Management • Maximize structure • Teach and practice positively stated expectations • Actively engage students • Acknowledge appropriate behavior • Develop a continuum of strategies to respond to inappropriate behavior Simonsen, Fairbanks, Briesh, Myers & Sugai

2. Actively Engaged Students TaC Training & Consultation Staff Midwestern Intermediate Unit IV 453 Maple Street Grove City, PA 16127 724-458-6700

3. Research: Effective Teaching Principles • Students learn more when they are actively engaged during an instructional task • Time impacts student achievement and motivation (Ryan and Deci 2000) • Students spend 2/3 of time in seatwork, 1/3 of time in direct instruction (Rosenshine, 1980)

4. Students are not attentive to what is being said in a lecture 40% of the time. • Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes. Meyer and Jones, 1993. • Average student engagement rates during an instructional activity are 60-75% but may range from 30-90% Kindsvatter, Wilen and Ishler 1988

5. What about time? • Available Time: Total number of hours that can be devoted to instruction. • Allocated Time: Time that is scheduled for instruction such as 43-minute periods • Instructional Time: Time that is actually used for instruction • On task Time: Time that student is engaged in learning. Gettinger,1990 and Heward,1996

6. Academic learning time has three components: • percentage of day scheduled for academics (70%) • multiply total hours students in school X 70% = minutes should be engaged in academic learning • on-task time of students (85%) • success of students once academically engaged (at least 80% correct)

7. Students who make frequent, lesson-relevant responses learn more than students who are passive learners (Heward, 1994; Brophy & Good, 1986; Fisher & Berliner, 1985; Rosenshine, & Berliner, 1978).

8. Engagement Time Strategies/ Instructional Methods • Response Cards • Choral Response • Guided Notes • Error Correction • Time Trials

9. Activity Questions: • Have you ever used this technique? Provide examples that you’ve used or discuss ideas that you have. • If you have, how did it work? • How do you know it worked? • If you haven’t, how could you use it? • In what subjects? Grade levels?

10. Response Cards • Teacher poses a question to the entire group/class • Introduce/model how the response card is to be appropriately used • Use a signal so students know when to hold the card • Guided practice: question/statement, waiting for verbal or physical signal, then “answer” using the response card • Check for understanding • Praise and do error correction as appropriate

11. Pre-printed Response Cards • Preprinted cards, student chooses the correct card • Make words large for easy reading • Cards should be easy to manipulate • Start with few cards and add cards as skill builds

12. Write-on Response Cards • Blank, students write their response before showing • Limit responses to one or two words, or one number in math • Have extra markers on hand • Remove student concern about spelling errors • Start with short responses

13. Response Card Benefits: • Students are actively engaged • Frequent opportunities for practice and response • Teacher can easily scan for correct answers • Teacher knows who is participating • Elicit active responses from all students simultaneously • Demonstrate student understanding of the information taught • Make informed instructional decisions based on the students’ responses • Students benefit from watching peer’s responses

14. Choral Response • All students in the group respond orally in unison to a question, or item presented by the teacher • An easy way to get students actively engaged in a group instruction

15. Choral Response Procedure: • Give clear directions/ model one or two trials • Give clear signal or cue when to respond • Provide feedback • Maintain a lively pace • Provide think time (response time)

16. Choral Response Benefits: • Students are provided high rates of success during instructional activities • On task behavior increases • Teacher can easily determine who is having difficulty • Can be used at different times in a lesson

17. Teacher prepared handouts that provide background information where students can write key facts and/or concepts during presentation Students actively respond, increase note taking skills, improve accuracy, and increase recall Provide a structured format for students to take notes Follow the sequence of the lesson content Enable the students to get the information the teacher wants them to learn Enhances any instructional delivery method Guided Notes

18. Guided Notes Benefits: • Student engagement time increases • Students are not required to write much • Process: listening, looking, thinking, and writing • Product: permanent record of the information • Improved access to learning for all students (Kame’enui, Carnine, Dixon, Simmons,& Coyle, 2002)

19. Error Correction • When an error is made the teacher immediately corrects the response • Encourages student success through accuracy, speed, and retention • Monitors progress and provides immediate feedback • Student is prompted to repeat the response immediately • Feedback promotes accurate learning

20. Error Correction Procedure • New skill introduced/ correct responses modeled • Provide opportunities to measure responses • Correct: provide praise • Incorrect: model correct response (within 3-4 seconds) • Verify understanding of correct response • Error is repeated, re-teach the content • Provide additional practice • Test to verify retention • Practice successfully before engaging in independent practice

21. Time Trials • Quick and fun way to practice skills which have been mastered • Established time periods to encourage student to beat their own scores with skills mastered • Can be 10 seconds to 1 minute in length • Students can track their success

22. Time Trial Benefits • Students become fluent with the information • Procedure can be used throughout the curriculum • Data collection is ongoing • Data can be used to drive instruction • Gain automaticity with learned information • Improve student response time

23. Actively Engaged Students • Resources • www.pattan.net Effective Instruction • “Talking About Teaching” William Heward • http://quality.cr.k12.ia.us/Tutorials/data_folders/datafolder_subjects.html