Classroom Management

Kathy Lockard
klockard@aea14.k12.ia.us

Major portions of the following material were

developed by George Sugai, Rob Horner,
Teri Lewis-Palmer, and Geoff Colvin.
www.pbis.org
www.rc4alliance.org

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

Activity: Effective Classroom Managers

3 minutes (pick recorder & spokesperson)
What do effective classroom managers do

daily?
Report 2-3 big ideas from your team
discussion.

Why formalize classroom

management?

Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll
of the publics attitudes toward the public schools. Kappan, September, 41-59.

1.
2.
3.
4.

TOP FOUR 2005

Lack of financial support
Overcrowded schools
Lack of discipline & control
Drug use

Context

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

Teaching by Getting Tough

Runyon: I hate this f____ing school, & youre a

If Runyon doesnt
dumbf_____.
Teacher:
That is disrespectful
respond,
we get language. Im
sending you to the office so youll learn never to
TOUGHER
say those
words again.starting now!

If Runyon STILL
doesnt improve, we
get REAL TOUGH
& enforce
BOTTOM LINE!

When behavior doesnt improve, we

Get Tougher!
Zero tolerance policies
Increased surveillance
Increased suspension & expulsion
In-service training by expert
Alternative programming

..Predictable systems response!

But.false sense of safety/security!

Fosters environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic

& social behavior programming

Five Guiding Principles

of Classroom Management

Guiding Principle # 1
Remember that good teaching is one of

our best behavior management tools

Active

engagement
Positive reinforcement

Guiding Principle # 2
Apply the three tiered prevention logic

to the classroom setting

Primary

for all
Secondary for some
Tertiary for a few

CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT

~5%
~15%

Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students

Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior

Designing School-Wide Systems for Student Success

Academic Systems

Behavioral Systems

Intensive, Individual Interventions

Individual Students
Assessment-based
High Intensity

1-5%

Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response

Universal Interventions
All students
Preventive, proactive

5-10%

80-90%

1-5%

Intensive, Individual Interventions

Individual Students
Assessment-based
Intense, durable procedures

5-10%

Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response

80-90%

Universal Interventions
All settings, all students
Preventive, proactive

Organizational Features
Common
Vision

ORGANIZATION
MEMBERS
Common
Experience

Common
Language

Guiding Principle # 3
Link classroom to school-wide
School-wide

expectations
Classroom v. office managed rule
violations

School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems

m
o
o ms
r
s te
s
la ys
c
n gS
o
N ttin
Se

Ind

ivi
du
Sy al S
st e t u
ms den

School-wide
Systems

Guiding Principle # 4
Teach social skills like academic skills
Tell/model/explain
Guided

practice
Monitor & assess
Give positive feedback
Adjust & enhance

ADJUST for
for
ADJUST
Efficiency
Efficiency

DEFINE
DEFINE
Simply
Simply

MONITOR &
&
MONITOR
ACKNOWLEDGE
ACKNOWLEDGE
Continuously
Continuously

PRACTICE
PRACTICE
In Setting
Setting
In

MODEL
MODEL

Guiding Principle #5
Build systems to support sustained use of

effective practices
SW leadership team
Regular data review
Regular individual & school action
planning

Essential Behavior & Classroom

Management Practices
See handouts:
Classroom Management Self-Checklist (7r)
&
Effective Classroom Management Practices
Refer also to handout Utilize the Model, Roleplay,
Reinforce Approach When Teaching.

1. Minimize crowding & distraction

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

Reflection: Room Design

Does your classroom provide a stimulating,
distraction free environment for learning?
What can you do to minimize crowding and
distraction?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

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.
Refer to handouts Common Routines and Steps to Initially Teach
Expectations/Procedures/Routines.

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

Sample Routine - Secondary

B. 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

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 arms length
Face the teacher
On signal begin to jog in place

Teach The Routines

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

Maintaining Classroom Routines

Use maintenance procedures following initial

teaching
Maintenance procedures consist of providing
a. Reminders
b. Supervision
c. Feedback
Return to initial teaching if frequent reminders
occur.

Reflection: Classroom Routines

1.
2.
3.

What routines do I have?

How are they established?
Which routines do I need to include/firm up?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

3. State, teach, review & reinforce

positively stated expectations
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students of rule prior to

entering natural context.

Monitor students behavior in natural
context & provide specific feedback.
Evaluate effect of instruction - review
data, make decisions, & follow up.

(Close to Home c Reprinted with permission of Universal Press

Syndicate. All rights reserved.)

Teaching Expectations
ELEMENTARY 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)

Teaching Procedures
Use Five Steps for Teaching Expectations
1. Explain
2. Specify student behaviors
3. Practice
4. Monitor
5. Review
(Colvin & Lazar, 1997)

Maintenance Plan
Once initial teaching has been conducted use these three steps for
maintenance

Provide
1. Reminders
2. Supervision
3. Feedback

Teaching Expectations

Secondary 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.

Use three steps for teaching

expectations to secondary students
Provide systematic:
1. Reminders
2. Supervision
3. 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).

Reflection: Classroom Expectations

Are my classroom expectations consistent
with the school-wide expectations?
2. How can I teach my expectations directly?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
1.

4. Provide more acknowledgements for

appropriate than inappropriate behavior
Maintain at least 4 to 1
Interact positively once every 5 minutes
Follow correction for rule violation with

positive reinforcer for rule following

Managing Consequences
Key Points

Consequences follow behavior

Consequences may be positive or negative

Positive consequences are delivered to:

1.
2.

Provide immediate feedback that behavior is acceptable

or desired
Increase likelihood behavior will BE repeated, i.e.,
reinforced.

Negative consequences are delivered to:

1.
2.

Provide immediate feedback that behavior is unacceptable

Increase likelihood behavior will NOT BE repeated, i.e.
punished.

5. Maximize varied opportunities to

respond
Vary individual v. group responding
Vary response type
Oral,

written, gestural
Increase participatory instruction
Questioning, materials

6. Maximize Active Engagement

Vary format
Written,

choral, gestures
Specify observable engagements
Link engagement with outcome objectives

7. Actively & Continuously Supervise

Move
Scan
Interact
Remind/precorrect
Positively acknowledge

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

Problem Behavior Selected

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

Off Task Behavior

Management Steps
Attend to students on task and delay
responding to student off task
2. Redirect student to task at hand and do not
respond directly to off task behavior
3. Present choice between on task direction
and negative consequence
4. Follow through on student choice
1.

Rule Violation
Management Steps
State the rule or expectation
2. Explicitly request the student to take care
of the problem
3. Present options if needed
4. Follow through
1.

Disrespectful Behavior
Management Steps
1.
2.
3.
4.
5.

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)
Deliver consequence as appropriate

Agitation
Management Steps
Three Steps
1. Re-direct the student to task at hand
2. Recognize signs of agitation
3. Use strategies to reduce agitation

Recognizing Signs of Agitation

Increases in Behavior
Darting eyes
Non-conversational

language
Busy hands
Moves in and out of
groups
Starts and stopping
Moves around room
Fidgety

Decreases in Behavior
Stares into space
Subdues language
Contains hands
Lacks interaction
Lacks involvement
Withdraws from groups
Lacks responding
Avoids eye contact

Strategies for Reducing Agitation

Teacher support and empathy

Create space or isolation
Provide choices
Permit preferred activities (with clear boundaries)

Use teacher proximity

Provide independent tasks or activities
Permit movement (use movement tasks)
Use relaxation techniques
Use passive activities
Involve the student as appropriate

Limit Testing
Management Steps
1. Pre-Teach the procedures
2. Deliver the following information in a calm
matter-of-fact manner
a. Present expected behavior and negative
consequence as a decision
b. Allow few seconds for decision
c. Withdraw and attend to other students
3. Follow through based on student decision

Threats and Intimidation

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

Reflection: Responding to
Inappropriate Behavior
Identify strategies that you might adopt to
defuse situations.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
1.

9. Establish Multiple Strategies for

Acknowledging Appropriate Behavior
Social, tangible, activity, etc.
Frequent v. infrequent
Predictably v. unpredictably
Immediate v. delayed

10. Generally Provide Specific Feedback

for Errors & Corrects
Provide contingently
Always indicate correct behaviors
Link to context

How did I do?

8-10 yes = Super
5-7 yes = So So
<5 yes = Improvement needed

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)

MESSAGE: To maximize,
achievement, need both good
instruction & behavior
management.

Non-example Action Plan Strategies

- Purchase & distribute classroom
-

management curriculum/book
Discuss at faculty meeting
Bring in CM expert for next months day
in-service
Observe in effective classroom
Observe & give feedback
What is likelihood of change in teacher
practice?

Action Plan Considerations

+
+
+
+
+
+
+
+
+
+

Build on SW System
Use school-wide leadership team
Use data/research to justify
Adopt evidence based practice
Make local accommodations/adaptations
Teach/practice to fluency/automaticity
Ensure accurate implementation 1st time
Regular review & active practice
Monitor implementation continuously
Acknowledge improvements

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)

Attention
1 Minute
Spokesperson
Please

Main Ideas
Classroom behavior support practices should be

blended with school-wide 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)

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.