Within the IMPACT approach, there are six broad
variables to implement and manipulate to prevent inappropriate behavior and
promote positive, proactive behavior:
Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
A Arrange and Organize Learning Environment
Design classroom rules that communicate your most important expectations
·
3-6 is length so
they are easy to learn and remember
·
Specific and observable
behaviors
·
Positively
stated to prompt the teacher to catch kids doing the right thing, not just the
wrong thing.
·
Posted is a
prominent place as a reminder to keep us accountable
·
Not to be
confused with classroom procedures or expectations
If you wish to
work these out with the students, predetermine whether there are any rules that
you need to establish in order to effectively teach.
Sample Rules:
Follow directions immediately
Work during all work times
Keep hands, feet, and objects to yourself
Arrive on
time with all materials (pencil, notebook, textbook, paper)
Develop and
post Guidelines for Success (traits that are important to you and your students)
·
Design
the Guidelines to be hierarchical, with the first describing the most important
trait you want all students to learn to exhibit.
Sample Guidelines:
Be responsible.
Always try.
Do your best.
Cooperate.
Treat everyone with respect, including yourself.
·
Use
the Guidelines as the basis for positive feedback, corrections,
class-wide
discussions, monthly themes, assignments, celebrations of
progress,
guest speakers, and so on.
Develop an
Attention Signal
·
The
most effective signals can be given in
any location and has a visual and auditory component (e.g., “if you can hear
me, clap like this” “May I have you attention please” (as I raise my hand in
the air)). Decide
on a reasonable length of time between giving the signal and gaining all
students’ attention.
Structured Daily Schedule
·
A daily outline
of classroom/period activities designed to maximize student learning
·
First, list
school activities that you have no control (gym, art, lunch)
·
Next, identify
non academic but necessary activities (announcements, taking attendance,
recess)
·
Next, schedule
your instructional activities (language arts, math, history, science)
·
Determine if
schedule maximizes student learning (academics should comprise 70% of school
day or more!)
·
Determine if you
should streamline non-academic activities and/or decrease transitions times)
·
Post schedule prominently
with pictures cues by the clock. Students
can have own copy
·
Note schedule
changes
·
Stick to the
schedule and review routinely
Establish and
teach routines and policies that create a calm, orderly, efficient classroom
climate
a. Reflect
·
Reflect on the
typical routines that take place each day.
·
Think about how
you want the students to perform those routines.
·
Teach routines
like any academic subject.
·
Encourage
student input.
·
Break the
routine into small steps.
·
Use symbols,
words, or pictures to help students remember the routine.
b. Model. Show the students what you want them to do.
c. Practice.
After modeling, have students practice the routine. Give positive reinforcement. Correct mistakes with clear directions.
d. Review.
Review
and re-teach routines so that students become familiar with them.
Sample Routines:
Beginning
routines
Procedures
for assigning work
Procedures
for collecting work
Homework
routines
Ending
routines
Resources and References
Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com
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