Home / developing a classroom management plan using a tiered approach Developing a classroom management plan using a tiered approach 29/03/2021 Presentation on theme: "Developing a Classroom Management Plan Using a Tiered Approach."— Presentation transcript: You watching: Developing a classroom management plan using a tiered approach 1 Developing a Classroom Management Plan Using a Tiered Approach 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 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 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 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 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 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 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.See more: Children Of Incarcerated Parents (Coip)See more: Taking The Lead Lessons From A Life In Motion (Paperback), *Download In 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. 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.