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@indiana.edu) 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

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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.

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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

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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)

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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.

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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

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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

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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)

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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

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