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Positive Behavior Intervention and Support in the Classroom

Positive Behavior Intervention and Support in the Classroom. CCS Summer PD Institute 2013. Objective. Participants will create a classroom management plan based on Positive Behavior Intervention and Support philosophies. Today’s Agenda. PBIS Overview Routines and Procedures

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Positive Behavior Intervention and Support in the Classroom

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  1. Positive Behavior Intervention and Supportin theClassroom CCS Summer PD Institute 2013

  2. Objective Participants will create a classroom management plan based on Positive Behavior Intervention and Support philosophies.

  3. Today’s Agenda • PBIS Overview • Routines and Procedures • Defining Classroom Expectations • Teaching Expectations • Encouraging Positive Behavior • Basics of Behavior • Review and Next Steps 

  4. Participant Expectations Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas Honor confidentiality

  5. Attention Signal Please make note of time limits and watch your clocks! • Trainer will raise his/her hand. • Finish your thought/comment. • Participants will raise a hand and wait quietly.

  6. What is PBIS?

  7. Positive Behavior Intervention and Support: Definition A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students - Rob Horner, Ph.D. Co-Director National Technical Assistance Center for Positive Behavioral Interventions and Support

  8. Guiding Principles • All students are valuable and deserve respect. • All students can be taught to demonstrate appropriate behavior. • Punishment does not work to change behavior. • School climate is a shared responsibility among administrators, teachers, staff, students and families.

  9. Guiding Principles • School personnel must be willing to examine their own behavior as students are taught to change theirs. • Cultural differences exist and need to be understood. • Positive relationships between students and adults are key to student success.

  10. Supporting Social Competence and Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making SYSTEMS DATA PRACTICES Positive Behavior Intervention and Support Supporting Student Behavior

  11. 5% CONTINUUM OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT FBA/BIP De-escalation 15% Social Skills Mentoring Check In Self Management Classroom Based Intervention 80% Defining & Teaching Expectations Routines & Procedures Reinforcement Systems Effective Consequences

  12. Traditional Discipline vs. PBIS Traditional Discipline • Focuses on the student’s problem behavior • Goal is to stop undesirable behavior, through the use of punishment • Primarily reactive Positive Behavior Intervention and Support • Replaces undesired behavior with a new behavior or skill • PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior • Primarily proactive

  13. Pbis in the classroom Management

  14. What is Effective Classroom Management? Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.

  15. Classroom Management Plan • At the end of each section, you will be asked to apply learning to your own classroom management plan. • Use the classroom management plan template to guide you. • Your overall plan should include: • Routines and procedures • Classroom expectations • Methods for teaching expectations • Procedures for encouraging positive behavior • Procedures for responding to problem behavior

  16. Pbis in the classroom Routines and Procedures

  17. Routines and Procedures: Definition • Routines are a habitual performance of an established procedure. • Procedures are a series of steps followed in a regular definite order.

  18. Routines and Procedures: Physical Space • The physical environment can hinder or promote successful behavior. • Maximize positive behavior: • Arrange seats in a way that allows easy access to all students • Utilize seating arrangements that match the level of structure students need • Ensure areas with high traffic have ample room for students to give each other space • Include a quiet area for students to take a break when needed

  19. Routines and Procedures: Schedule • A daily or class period schedule increases predictability and reduces transition time. • Schedules: • Meet student needs as much as possible • Are flexible, but not loose • Posted in areas visible to entire room • Have a balance of various types of instruction

  20. Routines and Procedures: AttentionSignal • An attention signal is a visual or verbal cue used to gain the attention of students so that learning and teaching take place. • All teachers, regardless of student age, should use an attention signal. • Effective attention signals: • Used across all settings • Students can respond quickly • Taught and practiced regularly

  21. Routines and Procedures: Attention Signal Process Attention signal practice: • Make sure students are attending before moving on. • Be willing to wait. • Reinforce students who attend immediately. • Provide specific verbal praise when students comply. • Be consistent. • Remain calm.

  22. Routines and Procedures: Opening Routines • The beginning of the day is an important time to have efficient routines. • Entrance routines set the tone for the entire class. • Students need to feel welcome and immediately start a productive task.

  23. Routines and Procedures: Opening Routines Opening classroom procedures to teach: • Entering class and getting started • Arriving after instruction has started • Handing in work • Obtaining needed materials • Returning after an absence

  24. Routines and Procedures: During Class Routines • Because content and instructional methods change, a variety of routines are needed throughout the day or class period. • Classroom procedures to teach: • Getting assignments and turning in work • Managing independent work times • Managing cooperative work times • Getting assistance • Transitioning

  25. Routines and Procedures: Ending Routines • Ending class in a calm and predictable manner can facilitate a better start to the next day or class. • Teach students how to clean up, organize materials and prepare for the next transition. • Methods for giving and receiving feedback about the class should also be included.

  26. Routines and Procedures: Summary • Routines and procedures should be taught and practiced with students. • Physical space and schedule can be manipulated to maximize positive behavior. • An attention signal is a useful tool for all teachers. • Have and teach specific routines for the beginning, middle and end of the day or class.

  27. Activity: Classroom PBIS Plan • Select one key routine that you plan to teach your students. • Develop steps to teach that routine and complete Section 1 of the Classroom PBIS Plan. • Continue work on Section 1 of your Classroom PBIS Plan.

  28. Pbis in the classroom Developing and Teaching Expectations

  29. Classroom Expectations • In order for positive behavior to be demonstrated, there must be clear expectations. • Students need to know what is expected of them and how to meet those expectations. • Classroom expectations must be related to school-wide expectations, but can be modified to be specific to your class.

  30. Developing Expectations • Expectations should be created with input from stakeholders. • Base expectations on common classroom problems. • State the expectations in the positive, using specific and observable terms. • Develop expectations for different types of instruction.

  31. Teaching Expectations • Behavioral expectations must be overtly taught and practiced. • Establish methods for teaching expected behaviors that meet learning needs. • Teach regularly throughout the year, especially when students… • transition in or out of school. • return from breaks. • demonstrate they have not mastered the expectations.

  32. Teaching Expectations: Lesson Components • Rationale: Rule for when to use the skill • Teach: Describe the skills needed to meet expectations • Model: Demonstrate the skills • Role play: Students practice the skills • Performance feedback: Give praise and correction

  33. Teaching Expectations: Teach-Monitor-Feedback Loop Teach your expectations before the activity or transition begins. Monitor student behavior by circulating and visually scanning. Provide feedback during the activity and at the conclusion of the activity. Begin the cycle again for the next activity. 33

  34. Developing and Teaching Expectations: Summary • Clearly define classroom expectations. • Utilize all lesson components when teaching expectations. • Teach expectations to mastery. • Incorporate behavioral instruction throughout your day.

  35. Activity: Classroom PBIS Plan • Develop classroom expectations that are aligned with your school-wide expectations. • Continue work on Section 2 of your Classroom PBIS Plan.

  36. Pbis in the classroom Encouraging Positive Behavior

  37. Encouraging Positive Behaviors • Expectations alone will not support demonstration of positive behavior. • Students must be encouraged to meet expectations. • Classroom systems for reinforcement need to be aligned with any school-wide system. • The strategies in this section will help ensure that adults will focus on positive behavior in a consistent and frequent manner.

  38. Encouraging Positive Behaviors:Apply Pre-correction Strategies • Pre-corrects function as prompts for expected behavior. • Opportunities for practice are provided in close proximity to context. • Especially helpful when teacher anticipates behavior errors. • Only effective after behavior is taught and learned.

  39. Encouraging Positive Behaviors: Motivation • Motivation is crucial to getting students to follow your expectations. • If a person thinks she will succeed at a task, and she values what she will get as a result of succeeding, then her motivation will be high. • Students will be more motivated to complete a task when they… • understand why it is useful to them. • see the big picture of what they will be able to accomplish. • connect it to other skills and tasks they already know.

  40. Encouraging Positive Behaviors: Enthusiasm • Teacher enthusiasm communicates value and increases student motivation. • Enthusiasm is the degree to which teachers project the belief that teaching is interesting, meaningful and important . • Communicating enthusiasm is done through presentation of content, not through pep talks or theatrics.

  41. Encouraging Positive Behaviors: Relationships • Students are more likely to respond to directions and instructions when they have already established relationships with adults. • Demonstrating personal regard for all students is an important way to create genuine and positive relationships. • Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.

  42. Encouraging Positive Behaviors: Reinforcement • Behavior needs to be reinforced in order for it to be repeated. • Teacher attention should focus on positive behavior at least four times more often than on negative behavior. • Commit to making a conscious effort to practice reinforcement prior to correcting problems.

  43. Encouraging Positive Behaviors: Reinforcement • Reinforcement needs to be frequent and consistent. • Positive reinforcement can be: • Verbal • Physical • Social • Tangible • Verbal reinforcement needs to contain specific information about the behavior you want repeated.

  44. Encouraging Positive Behaviors: Summary • Expectations will not be consistently demonstrated without motivation and reinforcement. • Building genuine positive relationships is critical to encourage positive behavior. • Positive feedback should be given four times more often than corrective feedback. • Reinforcement can be done in a variety of ways and a system needs to be in place to ensure frequency.

  45. Activity: Classroom PBIS Plan • Complete Section 3 of your Classroom PBIS Plan.

  46. PBIS in the Classroom Basics of Behavior

  47. Child Wants Something Child Throws Parent Gives Item Child Stops Tantrum Tantrum Behavior Basics: Scenario One: The Grocery Store

  48. Antecedent Consequence Child Behavior Parent Behavior Child Behavior Consequence Behavior Basics: Analysis

  49. Student leaves Behavior Basics: Scenario Two: High School Student is tired There is a quiz today Student puts head down on desk and refuses to complete quiz Teacher asks student to leave the class

  50. Behavior Basics: Analysis Antecedent Consequence Student Behavior Teacher Behavior Student Behavior Consequence

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