Using the Tool
The 10 practices that appear in the tool are drawn from evidenced based classroom
management strategies. (See Marzano, R. J. (2003). Classroom management that works.
Alexandria VA: ASCD.)
1. Rate yourself on each of the items.
2. For the positive to negative ratio tally, you will want to consider maybe only an
hour in the day. Specify how you counted (i.e. used an observer, put chips into
apron)
3. The 0 to 3 scale represents a continuum:
0 = I have not yet implemented -- the element described has not been a part
of my management plan.
1 = I have made some attempts at implementation, but overall my effort has
not been strong or sustained.
2 = I have planned and implemented, but struggled with follow-through or
improvements along the way. My initial planning could have been better.
3 = YES, I have implemented and followed through, monitoring and
improving my use of the strategy as needed.
4. After completing the rating, add your total points for each of the 10 areas or
categories.
5. Identify your areas of strength. Plan for ways to maintain these areas of
strength. You might want to share this with the PBS team as you might become
a resource for others.
6. For those areas that you rated not as strong (maybe a total rating of 6 or lessor
8 for some areas), decide for which areas you might write goals.
7. For each goal (not more than 2 at a time) write specific action steps (strategy
use) that you will take to assist you in meeting your goals. Include the specific
behavior, the frequency and the duration (e. g., Greet students (each and every)
by name at door before each period for 3-4 weeks).
8. You may find resources in your PBS team members or other colleagues.
9. You may also contact Sandy Washburn (swashbur@[Link]) for assistance
with strategies and resources.
Self
Assessment
of
Classroom
Management
(SACM)1
Teacher________________________
Rater
(if
used)____________________
Tally
each
Posi7ve
Student
Contacts
Total
#
Date_____________
Tally
each
Nega7ve
Student
Contacts
Total
#
Ra7o
of
Posi7ves
to
Nega7ves:
_____
to
1
Classroom
Management
Prac6ce
Ra6ng
0=No
3=Yes
/9
1.
Maximize
structure
and
predictability
in
the
classroom
a)
I
establish
and
explicitly
teach
student
procedures.
0
1
2
3
b)
I
arrange
my
room
to
maximize
(teacher
to-student)
proximity
and
minimize
crowding
and
distrac7on.
0
1
2
3
c)
0
1
2
3
I
ac7vely
supervise
(move,
san,
interact,
reinforce).
2.
Establish,
teach,
and
posi6vely
stated
classroom
expecta6ons.
a) My
rules
are
stated
as
dos
instead
of
nos
or
donts.
/9
0
1
2
3
b) I
ac7vely
involve
students
in
establishing
classroom
rules.
0
1
2
3
c) I
explicitly
teach
and
review
these
expecta7ons
or
classroom
rules
in
the
context
of
rou7nes.
0
1
2
3
3.
Managing
behavior
through
eec6ve
instruc6onal
delivery
/12
a) I
conduct
smooth
and
ecient
transi7ons
between
ac7vi7es.
0
1
2
3
b) I
am
prepared
for
lessons/ac7vi7es
(ller
ac7vi7es,
materials
readied,
uent
presenta7on,
clear
direc7ons).
0
1
2
3
c) I
provide
a
clear
explana7on
of
outcomes/objec7ves.
0
1
2
3
d) I
end
lessons/ac7vi7es
with
specic
feedback.
0
1
2
3
Sugai & Colvin (2004) Adapted by Sandy Washburn
4.
Ac6vely
engage
students
in
observable
ways
a)
/9
I
maximize
mul7ple
and
varied
opportuni7es
for
each
student
to
respond
during
my
instruc7on.
0
1
2
3
b)
I
engage
my
students
in
observable
ways
during
teacher
directed
instruc7on
(i.e.,
I
use
response
cards,
choral
responding,
votes,
and
other
methods).
0
1
2
3
c)
0
1
2
3
I
frequently
check
for
student
understanding.
/9
5.
Evaluate
Instruc6on
a) At
the
end
of
the
ac7vity,
I
know
how
many
students
have
met
the
objec7ve
0
1
2
3
b) I
provide
extra
7me
and
assistance
for
students
who
struggle.
0
1
2
3
c) I
consider
and
note
needed
improvements
(to
lesson)
for
next
7me.
1.
1
2
3
/9
6.
Maximize
posi6ve
interac6ons
a) I
maintain
a
ra7o
of
4:1
posi7ve
interac7ons
0
1
2
3
b) I
posi7vely
interact
with
every
student
at
least
2-3
7mes
per
hour
on
average.
0
1
2
3
c) A]er
correc7ng
rule
viola7ons,
I
use
acknowledgement
and
posi7ve
reinforcement
for
rule
following
0
1
2
3
7.
Use
a
con6nuum
of
strategies
to
acknowledge
appropriate
behavior
a)
I
provide
specic
and
immediate
con7ngent
acknowledgement
for
academic
and
social
behaviors
(e.g.,
following
expecta7ons).
0
1
2
3
b)
I
also
use
mul7ple
systems
to
acknowledge
appropriate
behavior
(teacher
reac7on,
group
con7ngencies,
behavior
contracts,
or
token
systems).
0
1
2
3
c)
I
use
dieren7al
reinforcement
strategies
to
address
problem
behavior.
0
1
2
3
8.
Use
a
con6nuum
of
strategies
to
respond
to
inappropriate
behavior
/9
/9
a)
I
provide
specic,
con7ngent,
and
brief
error
correc7ons
(sta7ng
expected
behavior)
for
academic
and
social
errors.
0
1
2
3
b)
In
addi7on,
I
use
the
least
restric7ve
procedure
to
discourage
inappropriate
behavior
(non-verbals,
proximity,
teacher
reac7on,
re-teaching,
etc.)
and
proceed
to
more
restric7ve
procedures.
c)
I
respond
to
inappropriate
behavior
in
a
calm,
emo7onally
objec7ve
and
business-like
manner.
9.
Developing
caring
and
suppor6ve
rela6onships
a)
0
1
2
3
0
1
2
3
I
learn
and
use
student
names
by
the
end
of
week
2.
b)
I
use
explicit
ac7vi7es
to
learn
about
students.
c)
/12
I
communicate
with
students/families
before
school
starts
and
con7nue
frequent
contact.
d)
I
speak
to
students
with
dignity
and
respecteven
when
providing
correc7on!
0
1
2
3
0
1
2
3
0
1
2
3
0
1
2
3
10.
Teach
about
responsibility
and
provide
opportuni6es
for
students
to
contribute
to
the
good
func6oning
of
the
classroom
a)
I
use
general
classroom
procedures
and
student
jobs
to
enhance
student
responsibility.
b)
I
provide
students
with
self-control
and
self-
monitoring
strategies.
c)
0
1
2
3
0
1
2
3
I
provide
social
skills
instruc7on
and
problem
solving
strategies.
0
1
2
3
d) I
provide
specic
ac7vi7es
for
students
to
get
to
know
one
another
and
solve
problems
collabora7vely.
0
1
2
3
/12