Instructional Classroom

ManagementConceptual and Temporal

Approaches

Case StudiesO You will be given characteristics of

certain students that you may encounter in your classrooms. After reading the characteristics, please create a scenario in which the student would be demonstrating the listed problems behaviors.

O Don’t tell what type of student it was, simply write the scenario with the student and/or classmates in it.

O Now you will switch scenarios. In your group, read the scenario, and identify the key characteristic of your student.

O Then, tell what a reactive approach would be to dealing with the situation and what a proactive approach would be.

ProactiveO PreventativeO Integrates methods that facilitate

appropriate student behavior with procedures that promote achievement through effective instruction

O Piece of an instructional management approach

Instructional Management Approach

O Teachers working with students with behavior disorders provided little instructional support for responding correctly. Teachers provided support on less than 20% of the occasions in which students were requested to respond to questions.

O (Shores, Jack, Gunter, Ellis, DeBriere, 1995)

O Classrooms in which fewer behavioral problems occur were ones in which established instructional routines are used, resulting in increased student cooperation and control.

What are some examples of proactive approaches?

Match the instructional task to the behavior

O Know of student’s past behavior in a range of instructional conditions

O Know the intricate requirements of the task – i.e. the response requirements placed on the learner

6 task dimensionsO HistoryO Response formO ModalityO ComplexityO ScheduleO Variation

O Table 3.1 in reading has full definitions

O Jigsaw – you will be assigned a task to review and complete information on

O Then you will be divided into mixed groups to compile a cumulative list

Temporal frameworkO Think of integrating task dimensions

into three frameworks –O BeforeO DuringO After instruction

BeforeO Link learning difficulties to your

proactive adjustments

O Student ability levelO Structure of the taskO Task dimension adjustment

Task BalanceO Examine task dimensions and find

the most appropriate balanceO Depends on student outcomesO Skill or content areaO Predicted performance

O Activity

DuringO When you understand the interaction

between task difficulty, learning, and behavior you can anticipate and adjust the activity during instruction

O Activity – read the scenario and then tell what change Mr. Enrique could make

After O Focus reflection on all aspects of

teaching – from instructional design to the student’s error patterns as well as evaluating the results of the lesson

O Activity

180 Day PlanO Use a broad perspective on the

phases of the school year and how it affects teaching and planning

O Predict learning and behavioral problems associated with the seasons of the school year

O Why is it important to not only take the beginning of the school year into account when planning classroom management?

PhasesO Three phases – 3 months each

O First phase – acquisition phaseO Second phase – mastery of behavior

skillsO Third phase – retain and transfer

learned rules to all contexts – known and unknown

Phase 1 - SeptemberO OrganizeO AssessmentO R+ rulesO Teach rulesO Pre-teachingO Instruction

October and NovemberO Review/preteach behaviorsO Reinforcement changes from just behavior

to tying behavior in with instruction

O By November – majority of effort is geared towards reinforcing academics – show how it is related to increased social behavior

O Increase criteria for acceptable performance

Phase 2O DecemberO Focus on reinforcement of

independent learnersO Less frequent of all correct behaviorsO Consequences – owe time/quiet time

January/February O Reteach expectation and rulesO Curriculum increases in difficulty and

more independence is requiredO Mastery of behavioral skills is

attained

Phase 3O Additional outside classroom

activitiesO Transfer learned skills to new

contextsO Evaluate and assess performance