Classroom Management Assessment Practice Rating I maximized structure and predictability in my classroom. I explicitly taught and followed predictable routines. Yes No I arranged my room to minimize crowding and distraction Yes No I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. I operationally defined and posted a small number of expectations (i.e., school Yes No wide rules) for all routines in my classroom. I explicitly taught and reviewed these expectations in the context of routines. Yes No I prompted or pre-corrected student to increase the likelihood that they will Yes No follow the expectations. I actively supervised my students. Yes No I actively engaged students in observable wats, I provided a high rate of opportunities to respond during my instruction Yes No I engaged my students in observable ways during teacher directed instruction Yes No (i.e., I use responds cards, choral responding, and other methods). I used evidence-based methods to deliver my instruction (e.g., Direct Yes No Instruction) I used a continuum of strategies to acknowledge appropriate behavior. I provided specific and contingent praise for academic and social behaviors Yes No (e.g., following expectations) I also used other systems to acknowledge appropriate behavior (group Yes No contingencies, behavior contracts, or token economies) I used a continuum of strategies to respond in inappropriate behavior I provided specific, contingent, and brief error corrections for academic and Yes No social errors. In addition, I used the least restrictive procedure to discourage inappropriate Yes No behavior. (e.g., rewarding replacement behavior, planned ignoring for unwanted behavior). Assessment retrieved from: Simonsen, B., Fairbanks, S., Briesch, A., (2008). Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 30(3), 351-380.
Classroom Management Assessment Practice Rating I maximized structure and predictability in my classroom. I explicitly taught and followed predictable routines. Yes No I arranged my room to minimize crowding and distraction Yes No I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines in my classroom. Yes No I explicitly taught and reviewed these expectations in the context of routines. Yes No I prompted or pre-corrected student to increase the likelihood that they will follow the expectations. Yes No I actively supervised my students. Yes No I actively engaged students in observable wats, I provided a high rate of opportunities to respond during my instruction Yes No I engaged my students in observable ways during teacher directed instruction (i.e., I use responds cards, choral responding, and other methods). Yes No I used evidence-based methods to deliver my instruction (e.g., Direct Instruction) Yes No I used a continuum of strategies to acknowledge appropriate behavior. I provided specific and contingent praise for academic and social behaviors (e.g., following expectations) Yes No I also used other systems to acknowledge appropriate behavior (group contingencies, behavior contracts, or token economies) Yes No I used a continuum of strategies to respond in inappropriate behavior I provided specific, contingent, and brief error corrections for academic and social errors. Yes No In addition, I used the least restrictive procedure to discourage inappropriate behavior. (e.g., rewarding replacement behavior, planned ignoring for unwanted behavior). Yes No Assessment retrieved from: Simonsen, B., Fairbanks, S., Briesch, A., (2008). Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 30(3), 351-380.
Classroom_Management_Assessment.docx