Educators educating Educators

Nov 19

Effective Practices




PDE

August 2009

___________________________

Research shows that the link between classroom behavior and instruction is a powerful one. Certain instructional practices are associated with increased task-appropriate behavior. How can you, the classroom teacher, take advantage of this link to improve instruction and overall behavior? Through careful analysis, you can determine how to alter the level and delivery of instruction to positively impact student behavior.

To teach effectively and meet the needs of all students, the following key elements must be in place:

~ Clearly defined teaching objectives

~ Proven instructional strategies

~ A means to measure student progress

In most cases, when students are exhibiting off-task behavior, it is because one of these key elements is missing. Often, the solution to correcting this is to analyze the instructional approach rather than the content.

The checklist below provides specific information to help you determine if you are implementing effective instructional practices in your classroom

___________________________

Read each item on the checklist and consider the degree to which you implement it in your classroom. For each item, circle the number that corresponds to your overall implementation of that item.

1 = Not observed: You do not implement this item in your classroom.

2 = Inconsistent: You implement this item sometimes, with some content area or students.

3 = Established: You implement this item consistently across all areas of the curriculum and across all students.

Add the numbers circled in each column and place the sum in the box at the bottom of the column. Add the sums of the three columns to calculate your total points.

___________________________

1

2

3

Classroom rules are clearly displayed.

1

2

3

A system is in place for praising and acknowledging students’ academic and behavioral accomplishments.

1

2

3

Routines are clearly established and posted in the classroom.

1

2

3

A process is in place for quick recording of both academic and behavioral data.

1

2

3

Classroom organization and structure allow for smooth transition between groups, classes, and activities.

1

2

3

Procedures are in place for dealing with severe/dangerous behaviors.

1

2

3

Instruction is explicit, interesting, varied, age appropriate, and individual appropriate.

1

2

3

The teacher ensures that prerequisite skills are mastered before continuing.

1

2

3

The teacher assures predictability and provides transitional warnings.

1

2

3

Instruction is provided in a variety of formats: one to one, small group, and large group.

1

2

3

The pacing of instruction maintains student attention.

1

2

3

Instructional materials are designed to meet varying student performance levels.

1

2

3

Time is provided for corrective feedback and error correction.

1

2

3

Independent activities are designed to provide instructionally relevant practice.

1

2

3

A process is in place to access the effectiveness of instruction.

Totals



Interpreting the Results

~ 33 – 45 points is indicative of a classroom with strong evidence of strategies characteristic of effective classrooms

~ 22 – 35 points is indicative of a classroom moving toward effective instructional practices

~ 21 or fewer points is indicative of a classroom that requires more emphasis on effective instructional practices

Checklist adapted from Darch, C.B. and Kameenui, E.J. (2004). Instructional Classroom Management. Canada: Pearson Prentice hall.

 




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