SMART Goals
What does each letter in SMART stand for?
Specific, Measurable, Attainable, Relevant, Time-bound.
What are the 8 core classroom management strategies?
Expectations, routines, encouraging behavior, discouraging behavior, responding to problem behavior, active supervision, opportunities to respond, task sequencing/choice, task difficulty.
Name the first phase of the Acting-Out Cycle.
Calm
Name one indirect low-intensity strategy.
Proximity, nonverbal signals, ignoring inappropriate behavior while praising expected behavior.
Define fairness in classroom management.
Fairness means everyone gets what they need to succeed, not the same thing for everyone.
Write a SMART goal for a student who blurts out answers.
Example: “By the end of the week, the student will raise their hand before speaking at least 4 out of 5 opportunities.”
According to Tom Herner, what should teachers do when students “don’t know how to behave”?
Teach them, just like we teach academics.
What are common signs in the Trigger phase?
Restlessness, frustration, anxiety.
Why should teacher conferences be avoided for escape-maintained behavior?
Because the one-on-one time might reinforce avoidance of work.
What should always accompany corrective consequences?
Learning opportunities and reteaching expectations.
Why must SMART goals include a criterion for attainment?
So progress can be counted, timed, and objectively measured.
Define the difference between “can’t do” vs. “won’t do” behaviors.
Can’t do = lacking skills; won’t do = lacking motivation.
In the Agitation phase, what are two contrasting student behaviors?
Increased (fidgeting, pacing) vs. decreased (withdrawing, putting head down)
What is the function of blurting out answers and how should it be addressed?
Often attention-seeking; ignore blurts, praise appropriate participation.
Why must intensity of consequence match intensity of behavior?
To maintain proportionality and avoid escalation.
What’s the difference between “I will work hard today” and “I will participate three times in discussion by the end of class”?
The first is vague; the second is a SMART goal with measurable behavior and timeframe.
Give an example of adjusting antecedent conditions for behavior.
Modify seating, change transitions, or give extra cues to prevent problem behaviors.
What strategies are recommended during the Acceleration phase?
Stay neutral, don’t show anger, use prompts/redirection, reinforce compliance
Give an example of a natural consequence.
If work isn’t finished in class, it becomes homework.
What is restitution as a corrective consequence?
Making amends, repairing damage, or restoring what was harmed.
In what ways are SMART goals used across education contexts?
Lesson planning, IEP writing, PBIS interventions, decision rules for data-based decision making.
Why should clip charts not be used?
They create public humiliation rather than teaching behavior expectations.
How can teachers implement the acting out cycle and use the the response continuum to decrease challenging behavior and implement a plan?
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What’s the risk of response cost (taking away tokens/privileges)?
It can backfire by reinforcing inappropriate behavior or damaging motivation.
Why should academic work never be used as punishment?
It devalues learning and creates negative associations with academics