8 Effective Classroom Practices - NYS PBIS Technical Assistance Center

8 Effective Classroom
Practices
Julie Powell
Behavior Specialist
Regional Special Education Technical Assistance Support Center
Mid-South Region 7
[email protected]
1
Objectives – 8 Effective Classroom
Practices
Evaluation form
1. Establish Expectations And Rules
2. Establish Classroom Procedures And Routines
3. Develop A Continuum Of Strategies To
Acknowledge Appropriate Behavior
4. Develop A Continuum Of Strategies To
Respond To Inappropriate Behavior
5. Employ Active Supervision
6. Provide Multiple Opportunities To Respond
7. Utilize Activity Sequence
8. Assure Academic Success
2
BEHAVIOR
ESSENTIALS
3
BEHAVIOR IS…
Take some time to define behavior with
your table and share with the group.
5
Behavior
Pos Reinf
Gain/
Obtain
Adult
Neg Reinf
Tangible or
Preferred
Activity
Social
Sensory
Function Based
Thinking
Or
The WHY of
Behavior
Avoid/
Escape
Peer
GAIN
•
•
•
•
•
•
•
•
Choice
Attention – peer/adult
Objects
Internal events
Self-stimulation
Play, fun
Justice or fairness
Sensory input
AVOID
•
•
•
•
•
•
Tasks or demands
Person(s)
Objects
Internal events
Boredom
Protest
– An action by a person
– Lack of choice
– Lack of fairness
• Sensory input
Behavior Chain (or Pathway)
Setting
Event/s
(Dynamite)
Antecedent
(Match)
Behavior
(Kaboom)
Consequence
(Pay Off)
Hypothesis: When (setting event) occurs, and (the antecedent happens)
the (problem behavior) because/ in order to (function).
S. Hassal 2007
ABC ANALYSIS
4. Setting Events
Infrequent
events that
affect value
of main.
conseq.
2. Triggering
Antecedents
Preceding
events that
trigger or
occasion
1. Problem
Behavior
Set of
related
behaviors of
concern
3. Maintaining
Consequences
Following
events that
maintain
behaviors of
concern
5. FUNCTION
FUNCTION
If a student repeatedly engages
in some behavior, there is a
payoff, it serves a function.
10
REMEMBER…
If a child is pushing your
buttons
…You are probably delivering
the goods. 
Dr. Laura Riffel – www.behaviordoctor.org
What if…
We thought of problem
behaviors as
learning errors?
That was then, this is now.
•
•
•
•
PAST
General intervention for
all behavior challenges
Intervention is reactive
Focus on behavior
reduction
Quick fix
•
•
•
•
CURRENT
Intervention matched to
function of the behavior
Intervention is
proactive
Focus on teaching new
skills
Long-term
interventions
13
13
Common Strategies with Limited
Results
• Suspensions, detentions, expulsions
• Removal from setting – sent to office,
planning room, new setting etc.
• Bring in counselor, social worker,
psychologist, behavior specialist, etc. to
“fix the student”
• Train and hope
14
POSITIVE BEHAVIOR
INTERVENTIONS AND SUPPORTS
(SW-PBIS, PBS, EBS)
“An ounce of prevention is worth a pound of cure”
Benjamin Franklin
15
PBIS is…
• A Framework of thinking
• A process for creating safer and more effective
schools
• Putting structures in place to support the
academic and social success of ALL students
• Research-based
• Not new
• Proven to significantly reduce the occurrence of
problem behaviors in schools
• A three-tiered preventative proactive model
Adapted from http://pbismissouri.org/practices.html
16
Illinois PBIS Network, Revised May 15,
2008. Adapted from “What is schoolwide PBS?” OSEP Technical Assistance
Center on Positive Behavioral
Interventions and Supports. Accessed at
http://pbis.org/school-wide.htm
17
Intensive
•Individualized, Function-Based Behavior Support
Plans
•Intensive Academic Support
6+ ODRs
•School-based Adult Mentors
•Intensive Social Skills Training
•Parent Training and Collaboration
Tier2/Targeted •Multi-Agency Collaboration (Wrap-Around)
2-5 ODRs
(At-Risk Students) •Alternatives to Suspension and Expulsion
•Intensive Social Skills Training and Support
Rapid
Individual and
•Self-Management Programs
response Small Group Strategies
•School-Based Adult Mentors (Check-In)
5% - 10% of Students
•Increased Academic Support and Practice
•Alternatives to School Suspension
(High Risk Students)
Individual
Interventions
1% - 5% of Students
Tier 1/Universal
1 ODR
(All Students)
School-Wide Systems of Support
80% - 90% of Students
•Effective Academic Support
•Teaching Social Skills
•Teaching School-Wide
Expectations
•Active Supervision & Monitoring
in Common Areas
•Positive Reinforcement for All
•Firm, Fair, Corrective Discipline
•Effective Classroom
Management
Classroom
Setting Systems
School-wide
Systems
School-wide Positive
Behavior Support
Systems
8 EFFECTIVE
CLASSROOM
PRACTICES
http://pbismissouri.org/
20
Based on review of 11,000 studies spanning
50 years, researchers determined …the
most important factor governing student
learning is classroom management.
Margaret Wang, Geneva Haertel & Herbert Walberg, 1994
21
What is classroom management?
• All the things a teacher does to organize
students, space, time, and materials so
that instruction in content and student
learning can take place.
22
From the Student’s Perspective
“…effective classroom management
involves clear communication of
behavioral and academic expectations, as
well as a cooperative learning
environment.”
Allen 1986
23
New Times,
Different Learners
•
•
•
•
•
•
•
Prefer multitasking
Visually oriented
Networked, interactive and social
Increasingly mobile
Low tolerance for lecture style teaching
Prefer active learning rather than passive
Rely on technology to access information and to
carry out social and professional interactions
(Prensky 2001, Oblinger 2003)24
8 Effective Classroom Practices
Evaluation form
1. Establish Expectations And Rules
2. Establish Classroom Procedures And Routines
3. Develop A Continuum Of Strategies To
Acknowledge Appropriate Behavior
4. Develop A Continuum Of Strategies To
Respond To Inappropriate Behavior
5. Employ Active Supervision
6. Provide Multiple Opportunities To Respond
7. Utilize Activity Sequence
8. Assure Academic Success
25
1. Establish
Expectations and
Rules
Identify, Teach, Practice, Reinforce
26
Why Focus on Classroom
Expectation and Rules?
•
•
•
•
Provides structure
Increases engagement
Increases student achievement
Students will begin to monitor
their own behavior and remind
others
(Brophy, 1998); (Evertson & Emer, 1982; Johnson, Stoner & Green, 1996); (Good & Brophy, 2000)
27
What are Expectations and Rules?
• Expectations = outcomes or what we want
• Rules = specific criteria for meeting
expectations or how we get there – tells
student what TO DO
28
Guidelines for Writing Classroom Rules
3-5 positive, common and few words AND:
• Observable – I can see it
• Measureable – I can count it
• Positively stated – what to do
• Understandable – appropriate for age
• Always applicable – Something the
teacher will consistently enforce
29
Other Considerations…
•
•
•
•
•
Consistent with SW expectations/rules
Involve students
Matrix visible
Models and reinforce consistently
Observable, Acknowledgeable, and
Teachable = OAT
• Behavior curriculum
30
-No hitting
-No cursing
-No yelling
-No cheating
-No cell phones
-No note passing
-No asking unrelated
questions
-No talking while the
teacher is talking
-No saying “No”.
TEACHING CLASSROOM
EXPECTIONS
Key Concepts
• “What you expect is what you get”
• Expectations set the stage for learning and
behavior control
• Expectations are taught explicitly
• Teach in natural setting
• Common and few words
32
Teaching Academic and
Behavior Skills
Adjust For
Efficiency
Monitor &
Acknowledge
Continuously
Teach w/
examples and
Non-examples
Model
Practice
In all Settings
33
Expectations and Rules
Example…
• Expectation is: Students will be Safe
– Rules are…
• Keep hands and feet to self
• Use materials correctly
34
KHFAAOOTY
Keep Hands, Feet
and All Other
Objects to
Yourself
35
Which of These Follow the Guidelines?
•
•
•
•
•
Keep hands and feet to yourself
Turn in completed assignment
Respect others
Walk in the hallways
Don’t run
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable
36
Which of These Follow the Guidelines?
• Think before responding
• Come to class on time, prepared with all
supplies and assignments
• Be responsible
• Be ready to learn
• Sit in your seat unless you have
permission to leave it
1. Observable 2. Measureable
3. Positively stated 4. Understandable
5. Always applicable
37
Schedule for Teaching Classroom
Rules
• First Grading Period
– First week of school
– After first week, review rules 2 or 3 times /
week
38
Schedule for Teaching Rules
• Through Second Grading Period
– Review rules once per week
• Remainder of the Year
– Review rules periodically as needed
39
Teaching Expectations
ELEMENTARY STUDENTS
Key research finding:
“Children below 4th grade require a great
deal of instruction and practice in
classroom expectations and
procedures…”
Cotton, 1990, p.8
40
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 expectations 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 assistend in teaching classroom
expectations.
41
42
43
2. ESTABLISH
CLASSROOM
PROCEDURES AND
ROUTINES
Identify, Teach, Practice, Reinforce
44
“The number one
problem in the
classroom is not
discipline; it is the
lack of procedures
and routines.”
Harry K Wong45
Why Focus on Classroom
Procedures and Routines?
• More instructional time
• Predictable environment
• Improves student engagement
• Common language
• Decrease disruptions
46
What Are Procedures & Routines?
Procedures…
• Process for carrying out specific activities:
walking in the hallway, using lockers, sharpening pencils, attending an
assembly, going to the restroom.
• Form routines that help students meet
expectations stated in the rules
• Steps to take to complete a task
• How we do something
47
What Are Procedures & Routines?
Routines…
• Habits we form by repeating the same
steps over and over
• Develop from consistent use of routines
BOTH - help students follow rules and meet
expectations
48
Procedures and Routines Guidelines
• Explicitly taught, modeled, practiced,
reinforced all year long
• Positively stated
• Age-appropriate terms
• Keep “Who, what, when, where, why, and
how” in mind
• Students are given feedback
49
Procedure Example
Elementary Learning Position
1. Sit with your back against the
back of your chair.
2. Sit with your legs under your desk.
3. Keep both feet on the floor.
4. Look at the teacher when he or
she is talking to the class.
5. Keep your materials on top of your
desk.
Lori Newcomer, Ph.D.
Procedure Example
Secondary – Entering the Classroom
1. Enter the classroom before
the bell rings.
2. Take your seat and get out
of materials you need for
class.
3. Talk quietly until the bell
rings.
4. Begin the morning
assignment when the bell
rings.
Lori Newcomer, Ph.D.
51
Procedures and
Routines
• From when students enter
until they leave:
–
–
–
–
–
–
–
–
–
–
–
–
entering the classroom
working independently
securing help
sharpening pencils
moving around the classroom
speaking in class
meeting personal needs
organizing assignments
tests/quizzes
sending work home
missing assignments
etc.
52
Talk – Movement Chart
Level 1
Talk
Mouths silent
Movement
In seat
Level 2
Quiet talk
In seat
Level 3
Conversational
Talk
Movement
Allowed
Lori Newcomer, Ph.D.
In an effective classroom students should not only
know what they are doing, they should also
know why and how.
Harry Wong
54
“Pay me now
or pay me
later. Do it
right or do it
all year long.”
Fred Jones
How?
• Make a list of every task a student does in
the classroom
• Determine the desired outcome
• Decide how students need to complete the
task
• Consider what errors students are likely to
make
• Consider problem areas or problem
times…often a well designed routine can
smooth things out
56
Schedule for Teaching
Classroom Procedures
• First Grading Period
– During first week of school
• Provide opportunities for review and practice
• Provide frequent reinforcement/acknowledgement
– After first week, review rules and procedures 2 or
3 times per week
• Rapid pace, oral review during first or last few minutes
of class
• Surprise quizzes about procedures for extra credit
points
• Divide into teams, ask questions about rules and
procedures, award points
57
Schedule for Teaching
Classroom Procedures
• Second Grading Period
– Review rules and procedures once per week
• Remainder of the Year
– Review rules and procedures periodically as
needed
58
3. DEVELOP A
CONTINUUM OF
STRATEGIES TO
ACKNOWLEDGE
STUDENTS
60
Why Acknowledge Appropriate
Classroom Behavior?
• Can increase
–
–
–
–
–
on-task behavior
correct responses
work productivity and accuracy
attention and compliance
cooperative play
• Foster intrinsic motivation to learn which comes
from mastering tasks
61
Guidelines for Acknowledging
Students
•
•
•
•
Involve students in choosing
Consistent
Immediate
Varied – short-term, long-term, individual,
group and whole class
• Fade as skill has been developed
• Sincere and appropriate for age
• System has been explained to students
62
Continuum of Strategies
Frequent
Intermittent
Long Term
•Verbal Praise
•Smile
•Stickers
•Rubber
Stamps
•Thumbs up
•Home notes
•Phone calls
•Special
Privileges
•Extra
Computer Time
•Special Seat
•Field trips
•Special
Projects
•Recognition to
the Principal
•Student of the
Week
•Honor Roll
4. DEVELOP A
CONTINUUM OF
STRATEGIES TO
RESPOND TO
INAPPROPRIATE
BEHAVIOR
Identify, Teach, Practice,
Reinforce
64
Why Focus on Response Strategies
and
Error Correction?
• Teachers who respond consistently feel
positive about their teaching and help
students improve their performance
• Improved student behavior at classroom
and building level
• Students need feedback to be able to
modify behavior
65
Why Focus on Response Strategies &
Error Correction?
Consider this…
“The single most commonly used but least
effective method for addressing
undesirable behavior is to verbally scold
and berate a student” (Albetro & Troutman,
2006).
66
Error Correction
Non-Examples…
• How many times do I have to tell you to work quietly?
• Didn’t I just tell you to get your work done?
• Why are you talking when I’m talking?
• Do you want me to send you to the office?
• What’s going to happen if I call your mother?
• What do you think you’re doing?
67
Prompts vs. Nagging
Prompts
Nagging
• Emotionally neutral or positive
in delivery
• Gives specific directives
(say what to do)
• Discusses behavior
• Negative or annoyed tone in
delivery
• General in directive
• i.e. “We are now going to get
ready for lunch, remember
what that looks like…”
• i.e. “It’s time for lunch,
(students line up incorrectly),
why do you guys always do it
this way?”
(or says what not to do)
• Discusses character or traits
68
Response Strategies & Error
Correction
Should be….
• Calm
• Consistent
• Brief
• Immediate
• Respectful
69
Response Strategies & Error Correction
Classroom Continuum of Response Strategies . . .
1.
Prompt = visual or verbal cue
2.
Redirect = restate matrix behavior
3.
Re-teach = tell, show, practice, acknowledge
4.
Provide Choice = range of alternates
5.
Conference with Student
70
Prompt
• typically visual but can also be
verbal
• a signal that alerts the child a
misbehavior has occurred and
helps him/her to comply with
expected behavior
• whole group or individually
71
Redirect
• teacher states the matrix behavior
– “Remember, being respectful means raising a
hand and waiting to be called on.”
– “In this class, part of being responsible is to
follow directions and do your work.”
72
Re-teach
• Teacher states and models the
appropriate behavior
• Student models
• Re-teach goes beyond a re-direct because
it gives the child an opportunity to hear
and then show the appropriate behavior
with immediate feedback from the teacher.
73
Provide Choice
• Can address location, order of completion, type
of tool or variety in activity
– “You are welcome to work at your desk, at a table or
on the floor.”
• Order of task completion
• Different type of writing instrument
– “You may write in pen or pencil or you are welcome to
type with a computer if you like.”
• Different type of activity that accomplishes the
same instructional objective
74
Conference
• Positive, private, using quiet voice
• Describe the problem
• Describe the alternative (what the student should do
instead)
• Tell why alternative is better
• Practice (student should tell and/or show)
• Provide feedback
75
School-wide Continuum of Response
If problem behavior persists/escalates…
• after classroom strategies are
implemented OR
• if behavior fits classification of “major” then
– move to SW continuum of procedures for
discouraging inappropriate behavior
76
Negative Consequences
• Proactive
reactive
• Move up the “ladder of
consequences”.
77
5. PROVIDING
ACTIVE
SUPERVISION
MOVING, SCANNING AND INTERACTING
78
Why Provide Active
Supervision?
• Active Supervision…
– Has a positive impact on student behavior in a variety
of settings- including classroom
– May reduce incidents of minor problem behavior
– May lead to increases in student engagement
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
79
What is Active Supervision?
Monitoring procedure that uses 3
components
1.Moving
2.Scanning
3.Interacting Frequently
(DePry & Sugai, 2002)
80
How? Active Supervision
Moving Effectively
• Constant
– Make presence known and obvious
– Proximity to all students
– More frequent proximity to noncompliant
students
• Randomized
• Targets Problem Areas
81
How? Active Supervision
Scanning Effectively
• All students observed on a regular basis
• Make eye contact with students in more distant
locations of the room
• Look and listen for signs of a problem
82
How? Active Supervision
Interacting Frequently
• Positive contacts
– Friendly, helpful, open demeanor
– Proactive, non-contingent
– High rate of delivery
• Positive reinforcement
– Immediate and contingent on behavior
– Delivered at high rates and consistently
83
How? Active Supervision
Interacting Frequently
• Corrective response
– Non-argumentative, noncritical
– Specific to behavior
– Systematic = correct, model, practice,
reinforce
• Deliver consequence
– Neutral, businesslike demeanor
– Fair, non-arbitrary
84
6. PROVIDE
MULTIPLE
OPPORTUNITIES
TO RESPOND
ACTIVE ENGAGEMENT
85
Why Provide Multiple
Opportunities to Respond?
Academic Outcomes:
• Improved Reading Performance:
–
–
–
–
increased percentage of reading responses,
mastery of reading words,
rates of words read correctly and
decreased rates of words read incorrectly.
(Carnine, 1976; Skinner, Smith & McLean, 1994)
• Improved Math Performance:
– percentage of problems calculated correctly per
minutes,
– number of problems completed and
– active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns,86
1997)
Why Provide Multiple
Opportunities to Respond?
Behavioral Outcomes:
• Increases student engagement with
instruction
• Allows for high rates of positive, specific
feedback
• Limits student time for engaging in
inappropriate behavior
• Is an efficient use of instructional time
(Heward, 1994)
87
Multiple Opportunities to Respond
• An instructional question, statement or
gesture made by the teacher seeking an
academic response from students (Sprick, Knight,
Reinke & McKale 2006)
• A teacher behavior that prompts or solicits
a student response (Simonsen et al, 2008)
88
Opportunities to Respond
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Teacher Provides:
Verbal Questions
Prompts
Cues
Student
Responses:
Written
Choral Verbal
Motor
Teacher Provides:
Specific, Positive
Feedback
89
Opportunities to Respond: Example
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Teacher says,
“When I give the
signal everyone
answer this
question:
What is 5 times
6?”
Teacher waits a
few seconds and
gives signal.
Students chorally
respond, “30”
Teacher says,
“Yes! The correct
answer is 30”.
90
Rate of Opportunities to Respond
• New Material:
– 4 – 6 student responses per minute
with
– 80 % accuracy
• Practice Work:
– 9 – 12 student responses per minute
with
– 90% accuracy
(CEC, 1987; Gunter, Hummel & Venn, 1998)
91
Strategies to Increase Student
Opportunity for Response
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Computer Assisted Instruction
E. Class-wide Peer Tutoring
F. Direct Instruction
92
A. Track Students Called On
• Are all students called on?
– Use a seating chart & mark off when a student
is called on to answer an academic question.
– Draw students’ names from a jar
– Other strategies you have used?
93
B. Guided Notes
• Opportunity to Respond is an instructional question,
statement or gesture made by the teacher seeking
_______________________.
• Rate of OTR for New Material: ____ responses
from students per minute with __ % accuracy
• Rate of OTR for Practice Work: ___ opportunities
with __ % accuracy
• Three common strategies to increase OTR are:
1.
2.
3.
Tracking students called on
Guided __________
Response ________
94
How To Develop Guided Notes
• Examine Existing Lecture Outlines
• Delete Key Facts, Concepts &
Relationships
• Insert Concept Maps, Graphs, Charts,
Diagrams & Other Resources
• Provide Formatting Cues (Blank Lines,
Numbers, Bullets, etc)
• Do Not Require Students Write Too Much
95
C. Response Cards
• Cards, Signs, or Items Simultaneously Held
up By All Students to Display Their
Responses
• Types of Response Cards:
– Preprinted Cards: Yes/No, True/False,
Agree/Disagree,
– Preprinted Cards with Multiple Answers: Letters,
Numbers, Parts of Speech, Characters in a Story
– Write-On Cards: 9X12 Response Cards & DryErase Markers
– Back side of recycled paper
• Easy to Manipulate, Display and See
96
Use of Response Cards
• Teach, Model and Practice the Routine
1. Question
2. Think
3. Decide Answer
4. Wait
•
•
•
•
•
5. Cue to Show
6. Hold up Card
7. Put Down Card
8. Prepare for Next Question.
Maintain lively pace
Short time between questions
Give clear cues
OK to look at classmates’ cards
Specific, positive feedback for correct answers
and use of cards
97
Strategies to Increase Student
Opportunities to Respond
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Computer Assisted Instruction
E. Class-wide Peer Tutoring
F. Direct Instruction
98
D. Computer Assisted Instruction
Provides …
• High levels of response opportunities
• Immediate feedback
• Enhanced motivation for learning
99
E. Class-wide Peer Tutoring
• Highly structured format
• Reciprocal peer tutoring so every student
can tutor and be tutored.
• Promote high levels of on-task behavior
• Actively engages all students in the
classroom simultaneously
100
E. Class-wide Peer Tutoring
Common Characteristics
•
•
•
•
Clearly Defined Learning Tasks/Responses
Individualized Instruction
High Rates of Active Student Responding
Immediate Feedback and Praise for Correct
Responses
• Systematic Error Correction
• Measurement of Student Progress
• Motivation for Students
2009
Newcomer,
101
F. Direct Instruction
• Direct Instruction (DI) is a teaching model
that emphasizes carefully planned lessons
designed around small learning
increments with clearly defined and
prescribed teaching tasks.
• It is based on the theory that clear
instruction eliminates misinterpretations
and can greatly improve and accelerate
learning. (NIFDI website)
102
F. Direct Instruction
Characteristics:
• Explicit, systematic instruction based on
scripted lesson plans.
• Ability grouping.
• Emphasis on pace and efficiency of instruction.
• Frequent assessment.
• Quick pace helps keep students on task.
• New material is worked on in highly interactive
format
103
7. UTILIZE
ACTIVITY
SEQUENCE
TASK INTERSPERSAL
BEHAVIORAL MOMENTUM
104
Why Consider Activity Sequence?
• Increases task performance
• Decreases disruptive behavior
• Improves student perception of and
preference for assignments they consider
difficult
(Kern & Clemens, 2007)
105
What is Activity Sequencing?
• Thinking about and altering the manner in
which instructional tasks, activities or
requests are ordered in such a way that
promotes learning and encourages
appropriate behavior.
(Kern & Clemens, 2007)
106
Strategies for Effective
Activity Sequencing
• Intermingle easy/brief problems among
longer or more difficult tasks (task
interspersal)
(Kern & Clemens, 2007)
107
Strategies for Effective
Activity Sequencing
• Deliver 3 to 4 simple requests prior to a
difficult assignment (behavioral
momentum)
(Kern & Clemens, 2007)
108
Offering Choice
Type, Order, Materials,
Whom, Place and Time
109
Providing Choice
“Providing opportunities for students to
make choices has been demonstrated to
be an effective intervention in preventing
problem behavior and increasing
engagement”
(Kern and Clemens, 2007, p. 70)
110
Why Provide Choice?
• Feasible and easy intervention to
implement
• Effective for students in general or special
education
• Does not require significant modification to
existing instruction
(Kern and State, 2009)
111
Strategies for Offering Choice
•
•
•
•
•
•
Type of task or activity
Order or sequence of tasks
Kinds of materials that will be used
Whom to work with
Place to work
Choice of how to use time
112
Steps for Using Choice in the
Classroom
1) Create a menu of choices you would be
willing to provide to students.
2) Look through your choice menu before
planning each lesson.
3) Decide what types of choice are appropriate
for the lesson and where they fit best in the
lesson.
4) Provide choices as planned while teaching
the lesson.
5) Solicit student feedback and input.
(Kern and State, 2009, p. 5)
113
Offering Choice
Remember . . .
• Every lesson does not have to include
all of the choices on your list, but if each
lesson you teach provides at least one
opportunity for choice, students are likely
to benefit.
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8. ASSURE
ACADEMIC
SUCCESS
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Task Difficulty
• Task difficulty is one of the primary curricular
variables that can set the occasion for
problem behaviors in the classroom.
• Any mismatch between student ability and
task difficulty is potentially problematic.
(Gunter, Denny, Jack, Shores, & Nelson, 1993)
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Why Consider Task Difficulty?
• Exposure to tasks that are too difficult
result in lower rates of on-task behavior
and increased rates of disruptive and other
problem behaviors.
(Gickling & Armstrong, 1978; Umbreit, Lane, & Dejud, 2004)
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What is Modifying Task Difficulty?
• Modifying instruction or providing
accommodations to ensure the student
experiences higher levels of academic
success.
(Kern & Clemens, 2007)
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Proper Instructional Level
• Seatwork assignments that contain 70% 85% known elements
• Reading assignments 93% - 97% known
elements
(Gickling & Armstrong, 1978; Umbreit, Lane, & Dejud, 2004 )
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Strategies for Modifying Task Difficulty
1. Change Amount of Work
2. Change Amount of Time
3. Change Student Output
4. Reduce Reading/Writing Demand
5. Peer Support
6. Scaffolding
(Simmons & Kameenui, 1996; Vaughn, Duchnowski, Sheffield, & Kutash, 2005)
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Additional Resources
Colvin, G. & Lazar, M. (1997). The effective elementary
classroom: Managing for success. Longmont, CO:
Sopris West.
Cotton, K. (1990). School-wide and classroom discipline,
School improvement research series, : Close-Up #9.
Portland, OR: Northwest Regional Educational
Laboratory.
Doll, B., Zucker, S., Brehm, K. (2004) Resilient
Classrooms: Creating Healthy Environments for
Learning. NY, NY: Guilford Press.
Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham,
M.E. (1994). Classroom management for secondary
teachers (3rd Ed.). Boston, MA: Allyn & Bacon.
121
Additional Resources
Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A
proactive and positive approach to classroom
management. Longmont, CO: Sopris West.
Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial
behavior in schools: Strategies and best practices.
Pacific Grove, CA: Brooks/Cole
Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary
classroom management (3rd Ed.) Boston, MA: McGrawHill.
Wong. K.K., & Wong, R.T. (1991). The first days of school:
How to be an effective teacher. Sunnyvale, CA: Harry K
Wong Publications.
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Acknowledgments
• Missouri PBIS
• NYS-PBIS Initiative
• OSEP Positive
Behavioral Interventions
& Supports Technical
Assistance Center at
University of Oregon
• Illinois EBD/PBIS
Network
• Effective Educational
Practices, Inc.
•
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George Sugai
Rob Horner
Geoff Colvin
Steve Romano
Dr. Rob March
Kimberli Breen
Christine Downs
Pat Gogol
Jim Wright
Laura Riffel
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