Team Implementation Checklist (TIC)
The TIC is a progress monitoring tool used to assess the implementation for all students (Tier 1). It is recommended that the TIC assessment be done 3-4 times per year to mark progress. From pbis.org.
Overview
Step 1 Form a team and define expectations
Step 2 Defining rules and the rules matrix
Step 3 Defining procedures
Step 4 Teaching expectations, rules and procedures
Step 5 Providing feedback and rewards
Step 6 Addressing teacher skills
Step 7 Selecting Consequences
Step 8 Managing and improving the process
Teachers create more effective classrooms when they prepare with the proactive big three: expectations, rules and procedures. In addition to these, they can also increase the effectiveness of their classrooms by developing skills for classroom management and skills for presenting engaging lessons.
Teacher training rarely provides the skill building needed to effectively manage a classroom. When teachers lack these skills, classrooms are not effective learning environments. In addition, a disorderly classroom can be extremely stressful for the teacher. Inability to effectively manage a classroom is one of the most common reasons that teachers leave the profession.
From the point of view of an inexperienced teacher, master teachers seem to have an effortless way of maintaining a well-run classroom. It appears to be almost magical. But it isn't. It is based on a particular set of skills.
Teachers don't need to suffer through presiding over chaotic classrooms. Classroom management depends on a set of skills that can be learned through deliberate practice.
Behavior Manager includes Practice Classroom Management Skills, a game-like application that provides deliberate practice in essential classroom management skills in a real classroom: your classroom!
The teacher is given a skill to practice each day and marks her progress until the full set of skills become second nature. There are five categories of skills: rules and procedures, leadership, cooperation, interventions and mental set. Mental set is further broken down into emotional objectivity and withitness. This collection of skills is based on research on what makes some teachers so much more effective at classroom management than others.
Key: Skills are developed through deliberate practice.
You're a teacher, you know that!) This application provides a framework for practicing classroom management skills, not just reading about them.
Below is an outline of the skills covered in Practice Classroom Management Skills.
In addition to classroom management skills, teachers must inspire students to engage in the class content. Engaged students are rarely problem students. While certainly some aspects of engaging instruction is an art, many aspects of it are well known. We've included a checklist of aspects of an effective lesson.
Just as pilots go through an extensive preflight checklist before every flight, we recommend that teachers go through the SCORE CHAMPS checklist for every lesson. Yes, it is lengthy. Yes, you may be an experienced teacher. But just as checklists have improved the safety of flight and the outcomes of medical procedures, SCORE CHAMPS can help you present more engaging instruction.
The SCORE CHAMPS checklist is from Positive Behavioral Supports for the Classroom by Brenda K. Scheuermann and Judy A. Hall.
One of the most common student complaints about classes is that they are boring. Using the SCORE CHAMPS checklist above will go a long way toward preparing to teach a class. Boredom is highly relevant to student behavior and classroom management because a bored student 1) is not learning and 2) soon starts looking around for more stimulation. Since the complaint of boredom is so common, here are a few ideas of things to do and not do specifically to eliminate boredom.
Do incorporate…
Don't make these common mistakes…
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