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Danielson Matrix: 2e Organizing Physical Space

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Danielson Matrix: 2e Organizing Physical Space

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Physical Arrangement in the Special Education Classroom

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Physical Arrangement in the Special Education Classroom

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Traditional The traditional lecture setup typically consists of rows of fixed seating. Students face the instructor with their backs to one another. This classroom seating arrangement is historically common in colleges and universities, minimizing student-student communication and largely supporting…

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Classroom Snapshot: Opportunities to Respond

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Classroom Snapshot: Opportunities to Respond

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What Works Brief: Early Childhood Opportunities to Respond

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What Works Brief: Early Childhood Opportunities to Respond

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What Works Brief: Early Childhood Schedule/Transitioning

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What Works Brief: Early Childhood Schedule/Transitioning

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What Works Brief: Early Childhood Routines and Classroom Schedules

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What Works Brief: Early Childhood Routines and Classroom Schedules

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Daily Routines and Classroom Transitions

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NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.

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Be+: Helping teachers with positive behavior support

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‎Teachers are herculean multi-taskers, and even the best multi-taskers need a little help. From the Center on PBIS, Be+ is a free app with built-in timers and alarms reminding you when to use effective practices - like specific praise - throughout the day. Use it in the classroom, home, or anywher…

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Positive Behavioral Interventions and Supports (PBIS) is a framework built on the idea that teaching the behaviors we want to see at school is just as important as referring problem behaviors. In fact, for each correction they give, teachers try to notice five positive behaviors happening in their classroom. Beyond these acknowledgements, they remind students about expectations before they go into a situation that might have been problematic in the past. That's a lot of moments to remember. How do you keep track of it all?

The Technical Assistance Center on PBIS, in partnership with PBISApps, is excited to announce Be+: A free, mobile application to remind and track all of the positive reinforcement and pre-corrections you give throughout the day. It's is available to Android users right now in the Google Play store and the Apple App store.

Here's how Be+ works.

Set Up Reminders for Specific Behaviors

When you're focused on delivering your lesson plan, or working closely with small groups, it's hard to remember to look for certain behaviors in your classroom. Be+ gives you a way to set up those reminders inside your mobile device. Each reminder you create operates on a timer and takes advantage of the notification system built into your device. The reminders you set are entirely up to you.

For example, set a reminder to go off about every 6 minutes to look for students who are on-task. Every six minutes, your device vibrates or otherwise notifies you to look for that behavior.

Create Alarms on Scheduled Days and Times

There are times of the day or certain class periods when you know you're likely to see some problem behaviors. One way to avoid incidents is to remind students about expectations. These are called pre-corrections, and Be+ lets you schedule times that remind you to deliver them. Set up one-time alarms to go off today or create a recurring alarm to go off at the same time on the days you choose.

Some good times to set up with a pre-correction alarm would be when students line up for lunch, or the time right after a recess or break, or even just before PE.

Count the Number of Times Something Happens

Maybe you want to track the number of positive acknowledgements you give during the day, Be+ can do that, too. Once you know what you'd like to count, start the timer and get counting! At the end of the day, you'll know exactly how many times you acknowledged students or gave them an opportunity to respond. What else might you want to count?

Track Your Progress

Be+ comes with graphs built across three timeframes:

Session: This graph displays the number of times you completed an action during each session you started.

Progress: Set a start and end date and check how your actions have progressed during that time.

‍

The relationships you build with students make a big difference in the way your whole school feels. An important way to create a positive impact is to acknowledge when you see students doing the right thing. We created Be+ to give you an easy, accessible way to remind, count, and track all the times you offer positive acknowledgements to your students every day. The possibilities are endless with this app. We can't wait to see how you take advantage of it in your school.

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Center on PBIS | Track Positive Reinforcement with Our Be+ App

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The TA Center on PBIS is excited to announce Be+: A free, mobile app to track positive reinforcement and pre-corrections.

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Supporting and Responding To Students Social, Emotional and Behavioral Needs 

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Supporting and Responding To Students Social, Emotional and Behavioral Needs 

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Activity 2: Problem Behavior Rules and Routines

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Activity 2: Problem Behavior Rules and Routines

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Classroom Snapshot: Expectations and Rules

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Classroom Snapshot: Expectations and Rules

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Page 5: Procedures

In addition to creating rules, effective teachers develop procedures -the steps required for the successful and appropriate completion of a number of daily routines and activities. Procedures are particularly important for routines and activities that are less structured and during which disruptive behavior is more likely to occur (e.g., morning arrival, dismissal).

Developing Procedures

Rule number one: Keep it simple. Teachers should develop easy-to-follow procedures for only those routines and activities for which it is necessary. Excessive or cumbersome procedures can be confusing and counterproductive. To help determine whether a procedure is warranted, teachers can consider the questions in the table below.

Why

is this procedure needed?

Where

is this procedure needed?

What

is the procedure?
are the steps for successful completion of the procedure?

Who

needs to be taught this procedure?
will teach this procedure?

When

is this procedure needed?
will the procedure be taught?
will the procedure be practiced?

How

will you recognize procedure compliance?

Following are some common elementary routines or activities that might benefit from procedures. Click on the links below to view sample steps for each.
Morning arrival
Procedure:

1. Greet teacher and classmates

2. Hang up backpack and coat in your area

3. Place homework folder in desk and book to read on desk

4. Get breakfast and quietly read while eating

5. When breakfast ends, gather trash to put in bin

Dismissal
Procedure:

1. Clean up area around your desk

2. Grab coat and backpack

3. Teacher will call on row (or group) that is packed up, silent, and ready to line up first

4. Walkers and car riders exit through hallway A

5. Bus riders exit through hallway B

Restroom use
Procedure:

1. Raised hand with fingers crossed

2. Wait for teacher to nod yes

3. Take bathroom pass

4. Walk to the restroom quickly and quietly

5. Wash hands

6. Return to class and begin working again quietly

Going to lunch
Procedure:

1. When called, get your packed lunch, and get in line

2. Walk down the halls quietly, keeping feet and hands to self

3. Enter cafeteria and if getting lunch get in line

4. Once served, sit at your assigned table

5. Remain seated until signaled to clean up

6. Throw away trash on way to lining up by exit door

Tip

For best results, write each procedure in the form of a numeric list indicating the correct sequence of steps.

It's important to remember that although certain procedures might work in some classrooms, they may need to be changed or modified in others. It's completely normal (and recommended) to adapt a procedure to best meet your needs and the needs of your students.

Listen as Andrew Kwok discusses developing procedures that are culturally responsive or sustaining.

Andrew Kwok, PhD
Assistant Professor, Department of Teaching, Learning, and Culture
Texas A&M University

(time: 2:52)
View Transcript
Transcript: Andrew Kwok, PhD

The main goal for procedures is ways to expedite regular processes within the classroom and being able to maximize the time students have to learn and to engage. I think that requires student input not for all procedures, but for certain ones that are particularly difficult or challenging or may just benefit from having other perspectives in order to solidify some of these classroom procedures. The one that really stuck out to me is the idea of tardies or absences because it's going to happen within the classroom and teachers need to really consider what that may mean for student learning. Oftentimes, teachers just outright penalize students for coming late to the classroom. But I think it's different when you start considering the student and the root of that challenging action. Maybe their parents are working multiple jobs and getting them to school in time isn't a possibility, or there's just some lag in terms of the priority of being right on time. And so being able to work with that student and work with the family to share your view of punctuality but also being flexible and saying, "Well, I understand you just can't come on time because you're getting off of a night shift." Is there a way to not penalize the student? Can we spend additional time after school? Can we spend time during lunch in order to make up for the missed learning or the curriculum that is occurring? I don't think students should be penalized for things that are definitely out of their control. And so the more the teacher can work with them in order to solidify things and understand the background of what's happening will allow for structures within the classroom to be more culturally responsive.

In general, being culturally responsive towards aspects of classroom management really comes down to understanding the root of these behaviors or potentially misbehaviors. To you, it may be a misbehavior, but the more that the teacher can dig in and understand why things are happening, that can allow for changes to happen within the classroom that are more responsive to those students. So part of it is an individual consideration, but it can be a cultural difference that is occurring that certain groups of students are acting a certain way. And so it's up to the teacher to understand why, as opposed to forcing those students to learn or to engage in the way that only the teacher wants. And so the more that they can find out the why of things happening, the better they will be at being able to manage the classroom.

For Your Information

Throughout the school day there are many transitions, both big (moving from class to class) and small (ending math and starting science). Unplanned or unsuccessful transitions can lead to disruptive behaviors and lost instructional time. Much as when they develop procedures for routines and activities, teachers should provide clear, consistent steps for transitions. Below are some possible steps and examples to help successfully prepare students to transition to the next routine or activity.
Transitions
The Center on Positive Behavioral Interventions & Supports (PBIS) has developed a guide that recommends teachers use student specific transition signals (e.g., use of home language, call-and-response, song lyrics). This practice ensures that all students' cultures, lives, and home languages are reflected in the classroom each day.
PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches
Teaching Procedures

Keep in Mind

Procedures cannot be taught (and memorized by students) in one day or even one week. Because there are multiple steps required to successfully complete a procedure, learning them takes time and practice. Teachers should review procedures throughout the year, but especially when one or more students are having difficulty following them (e.g., "Remember, our procedure for turning in homework is to put it in the basket.").

Although developing procedures that appropriately allow students to complete daily routines and activities is an important first step, teaching procedures is critical to the creation of a calm, consistent classroom environment that maximizes instruction and minimizes disruptive behaviors. Below is a list of recommended steps for explicitly teaching classroom procedures:

Step 1: Introduce - Outline the steps necessary to successfully complete a routine or activity.

Step 2: Discuss - Talk about why the procedures are important (e.g., to make sure everyone has the supplies they need at the beginning of a lesson).

Step 3: Model - Demonstrate the procedure using examples and nonexamples. Click here to watch a teacher model and discuss six steps she uses to class have her students line up and walk in the hallway.

Step 4: Practice - Have students practice the steps needed to complete the procedure, prior to the activity or routine.

Step 5: Review - Once you have taught the procedures, frequently review them.

Tip

Use behavior-specific praise to positively reinforce students who are successful (e.g., "Sam, thank you for walking on the right side of the hall quietly.").
behavior-specific praise
A positive, declarative statement directed toward a child or group of children that describes a desirable behavior in specific, observable, and measurable terms; also referred to as descriptive praise.

Sometimes even the best thought-out procedure does not work as planned, even if it worked with students in previous years. It's all right and even normal to revise a procedure at any point during the year. If you do, be sure to explicitly teach this revised version to your students, making sure to introduce, discuss, model, and practice it.

Lori Jackman describes thinking about the steps required to successfully perform a procedure (i.e., task analysis) and how procedures should be refined as needed. Next, Melissa Patterson emphasizes the importance of explicitly teaching and practicing classroom procedures at the beginning of the school year.
Task analysis
Process of breaking down tasks into smaller, sequenced components.

Lori Jackman, EdD
Anne Arundel County Public Schools, retired
Professional Development Provider

(time: 2:05)
View Transcript
(time: 1:37)
View Transcript
Transcript: Lori Jackman, EdD

How to decide when to put a procedure in place: If there is a process that would make your teaching life easier, would help things run smoother in your classroom-for example, you know, a student getting permission to use the restroom on an individual basis-if you can think about the task analysis of what you would need to have done as a classroom teacher in order for a child to be able to let you know, sign out, use the bathroom, check back in again, and return to their seat, that can save you a lot of time throughout your teaching day.

So if you see there's a way to come up with a process to make your life easier, let the kids know the steps that need to happen, that's a good place for the procedure. Some real common procedures are having kids use a pencil sharpener, using the lavatory, how to sign up for lunch, checking in for attendance in the morning, turning in homework-are all things that if you can come up with the steps and sequence to have it happen successfully, once you work with the students to help them understand it then it just becomes automatic, and it saves you actually a lot of correcting of behavior and earns you back some teaching time, because they know what the process is. They know what the steps are. If you've already started your school year and maybe had a procedure for walking in the hallways or signing up for lunch and realize that things are not going as smoothly as you're transitioning from one class to the next, or that getting them lined up at the end of the day to walk the hallways to get their buses isn't going as well as you think it could, that would be indication of that it's time for a procedure.

It's not uncommon when you put a procedure in place that there might be the need for refinement down the road, but doing the task-analysis, working with the students so that they understand what's expected, having them practice it before they ever need it, and then rewarding it, recognizing when people are doing what you need them to do and in that prescribed order can help smooth things out.

Transcript: Melissa Patterson

At the very beginning of the year, we take the first two weeks really hammering in, practicing classroom procedures so that they understand how it's going to work going forward. When they come in and the bell rings, I start the day over again. We all go back outside. We practice coming into the room. What does that look like? Going to the front desk, grabbing your notebook, sitting down, starting your warm-up. If we're using computers that day, how do we get the computers? At the beginning of the year, I'll assign them a numbered computer. They will go up. Number one goes first. They sit down. Number two goes. We practice putting them back. Even if we haven't used the computers yet, we're just practicing that routine. They get a schedule of what to expect both every week and every day. This is what we're going to do first, second, third, having that schedule on the board for them to see so that they can get used to that idea. So, as painstaking as it could be, we practiced those procedures every day for at least the first two weeks of school. They knew what the warm-up would look like, how it would be structured, how long they'd have to complete that warm-up before moving to the next activity, what to do if they didn't complete it in time, how to schedule makeup work time, how to contact me if they had questions. They were all things that were super annoying for them at the beginning of the year but then after that first quarter really helped the class room learning to flow. Whether it was 45 minutes or an hour-and-a-half for that class time, they knew how to accomplish what they needed to do.

Research Shows

Classrooms with predictable procedures and routines have lower rates of challenging student behavior.
(Simonsen, Putnam, Yaneck, Evanovich, Shaw, Shuttleton, Morris, & Mitchell, 2020)

Procedures are most effective when students are explicitly taught how to engage in specific activities and, when necessary, provided with corrective feedback.
(Simonsen, Yanek, Sugai, & Borgmeier, 2020)
corrective feedback
Specific and constructive comments offered as soon as possible following the performance of a task to help an individual improve his or her performance.

When teachers explicitly teach and model classroom procedures, students are better able to monitor their own behavior, which leads to increased compliance to routines and processes.
(Harbour, Evanovich, Sweigart, & Hughes, 2015; Simonen, Putnam, Yaneck, Evanovich, Shaw, Shuttleton, Morris, & Mitchell, 2020)

Activity

Now it is your turn to create some procedures for your classroom setting. You can develop rules for your classroom (current teachers) or for the grade level you hope to teach someday (future teachers). Using the questions outlined in the box at the top of this page-Why? Where? What? Who? When? How? -identify at least three (3) procedures that should be taught to your students to help the classroom run smoother.

Click here to develop the procedures.

Returning to School

Because health and safety protocols may be in place, the school environment will most likely be different from years previous. For this reason, teachers may need to teach their students new school-wide procedures for activities such as eating in the cafeteria, walking in the hallways, going to the bathroom, and being dismissed from school at the end of the day. Additionally, they may need to modify classroom procedures or perhaps create new ones. For example, teachers may require procedures for sanitizing hands or maintaining social distancing while moving about the room. These procedures should be taught, modeled, and practiced repeatedly. To best provide these much-needed supports, elementary teachers should:

Be familiar with district and school safety protocols.

Teach new school-wide and classroom procedures for health and safety (e.g., distance between students, maximum number of students in the bathroom, using water fountains only to fill water bottles).

Ensure that students have their own materials to accommodate new safety protocols (e.g., wearing mask, bringing water bottle).

If possible, assign socially distant work areas for individual and group activities.

Work with colleagues to coordinate transitions in common areas such as hallways, bathrooms, gyms, cafeterias, and recreation areas.

Note: Students have been working independently for the past 18 months because of at-home learning and social distancing, so give extra attention to developing, teaching, and reinforcing procedures that require personal interactions (e.g., small-group work, partner activities).

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In addition to creating rules, effective teachers develop procedures -the steps required for the successful and appropriate completion of a number of daily routines and activities. Procedures are particularly important for routines and activities that are less structured and during which disruptive behavior is more likely to occur (e.g., morning arrival, dismissal).

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Secondary Classroom Expectation Example 

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Secondary Classroom Expectation Example 

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Special Education Classroom Schedule with Paraprofessionals 

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Special Education Classroom Schedule with Paraprofessionals 

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Using Active Supervision | Classroom Check-Up

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Active supervision provides opportunities to focus on and reinforce desired behavior while having a planned, measured response to discourage misbehavior.

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Everyone can point to a teacher who made a difference in his or her life, and also to one who made life miserable for a short time. Why? Because the teacher-student relationship is at the heart of teaching. As Rita Pierson noted in her famous TED talk, "Kids aren't going to learn from someone they don't like."

But what is a positive teacher-student relationship? Here are some examples based on research that asks both teachers and students what makes this relationship so special:

For Teachers: According to educators, a positive relationship with a student is close and supportive, but not overly dependent. A teacher who cares about his or her students believes that every child can learn, but differently and at different rates, sets high expectations, is warm and trusting, and strives to keep the relationship conflict-free. He or she also uses humor and admits mistakes, sets clear boundaries, and is open, honest, and approachable.

For Students: Students told researchers that good teachers listen to and take a personal interest in students' lives. They show respect, value the individuality of each student, and are kind and polite. A caring teacher gives honest, but kind feedback, and offers second chances. They help students with schoolwork, manage the classroom well, and, perhaps most importantly, they plan fun activities.

For Higher Education: At the college level, students prefer professors who are approachable-they say "hi" on campus, smile often, and stay after class to talk to students. They also set high expectations, are fair, honest, trustworthy, respectful, open, supportive, and encouraging.

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Positive Teacher-Student Relationships | Greater Good In Education

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Practices to help teachers foster strong, positive relationships with students