Instruction Time and Engaged Time

The first four of these eight practices include:

1. Classroom Expectations & Rules
2. Classroom Procedures & Routines
3. Encouraging Expected Behavior
4. Discouraging Unexpected Behavior

These practices impact instructional time – the proportion of time allocated for instruction that actually results in teaching.

In many classrooms a lack of clear procedures and routines, disruptive student behavior, and lengthy transitions contribute to significantly diminished instructional time. An effective classroom manager will clarify the behaviors needed to be successful in each classroom setting or activity, teach and review those expected behaviors routinely, catch students being successful, and provide immediate, objective correction when behavior does not meet expectations.

The final four practices include:

1. 1. 1. 1. 1. 1. Active Supervision
               2. Opportunities to Respond
               3. Activity Sequencing & Choice
               4. Adjusting Task Difficulty

These practices positively impact engaged time, that proportion of instructional time where students are actively engaged in learning as evidenced by paying attention, responding frequently and accurately, completing work, and interacting appropriately with peers about assigned work.

Together these eight practices impact academic learning time and ultimately student achievement while ensuring a positive learning environment. They represent facets of classroom teaching under the teacher’s control that have been identified as evidence-based practices to maximize learning for all students while minimizing discipline problems.

Implementation of all eight of these practices is critical to the success of SW-PBS at the classroom level.