Tuesday, July 3, 2012


       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.
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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