The Behavior Bulletin aims to empower campus leaders in coaching classroom teachers to improve student behavior and outcomes. By providing resources, training, and support, we aim to equip educators with the tools they need to create positive and supportive learning environments, reducing the isolation teachers often feel when dealing with discipline challenges.

Proximity + Scanning

It was a routine afternoon drive home from work when I noticed a police car parked on the side of the road, its lights flashing. I slowed down, instinctively scanning the road ahead, my dash, and the road behind me for any obvious violations I may have made.

As I passed the police car, I couldn't help but think about Doug Lemov's concept of "Radar" for teachers. Just like the police officer was using his radar to detect potential traffic violations, students also are more mindful of any violations they may get caught doing when they think a teacher is watching. Read below to see how teachers can use this concept to improve outcomes in their classrooms.

Fun Fact: Police forces often use unoccupied police cars to enforce traffic laws and deter crime. These "ghost cars" can be parked in strategic locations, such as near schools, high-crime areas, or accident hotspots. The mere presence of a police car can deter speeding, reckless driving, and other traffic violations. Additionally, ghost cars can be used to monitor traffic flow, identify potential hazards, and respond to emergencies more quickly.

Proximity and Scanning

Doug Lemov (2015) introduces the term "Radar" to describe a teacher's ability to effectively monitor and manage classroom dynamics. A key component of this "Radar" is the strategy of proximity and scanning. While proximity refers to the teacher's physical presence near students, scanning involves actively surveying the classroom to identify potential behavioral issues or assess student understanding.

By combining proximity and scanning, teachers can:

• Anticipate and prevent behavioral problems: Being physically close to students and observing their behavior can deter disruptive behavior and address issues before they escalate.
• Gauge student understanding: Scanning the classroom allows teachers to quickly assess whether students are engaged and comprehending the material.

This proactive approach to classroom management can create a more positive and productive learning environment for all.

Note in the example below, how Ms. Sentel uses proximity control correctly to redirect a student’s attention, but in the non-example her implementation of the strategy falls short.

Scan: Be seen looking at all parts of the room, especially the “hot spots”.
Move: Circulate through the desks, pause along the perimeter, and scan.

• Break the plane early and often (move from the front of the room)
• Stand at the corners
• Move toward students who are off-task

Warning!

The layout of your teachers' classrooms could help or hinder the student's learning experience depending on the way they desire students to interact. Likewise, their ability to scan and move about the room will send a message to students about their behavior. Combined, a layout that supports the type of student engagement and their active monitoring of student behavior will help them establish a positive learning environment.

Highly Effective Elementary Layout Ideas

Highly Effective Secondary Layout Ideas

Putting It All Together

This plan outlines a comprehensive MTSS - Behavior framework to proactively address challenging student behavior in Tomball ISD. MTSS utilizes a tiered approach, providing increasingly intensive interventions based on individual student needs.

Spread the Word!

THS - 8.89%

GLJHS - 19.57%

NIS - 16.13%

GOES - 54.55%

Reminder: Your certification is valid for 30 days after the expiration date listed on your blue card. If you wait until after your 30 day grace period you will need to take the initial training. Please check your dates! AM refreshers are 9-12; PM refreshers are 1-4.

Limit Setting/Providing Choices 10/28/24

Precorrections 10/8/24

Behavior Specific Praise 10/1/24

Student Support Specialists

Sarah Cato - EEA, CPES, WCES, THS, LIFE18

Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, OIS

Jennifer Sewell - DPES, LES, WES, WEST, NIS

Brianne Carbery - CES, CFES, CPJHS, TCES

Rodeliah Elloie - TES, RES, GOES, Connections Academy

Nikki Braddick- TIS

Audra Arnold - STAR

Behavior Specialist- Ami Phillips

Email: amiphillips@tomballisd.net

Phone: (281) 357-3140 x4126

Website: Behavioral Health Website- TISD

Location: Tomball Innovation Center (TIC)

11211 Farm to Market 2920, Tomball, TX, USA