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Effective Classroom Management:

What works, what doesn’t!

Jeffrey R. Sprague, PhD


Institute on Violence and Destructive Behavior
University of Oregon

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 1


The Proper Mission and Role of Today’s
Schools

• Develop the social and academic skills of all


students—including at-risk students
• Teach academic readiness and reading skills
that support academic engagement-
achievement
• Teach social skills that support socially effective
behavior (self control, self regulation, social
reciprocity)

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 2


Welcome
• Where are we?
• 5 Essential Classroom Management
Techniques
Challenging Behaviors
• Exist in every school and community (always
will)
• Vary in intensity and frequency
– Mild to Violent
• Are associated w/ a variety of risk factors (no
single pathway)
• Present our greatest public health problem!

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 4


How do some children grow up to be
challenging?
• Risk factor exposure
– Poverty/low income
– Family Stress
• Abuse or neglect
• Harsh and inconsistent
parenting practices
• Community
Disorganization
• Deviant peer affiliation
– Academic Failure
– Disability

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 5


Early
Death
Death

Onset of Where is
Disease and school on
Disability the path to
destruction
Early Adoption of ?
Health Risk
Behaviors

Academic, Emotional and


Behavioral Problems

Disrupted Neurodevelopment

Adverse Childhood Experiences


Conception

The Impact of Adverse Childhood Experiences Throughout The Lifespan


Stress
• When young people are pressured or
stressed, the ability to inhibit emotions
(stop and think) drops off rapidly
• Exposure to prior trauma (e.g., child
abuse, violence) worsens performance
dramatically.

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 7


Poor children
"Kids from lower
socioeconomic levels show
brain physiology patterns
similar to someone who
actually had damage in the
frontal lobe as an adult,"
"We found that kids are more
likely to have a low
response if they have low
socioeconomic status,
though not everyone who is
poor has low frontal lobe
response."

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 8


Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 9
Questions to ask
• How can we make the behavior
support process
– Help students accept responsibility?
– Place high value on academic
engagement and achievement?
– Teach alternative ways to behave?
– Focus on restoring the environment and
social relationships in the school?

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 14


Best Behavior
• Standardized Curriculum for Adults
• Adult learning design
– Limit lecture
– Emphasize work and fun!
• 20 Chapters in Best Behavior (www.best-
behavior.com or www.sopriswest.com )
• Important work is completed in training: no
train and hope

15
Three-tiered Model of Behavioral and Academic
Support Systems

Academic Support Systems Behavioral Support Systems


Targeted and Indicated Interventions Targeted and Indicated Interventions
•Individual Students 1-5% 1-5% •Few Students
•Frequent assessments •Functional Assessment-based
•Individualized supports •Individualized supports
•Evidence-based practices
•Evidence-based practices
5-10% 5-10% Selected Interventions
Selected Interventions
•Some students (at-risk)
•Some students (at-risk)
•Group and individual supports
•Group and individual supports
•Default strategies
•Default strategies
•Frequent Assessments
•Frequent Assessments
•Evidence-based practices
•Evidence-based practices

Universal Interventions 80-90% Universal Interventions


80-90%
•All students, all subjects •All settings, all students
•Preventive •Prevention focus
•Frequent Assessments •Frequent Assessments
•Evidence-based practices •Evidence-based practices

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 16


• Intensive academic support
• Intensive social skills teaching
• Individual behavior management plans
Targeted/ • Parent training and collaboration
Intensive • Multi-agency collaboration (wrap-around) services
• Alternatives to suspension and expulsion
(High-risk students)
• Community and service learning
Individual Interventions
(3-5%)
• Increased academic support and practice

Selected •
Increased social skills teaching
Self-management training and support
(At-risk Students) • School based adult mentors (check in, check out)
• Parent training and collaboration
Classroom & Small • Alternatives to out-of-school suspension
Group Strategies • Community and service learning

(10-20% of students)

Effective Academic Supports
Universal •
School wide social skills teaching
(All Students) •
Teaching school behavior expectations

Effective classroom management

Active supervision and monitoring in
School-wide, Culturally Responsive common areas
Systems of Support • Positive reinforcement systems
• Firm, fair, and corrective response to
(75-85% of students) problem behavior
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) • Community and service learning 17
Adapted from:
Sprague & Walker, 2004

Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)

Selected
(At-risk Students)
Classroom & Small
Group Strategies
(10-20% of students)

Universal
(All Students)

School-wide, Culturally Relevant


Systems of Support
(75-85% of students)
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 18
Implementation Practices
• Train and support a representative team
– Principal actively leads and facilitates
• Set time to plan and continuously improve
• Set school-wide expectations
• Set a plan to teach expected behavior
• Set a plan to recognize expected behavior and actively supervise
• Provide firm but fair behavioral corrections
• Use data (student and staff behavior) to make decisions
and give/seek feedback to/from staff
Embedded Practices
• Team meets monthly at school
– Revisit goals and look at data
– Plan strategies
• Team continuously assesses progress toward goals
and objectives
• Staff training/coaching is provided across the year
and is continuously available
• Team gives status report monthly to all staff
– Office Referral patterns and updates
– Successes and Concerns

20
Chapter 11:
Classroom Organization: The
Foundation of Classroom
Management

Best Behavior (Sprague & Golly, 2004)


Words to live by
• If you want your students to change their behavior, you
have to change yours
• Inappropriate behavior is a very effective way to get
teacher attention and to escape from school work
• If students are not doing what you want, teach them!
• Pay attention to behavior you want, not what you don’t
want!
– Catch students doing the “right” thing (doing what you taught
and what you ask)
– Make some rewards predictable and others a “surprise”
– Reward is only meaningful and powerful in the context of a
caring and respectful relationship between the teacher and
students
Best Behavior (Sprague & Golly, 2004)
What will you learn and be able to do?
 Extend PBIS into the classroom – consistent
with the school wide program.

 Describe the organization of an effective Best


Behavior/PBIS classroom.

 Conduct a Classroom environment self-


evaluation.

 Set goals for improving your classroom


environment.

Best Behavior (Sprague & Golly, 2004)


Features of Effective Classroom
Management
1. Establish structure
• Know what you want to see (e.g., entering,
leaving, transitions, independent work).
• Know what you want to hear (e.g., noise level,
asking for help, being respectful).
2. Explicitly teach your expectations
• Do not assume that students know what to do
• Provide positive & constructive feedback until
the behavior is automatic

Best Behavior (Sprague & Golly, 2004)


Activity
• List five or more important features of the classroom
environment to which a teacher must pay attention before
the school year starts.
• What are some good classroom expectations (positively
stated, easy to remember) that link with your school rules.
• List two or more classroom management activities to
which teachers must attend on the first day of school.
• What would you do if two or three students in a class of
30 consistently disrupted the class?
• Name two strategies you would use to keep all students
on task during independent work.
Best Behavior (Sprague & Golly, 2004)
Before the School Year Starts Plan the Physical
Arrangement
• Monitor students at all times (no groups or students
behind bookcases or dividers).
• Gain physical access to all students (sufficient space
between desks).
• Place high-need and low-performing students where you
have easy access for reinforcement and feedback.
• Decide seat assignments or provide choice seating.
• Position the teacher desk unobtrusively and not accessible
to students (teach your expectations)

Best Behavior (Sprague & Golly, 2004)


Activity:
Classroom Organization
• Complete “Classroom Organization Checklist”
– Reflect on how your classroom is set up and what
might need improvement or revision
• Share activities that have worked well in the
past

Best Behavior (Sprague & Golly, 2004)


Classroom Improvement Goal
–Write one goal for improving a specific
classroom area (see example in book
on p.113)

–Share with your colleagues

Best Behavior (Sprague & Golly, 2004)


Designing and Teaching Classroom
Behavioral Expectations

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Best Behavior: Building Positive
Sprague & Golly (2004)
Behavior Supports
What will we do in this Section?

 Develop positive classroom


rules and understand how they
contribute to effective
classroom management
 Link these rules to the school

wide rules

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Designing & Teaching Classroom Rules: Be
Clear!
• What do you want to see?
 You must be able to demonstrate/model
expected behavior

• What do you want to hear?


 You must be able to demonstrate the
meaning of such expectations as, “quiet
voices” or “whispering”

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Visualize your perfect classroom
Write down five things you would like to see and/or hear in your
“perfect” classroom setting?

1.

2.

3.

4.

5.

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Effective Classroom Expectations
• The purpose or goal of classroom
expectations is to let the students know
what is acceptable behavior under specific
circumstances
• The focus is on the clarity, consistency, and
precision of the expectation - and its
application

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
When setting Classroom Expectations
 State them in a positive way
 What behaviors do you want to see?

 Keep expectations clear. Use clear and concise examples.

 Display publicly so students can easily see them

 Establish classroom expectations immediately- on the first day!

 Teach and review them often.

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Umbrella Rules Apply in School and
The Classroom!

•Be Safe
•Be Respectful
•Be Responsible
Best Behavior: Building Positive
Sprague & Golly (2004)
Behavior Supports
Example of Some Common “Universal”
Classroom Rules
• Follow directions the first time asked.

• Raise your hand to speak.

• Keep hands, feet, and objects to self.

• Be Safe, Responsible, and Respectful.

• Be Prepared and Do Your Best.

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Teaching Classroom Rules
• Give reason for the rule.
• Show the rule through example and non-example.
• Practice the rule with a small group while others observe.
• Practice rule with entire class.
• Monitor and reinforce when rule is being followed.
• Review when necessary.

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
When Teaching and Maintaining Classroom
rules…
• Review regularly and edit them; don’t wait for a
crisis.
• Re-teach!
• Monitor and reinforce when a rule is followed.
• Apply expectations consistently to each and every
student.

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Activity
• Complete the Classroom
Expectations Matrix
• Transfer your school rules to the
matrix
• Personalize the expectations to
your classroom

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Expectations for: Safe Respectful Responsible

Teacher’s Desk

Materials

Enter and Exit

Free Time

Asking for Help

Quiet Time

Seat Work

Drinks

Bathroom

Additional Expectations:

Best Behavior: Building Positive


Sprague & Golly (2004)
Behavior Supports
Preventive Interactions in the Classroom
Behavioral Support Strategies for the Classroom

• Secure students’ attention. All Students

• Use short, respectful, direct, “business-like” speech when


giving behavioral expectations to students.

• Present a specific predictable response or correction


sequence to non-compliant students.

• Teach on-task behavior (concentration/focus power


game) for use during disruptions or disruptive activities.
Scenarios
• Scenario 1: When you need to give directions, many students continue to work
on their task and don’t hear what you are saying. How would you deal with this
situation?

• Scenario 2: One of your students often wanders around the room, bothering
other students. You have asked her to sit down and mind her own business. She
often ignores your requests and her peers are annoyed by her behavior. Describe
how you would handle this situation.
• Scenario 3: Jose has become very upset and is bothering other students during
seat work. How can you deal with this situation?
Attention Signal
• Reduce the time and effort in gaining all students’ attention.
Reduce the need for repetition.

• Teach students to listen respectfully to staff – and, by


example, peers and adults in other settings.

• Use as a preventive support strategy for students who


typically exhibit challenging or disruptive behaviors.

• Teach, or otherwise expose, parents/caregivers to this


method of gaining attention for use at home.
Effective Strategies for Gaining Attention
• Use an audible signal (e.g., wand, bell, tambourine, chimes, whoopie cushion)
• Use a simple consistent verbal cue delivered in a calm, respectful manner:
“May I have your attention please?”
Provide students with sufficient time to respond – there will be a range of response time across any
group of students that may vary by group, or by other influences and variables from time to time
and setting to setting

• Never begin a lesson without everyone’s attention – to the extent possible.


• Immediately notice, acknowledge, and reward students who attend promptly.
• Never call immediate or direct attention to the student who doesn’t attend.
Deal with non-compliance later and privately.
• Make sure students attend during your entire set of directions before they start
work. Brevity and simple speech will help keep their attention.
Alpha and Beta Commands
Definitions:
ALPHA Commands
• Minimal number of words
• Clear, concrete, and specific
• Business-like demeanor
• Reasonable amount of time for behavior to occur

BETA Commands
• Wordy
• Vague
• Often convey feelings of frustration or anger
• May contain many sets of directions
When dealing with
non-compliance
• Deliver the correction or negative
consequence (penalty or loss of privilege)
(calm, business-like).
• Avoid…
– Arguing with the student
– Holding a grudge
– Trying to make the student feel bad or guilty for
previous poor choices
– Using threats or intimidation
If you are patient in one moment of anger, you will avoid one hundred
days of sorrow.
Chinese proverb
Problem Occurs

Staff defines problem and gives the student a


request, direction, a correction and perhaps a consequence

Student is non-compliant

Staff redirects and gives


student choices for compliance and
Student is compliant time and space to comply.
Consequences are explained

Supervisor acknowledges cooperation Student is again non-compliant or escalates


(Thanks, praise, reward)

Supervisor refers student or problem to


prearranged alternate support setting or other
pre-planned consequence
If you are patient in one moment of anger, you will avoid one hundred
days of sorrow.
Chinese proverb
The 2–Minute Rule
• If a staff member can’t successfully correct or deal
with a problem behavior within two minutes, that
problem should be referred to an alternate, more
supportive setting/staff member for processing
(environmental manipulation)
• If a student is compliant when confronted with a
correction or consequence, the process should take no
more than a couple of minutes to complete.
Remember to acknowledge/reward compliance.
The 2–Minute Rule

If a student presents defiant, disrespectful, or


non-compliant behavior in response to a
reasonable and respectful correction or
consequence, then the chances of that particular
staff being able to successfully get the student
back on track in a reasonable time without using
threats or intimidation (never recommended) are
probably slim to none.
Not an escape-hatch strategy…
Remember:
• If a staff does refer or defer a student to an
alternate setting or staff for support and
resolution, the original staff needs to “repair”
their relationship with that student at a later,
more conducive time, and process the
problem and resolution enough to re-establish
a pro-social relationship with each other
Colvin’s Approach to Defusing Escalation
• Stop and think….
• Restate the expected behavior and bring other students on
task.
• Recognize other students for acceptable behavior
• Speak privately, and acknowledge agitation calmly.
• Isolate, ignore, or offer support to the “escalating” student.
• Give the student a positive choice (e.g., “You can either get
back to work or go to the office.”)
• Step away and give the student time to respond (“I will give you
a chance to think about it.”), unless it is an emergency.
• If the student complies, recognize and acknowledge
cooperation.
• If the student continues to escalate, implement the preplanned
consequence school emergency procedures as appropriate
(e.g., room clear, get other adults.
Committed Action
• Next steps. Specify some actions you will take in
School and Classroom Management implementation
– be willing to “live your values” and have troubling
or difficult thoughts and feelings - even though the
next steps might be hard or challenging
• And
– Write down some specific actions you will take (changing
or adding a practice or behavior)
– Define how you would know when it’s in place and
working (an outcome measure)

ACT and PBS Jeffrey Sprague (jeffs@uoregon.edu)


Books and resources
• Institute on Violence and Destructive Behavior
– http://ivdb.uoregon.edu/
• Iris Media Videos are
– www.lookiris.com here!
• Best Behavior: Building Positive Behavior Supports in Schools (Sprague & Golly, 2004)
www.sopriswest.com
• Safe and Healthy Schools: Practical Strategies (Sprague & Walker, 2005)
www.guilford.com
• RTI and Behavior: [A Guide to] Integrating Behavioral and Academic Supports (Sprague,
Cook, Browning-Wright & Sadler, 2008) www.shoplrp.com
• Metzler, C.W., Biglan, A., Embry, D.D., Sprague, J.R., Boles, S.M., & Kavanagh, K.A.
(2008).Improving the well-being of adolescents in Oregon. Eugene, OR: Center on Early
Adolescence, Oregon Research Institute.
https://www.earlyadolescence.org/system/files/Adolescent_Wellbeing_in_Oregon_Sept
22_smallFinal_0.pdf
• LAUSD Foundation Discipline Policy
– http://notebook.lausd.net/portal/page?_pageid=33,911578&_dad=ptl&_schema=PT
L_EP

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 64

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