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Bellwork Assignment

Bellwork Assignment. Make a name place card for yourself. 1. Use the markers provided 2. Write your first name and school Decorate the place card in some manner. www.pbis.org. What is PBIS?. Emphasis on school-wide systems of support that include proactive strategies for:

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Bellwork Assignment

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  1. Bellwork Assignment Make a name place card for yourself. 1. Use the markers provided 2. Write your first name and school Decorate the place card in some manner www.pbis.org

  2. What is PBIS? Emphasis on school-wide systems of support that include proactive strategies for: Defining, teaching, and supporting appropriate student behaviors to create positive school environments. Provides school-wide common language. A continuum of positive behavior support for all students within a school is implemented in all areas. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle for all children. www.pbis.org

  3. It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.- Charles Darwin

  4. Positive Expectations Have high expectations for all students Identify how to convey these expectations to students, their families, and others Plan time during the year when you will objectively examine your expectations Anyone can hit a target as long as it is stable.

  5. CHAMPs Acronym C -Conversation H -Help A -Activity M -Movement P –Participation S - Success

  6. How will A.C.H.I.E.V.E ? benefit YOU? • A - Activity • C - Conversation • H - Help • I - Integrity • E - Effort • V - Value • E - Efficiency

  7. Your “Guidelines for Success” Discuss with your team your school’s “Guidelines for Success” “Lions ACHIEVE with PRIDE!” “Warriors ROCK!” “Wildcats have HEART” “Irving Cougar TRACKS” Discussion Time

  8. Possible Classroom Activities • Teacher Directed Instruction • Group Work • Independent Work • Assessment • Transitions • Science Lab • Vocal Warm-up • Physical Education Warm up or games • eInstruction clickers

  9. Teacher Time • C = With permission • H = Raise hand and wait • A = Focus on task • M = Stationary • P = Listen, comments, ? • S= Success

  10. Student Time • C = Topic Related • H = Raise hand and wait • A = Follow directions • M = Within room as needed • P = Working appropriately • S = Success

  11. d. I have PRIDE in my work!

  12. Entering the classroom • A – Entering the Classroom • C - Quiet conversation inside the classroom • H – Ask Ms. Rod or another classmate • I – Make choices as if Ms. Rod were at your side • E – Make sure you have all of necessary materials • V – You will be prepared for class, feel safe, and are on time to class • E – You are seated and ready to begin bell work when tardy bell rings

  13. Expectations for Classroom Activities Create CHAMPs\ACHIEVE Expectations for one or two classroom activities you listed. Use examples in handout Work Time

  14. Visual Representations • Posters • Flip Charts • Place cards • Inserts for agenda • Power Point Presentation

  15. Conversation Help Activity Movement Participation

  16. Conversation Help Activity Partners Movement Participation

  17. Successful Behavior Management Know how to promote responsible behavior by: Structuring your classroom for student success Positive feedback for responsible behavior Insuring students do not receive negative results from exhibiting responsible behavior

  18. STOIC Structure for success Teach expectations Observe & Monitor Interact Positively Correct Fluently

  19. Beg, Borrow, and Steal Go to: My Computer S – drive Share folder jmilner folder PBS folder School folder

  20. Positive Feedback Accurate Specific and Descriptive Contingent Age Appropriate Fits Your Personal Style

  21. Communicate Appropriately It takes 30 seconds to make a first impression! But it takes approximately 20 additional encounters to undo or change a bad first impression! Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

  22. We do not have the power to “control” behavior, but we do have the power to establish the climate.

  23. The Four Questions When Dealing with Misbehavior Excuse me, (name), what are you doing? What are you supposed to be doing? Were you doing it? What are you going to do about it? Affirm

  24. Behave In/Behave Out Capturing Kids’ Hearts • You cannot appropriately deal with misbehavior if your button is pushed. Our goal is to de-escalate behavior and hold the student accountable: • Use questions sequentially • Do not lecture • No bailing and let it slide • Don’t add questions • Be consistent in how you ask questions (ask questions the same way with all kids in any situation.)

  25. Cautions 1. Reteach after breaks – they forget or just feel like challenging it. not expectations they live with over the break. 2. Behavior skills should be taught in the environment where the behavior is happening. Skills do not transfer when taught in the principal’s office.

  26. Does this correct all classroom behavior? • No!! • But it does eliminate misbehavior because of lack of knowledge of the expectations or the understanding of those expectations

  27. PBIS is a PROCESS For more information, contact kayr@norman.k12.ok.us lpierce@norman.k12.ok.us lhollingsw@norman.k12.ok.us mpace@norman.k12.ok.us IT’S THE ART OF TEACHING!

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