Culturally Responsive Classroom Management: Procedures, Expectations & Routines

1. Module 2: Expectations and Procedures Section 3 - Teaching Routines

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: The key components to procedural lesson plans Levels of skill development Do: Practice embedding behavioral/social instruction into academic lessons

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 2 and Trauma Sensitive School Module 12 Safety Review Tool

8. Current Classroom Management Practice… is now more about understanding the class as a social system, than pupil behavior and discipline. (May Britt Posthom, 2013) Helps develop a social system (positive climate) within the class that sets the stage for learning!

9. Evidence Based Practice:Procedures and Routines…. • Make the classroom more predictable • Increase instructional time by preventing problem behavior • Free teachers from correcting misbehavior • Improve classroom climate • Create shared ownership of the classroom • Develop self-discipline

10. Expectations, Procedures & Routines Procedure Expectation Both Stated positively Criteria for successful performance Must be taught and rehearsed Broad statement Apply to all people and settings General statement of behavior Sequential Aligned with expectations Numerous Setting specific Routine: Procedure that is followed with minimal or no reminders

11. Teaching Procedures We Teach …Teach? …Punish?

12. Procedures and Routines Define and teach classroom routines • How to enter class and begin to work • How to predict the schedule for the day • 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 material • What to do if someone is bothering you. • Signals for moving through different activities. • How to determine if you are doing well in class • How to identify and regulate emotions • How to use the calming corner Teach effective transitions Establish a signal for obtaining class attention

13. Why Teach Procedures? • Behavior errors occur because students: • Have skill deficits • Have not developed skills to fluency • Do not know when to use skills • Have not been taught specific classroom procedures and routines • Have not been taught the skill in context

14. Telling is Not Teaching 13% 10% Secondary Elementary 50 days

15. Activity 2.4: Reflection • Watch one or both of the video clips. Dr. Harry Wong High School Example • Use Activity 2.4 to note how the signal was: • Taught • Practiced • Prompted • Reinforced 3. How do you teach your attention signal? Individual reflection: 4 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

16. Teaching Procedures • Connect to school expectations • Have examples and non-examples • Include modeling and role-playing • Give feedback and acknowledgement • Teach heavily, then reinforce

17. Cool Tools Behavioral Lesson Plan • DEFINE Simply Universal expectation: Respect others Name of the skill/performance standard: Use a quiet voice, wait your turn to talk Setting: Small group work Purpose of the lesson and why it’s important: Keeps the class from getting too loud during small group work. Allows everyone to be heard. • Teaching examples: • One person in a group is shouting • Everyone in your group listens while you share your idea • You are interrupted in the middle of explaining a solution • MODEL • PRACTICE in Setting • Student activities/role-plays: • Counting 0-10 volume increases with each number • Counting to predetermined voice level and practice • MONITOR and ACKNOWLEDGE Continuously Follow-up reinforcement activities: Pre-correct prior to each small group work Ask groups to rate themselves after group work Students think of ways to improve Plan to adjust, if needed.

18. Teaching Example Example As you watch: Identify the elements of the lesson. What was effective How would you modify this for younger or older students? Discuss: 5 min

19. Activity 2.5 Developing Lesson Plans • Choose one routine or matrix indicator. • Develop a lesson plan for that routine/indicator. • Share with a partner • Get feedback on strengths of the lesson and possible ways to improve. Individual: 10 min; Share: 10 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

20. Skill Development Model Adapted from Haring and Eaton Instructional Hierarchy (1978) How to: Use the Instructional Hierarchy to Identify Effective Teaching and Intervention Targets

21. Activity 2.6: Reflection • Section A: Look at one of the indicators in your matrix. Determine • Students’ level of skill development • What you need to do to move them to the next level? Reflection: 2 min; Share: 5 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

22. Looking Through the Culturally Responsive Lens Different modalities All students Practice time

23. Validate, Affirm, Build, and Bridge Validating, Affirming, Building, Bridging video (2:34)

24. Why Teach Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills 28x 8x

25. Example Lesson Plan Model

26. Activity 2.6: Reflection Section B: • Review an academic lesson plan and your classroom matrix. • Embed behavior skill lesson plans and/or booster lesson plans within the academic lesson plan. Reflection: 2 min; Share: 5-10 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

27. Check Your Understanding Which of the following are true statements about teaching rules and procedures? (Click on each statement to reveal answer) • Teaching rules and procedures reduces the need for correctives and referrals • Teach well at the beginning of the year, and review won't be necessary FALSE • Teaching rules and procedures helps to create students’ cultural capital TRUE TRUE • Rules and procedures provide structure for students TRUE • Teaching rules and procedures increases students’ understanding of class expectations TRUE

28. Self-Reflection • Complete the Self-Reflection Checklist items for this module. • Identify one or two areasthat you wouldlike to improve Reflection The checklist can be found in Resource Packet for Module 2: Expectations and Procedures

29. Making the Most of Your Learning: Use KASAB! Skills Classroom Management Observation Tool (CMOT) Knowledge TSS: Chapter 12 Trauma Sensitive Safety Review Tool Missouri PBIS video Rigor To Results Discussion Protocols Second Step SEL alignment Aspirations Are you satisfied with the amount of time you spend teaching vs addressing behavior concerns? Attitude Improve 1 routine and note impact VABB Newsletter Prevalence and Impact Survey Behavior Use PLC’s for support Peer coaching

30. Wrapping Up: Twin Circles Identify 2 – 3 strategies you will put into place when you return to the classroom.

31. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.