Developing a classroom management plan using a tiered approach

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1 Developing a Classroom Management Plan Using a Tiered Approach

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2 Classroom Management – Why a Tiered Approach?  Based on Response to Intervention (RTI) educational technique where:  students in need of of assistance are determined  their progression is monitored  adjustments are made to the levels and/or forms of interventions.  This exact same tiered technique deserve to be used to efficient behavior supports in a classroom based on the needs of each individual student.  Tbelow are 3 major Tiers of Classroom Management:  Preventative Classroom Management  First-line Interventions  Intensive, Individualized Interventions

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3 Tier 1 Preventative Classroom Management In general, Preventative Classroom Management incorporates:  High Teacher expectations  Stimulating instruction via high levels of student engagement  Clearly on communicated rules and standards  Established routines and steps  Hopeful teacher-student rapport  Efficient usage of classroom time

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4 Tier 1 Preventative Classroom Management (continued) To develop a core curriculum of behavioral supports, teachers need:  Good instructional practices where students are occupied in the instruction (response cards, peer tutoring, graphic organizers)  Well-designed and also clearly connected rules and actions that collection the stage for reliable student behavior  Behavioral Pairs have the right to be effective: Teacher initially defines the habits of concern then identifies an incompatible desired habits for the student to learn as a replacement actions  A classroom climate via positive relationships through students and strong teacher guidance that is:  Calm and also confident  Reinpressures rules  Redirects mishabits  Uses proximity, eye call, and also calling student by name

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5 Tier 2 First Line Interventions When complicated behaviors appear, teachers have to administer added supports: Surconfront Management Techniques:  Planned Ignoring – sometimes behavior stops if not recognized  Signal Interference – nonverbal signals such as rining of chimes or flickering lights have the right to signal students to adjust actions  Proximity and also Touch Control – existence of a nearby teacher can remind students to refocus, refrain, and also recommunicate  Engaging Students’ interemainder  “Hypodermic” Affection – deliberate distribution of kindness of individualized attention  Humor – defusage tense cases and also restraight  Hurdle Assistance – carry out instructional support rather than a reprimand also  Regrouping – relocate students about  Direct Appeal – a reminder of the rules  Antiseptic Bouncing – non-punitive removal from the classroom  Interpretation as Interference – help student build a more rational view of a situation which might aid them calm dvery own

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6 Tier 2 First Line Interventions Reinforcement Solution deserve to administer consistent results to certain habits for the purpose of raising tarobtain behaviors:  Token economic climates – students earn tokens for desired behavior that deserve to be provided to attain a things or wanted task  Behavior Contracts – specify contingent relationships among behaviors. They work best as soon as they focus on the wanted actions. When student adheres to contract, they are offered a reinforcer. Benefits include:  Clear objectives for both student and teacher  Development of a tracking system  Shift in responsibility from teacher to student in regards to everyday monitoring

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7 Tier 3 Intensive, Individualized Interventions  Begins with Functional Behavioral Assessment (FBA)  Why is student behaving actually like this?  What socially acceptable actions deserve to we teach to address the very same need?  Social Skills Instruction – correct, adaptive habits have the right to be taught and learned by all students  Social skills instruction must be customized to satisfy individual students’ interactions and also behavior requirements  Social abilities instruction can’t be thought about successful until the skills is generalised to new settings  Self-monitoring Instruction  Identify targain actions  Buy in from student on advantages of self-monitoring  Define strategy for monitoring and collect data on habits  Teach student to self-monitor  Implement mechanism with reinforcement  Work to fade the teacher security

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8 Conclusion  An RTI model gives a structure for teachers to evaluate classroom methods and also make decisions around the level of treatment or support necessary.

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 Effective instruction and also clear expectations can go a long means in many kind of classrooms  Without a solid “core” of behavioral support in the classroom, students perform not have the guideposts crucial to learn, practice and develop preferable abilities.  The tiered behavior structure enables teachers to clearly interact via administrators, paleas and colleagues just how they are giving behavioral supports for students in their classrooms.

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9 Checkallude What are the 3 tiers of a classroom administration plan? Briefly describe each tier.  Tier 1 – Preventative Classroom Mangement – anypoint a teacher does that proproactively establishes positive behavioral expectations in a classroom.  Tier 2 - First-Line Interventions – More supports a teacher gives when challenging actions show up.  Tier 3 – Intensive, Individualized Interventions – a personalized actions plan designed to resolve students certain behavioral support requirements.

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