The ABCs of
Classroom
Management
Dani Larson & Lauretta Osho
Doctoral Students at Clemson University
Topics Covered
Why is classroom management
important?
Agenda ABCs of Behavior
Classroom Management Strategies
Resources
Effective teachers
manage a classroom;
they don’t discipline a
classroom
— Harry & Rosemary Wong
Why is classroom
management
important?
Allows you to focus on
instruction
Helps students know the
expectations
Increases equity
(Penn State graphic; info from Smith & Harper, 2015)
Top 5 States for Preschool Suspensions in 2017-18
500
Receiving Out of School Suspensions 438
Total Number of Preschool Students
400
300
247 252 256 262
200
100
0
Florida Oklahoma Georgia Texas South Carolina
State
(US DOE, 2018)
SC K-12 Discipline in 2017-2018
American Indian or Alaska Native
Asian
Black or African American
Race/Ethnicity
Hispanic or Latino of any race
Native Hawaiian or Other Pacific Islander
Two or more races
White
Students with IEPs
ESOL
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
(US DOE, 2018)
Percentage of Students
Avoid Data Analysis with a Deficit Perspective
“A deficit perspective tends to blame the person or group of people from a
specific culture for their perceived failure” (Sebolt, 2018, p. 131).
This data shows us we need to implement changes to support all students,
especially students who are Black, in special education, or multilingual learners
Focus on what you can change.
4 Functions of Behavior
Sensory Needs Escape Attention Tangibles
The desire to experience a The urge to avoid a task or The need to seek The wish to have access to
good feeling or avoid a bad situation acknowledgement from items
one classwork others (positive or toys
foot tapping recess negative) gluestick
covering ears adults
peers
ABCs of
Behavior
Antecedent Behavior Consequence
What happens The action being What happens
directly before the observed immediately after
behavior the behavior
ABCs of
Behavior
I Do: Abby
Antecedent Behavior Consequence
Classmate shows off Abby takes the toy Abby is able to play
his new toy. from her classmate’s with the toy
backpack
access to tangibles
ABCs of
Behavior
I Do: Sasha
Antecedent Behavior Consequence
Teacher asks class to Sasha focuses on Teacher gives
work on math solving addition Sasha a high-five
assignment problems for her effort
attention from adult
ABCs of
Behavior
We Do: Stefan
Antecedent Behavior Consequence
Stefan is sitting alone Stefan begins Teacher runs over
at recess while his holding his breath to student
teacher is focused on
other students attention from adult
ABCs of
Behavior
We Do: Davion
Antecedent Behavior Consequence
Students are talking Davion covers his Davion gets some
loudly in the ears relief from the noise
cafeteria
sensory needs
ABCs of
Behavior
You Do (Turn & Talk): Sam
Antecedent Behavior Consequence
Teacher asks class to Sam empties his Teacher sends Sam
read quietly materials on his desk to the office
escape a task
ABCs of
Behavior
You Do (Turn & Talk): Erik
Antecedent Behavior Consequence
Erik is bored in class Erik tells a joke The class laughs
peer attention
ABCs of
Behavior
Think of a student
who has been
displaying an
undesirable behavior.
Fill out the ABCs for
this student & Antecedent Behavior Consequence
behavior. What happens The action being What happens
directly before the observed immediately after
behavior the behavior
Classroom
Management
Strategies
Essential Features of Effective
Classroom Management
1. “maximize structure
2. post, teach, review, monitor, and reinforce expectations
3. actively engage students in observable ways
4. use a continuum of strategies for responding to appropriate behaviors
5. use a continuum of strategies to respond to inappropriate behaviors”
(Simonsen et al., 2008, p. 353)
2. expectations
Class-wide Create 3-5 positively worded expectations
Rules within Consider common routines
Create rules for each routine
Routines
Matrix
(Simonsen et al., 2012)
Class-wide Rules within Routines Matrix
ROUTINES
Arrival Independent Work Whole Group
Raise your hand & wait till called on
Use inside voice
Be Whisper when talking to classmates Face speaker
Work by yourself
EXPECTATIONS
Respectful Work independently Use hand signals before leaving
Ask before borrowing materials
seat
Place homework in cubby Ask questions when confused
Help neighbors in need
Be Reliable Store backpack on rack
Finish assignments on time
Complete exercises with teacher
Begin working on morning message Follow directions
Keep 6 feet on the floor*
Be Stay in your place Using walking feet Keep 6 feet on the floor*
Cautious Use walking feet Keep sharp objects facing Stay in your space
downwards
RULES
2. expectations
Prompting for Expectations
“Prompts and pre-corrections are specific cues that provide students with
information about the behavior desired in specific situations. Teacher-delivered
prompts may be verbal, nonverbal, or both” (p. 11)
(Gage & MacSuga-Gage, 2017)
3. engagement
Teacher-Directed Opportunities to Respond
Individual or group is prompted to respond during a lesson based on academic
content (can be verbal or a gesture)
Allow students to respond as much as possible
Examples:
call on a student
choral response
thumbs up, down, sideways
turn & talk (Gage & MacSuga-Gage, 2017)
4. responding to appropriate behavior
Behavior-Specific Praise
“Behavior-specific praise is a contingent verbal statement that communicates
positive feedback to a student and explicitly tells student(s) what they did
right” (p. 11)
Specific
Contingent
Ex: Great work, thank you for placing your book back on the shelf.
(Gage & MacSuga-Gage, 2017)
5. responding to inappropriate behavior
Error Correction
“an informative statement, typically provided by the teacher, that is given when an
undesired behavior occurs, states the observed behavior, and tells the student
exactly what they should do in the future in a brief, concise manner”
Brief
Ex:
You are out of your seat during
Specific
independent work time; next time,
Contingent
please ask before leaving your seat.
Private (individual student or small group)
(Simonsen et al., 2008, p. 364)
Resources
Be+ app
Calming strategies
Track target behavior
Class-wide rules within routines matrix
Be+ App
Set reminders (praise, opportunities to respond, custom)
Set alarms (prompting reminders)
Track behaviors (teacher or student)
See progress over time
Calming Strategies
Tracking Target Behavior
Class-wide Rules within Routines Matrix
Create 3-5 positively worded expectations
Consider common routines Alternatively, peruse
the other resources
Create rules for each routine and edit one to suit
your needs.
EXPECTATIONS
ROUTINES
Arrival Independent Work Whole Group
Be
Respectful
Thank you!
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References
Gage N. A., MacSuga-Gage A. S. (2017) Salient Classroom Management Skills: Finding the Most Effective Skills to Increase Student
Engagement and Decrease Disruptions. Rep Emot Behav Disord Youth. 17, 1. p. 13-18. PMID: 30686938; PMCID: PMC6345407.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/#R5
Sebolt, S. (2018). Capitalizing on Funds of Knowledge to Support Family Engagement. Kappa Delta Pi Record, 54(3), 130–134.
https://doi.org/10.1080/00228958.2018.1481660
Simonsen B, Fairbanks S, Briesch A, Myers D, Sugai G. 2008; Evidence-based practices in classroom management: Considerations
for research to practice. Education and Treatment of Children. 31:351–380.
Simonsen, B., Myers, D., Everett, S., Sugai, G., Spencer, R., & LaBreck, C. (2012). Explicitly Teaching Social Skills Schoolwide: Using a
Matrix to Guide Instruction. Intervention in School and Clinic, 47(5), 259-266. https://doi.org/10.1177/1053451211430121
Smith, E. J., & Harper, S. R. (2015). Disproportionate impact of K-12 school suspension and expulsion on Black students in southern
states. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.
US Department of Education Office for Civil Rights. (2018) 2017-18 State and National Tables.
https://civilrightsdata.ed.gov/estimations/2017-2018
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