Sharon Chancy & Mechelle Wright

Adapted from Classroom PBIS: Lori Lynass, Ed.D.

Jinna Risdal MA, NCC.

TEACHER – Updated Job Requirements

Expert in Numerous Subjects

Computer Programmer/Copy Machine Technician

Surrogate Parent

Emergency Medical Technician

Theatrical Performance Abilities

Behavior Analyst

Can Go Seven Hours Without Using Bathroom

https://www.pd360.com/#resources/videos/7562

Classroom Management Overview

www.edivate.com

Characteristics of a Well-Managed Classroom

Students are deeply involved with their work.

Students know what is expected of them and are generally successful.

There is relatively little wasted time, confusion, or disruption.

The climate is work-oriented but relaxed and pleasant.

We lack consistency, and we spend too much time being

reactive.

Ever Heard These?

“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

“Phoebe, I’m taking your book away because

you obviously aren’t ready to learn.”

“You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

Change in Practice

Every time any adult interacts with any student, it is an instructional moment!

PBIS (Positive Behavior Intervention System) emphasizes…

Teaching behaviors like we teach academics.

Modeling and practicing expected behaviors.

Reinforcing expected behaviors.

Pre-correcting to ensure positive behaviors are displayed.

The Three Variables of Behavior

Conditions – What is prompting or enabling the behavior?

Behavior – What is the person doing?

Consequences – What is encouraging or discouraging the behavior?

MotivationMotivation

The greatest behavior management tool The greatest behavior management tool is engaging instruction & positive is engaging instruction & positive feedback that is obtainable by the feedback that is obtainable by the student.student.

And… Teacher Relationships And… Teacher Relationships Matter!Matter!

Establish Guidelines for Success: Expectations

RespectResponsibility

SafeKind

Integrity

Establish Guidelines for Success: Expectations

Establish 3-5 all-encompassing guidelines or expectations for your class.

If there are established school-wide expectations, then ideally these would also be your classroom expectations.

Guidelines are known, posted, modeled, taught, and re-taught.

Classroom Rules/Guidelines

Rules build from expectations.

Before you develop rules, consider the misbehaviors you think will most likely occur.

Consider grade level and development.

Who will have input into your rules?

Are they measureable and observable?

3 Step Process for Communicating Expectations

1. Teach your expectations before the activity or transition begins.

2. Monitor student behavior.

3. Provide feedback during and at the conclusion of the activity.

Teaching Expectations

Define and offer a rationale for each expectation. Describe what the behavior looks like and sounds

like. Actively involve students in discriminating between

non-examples and examples of the expectations. Have students role play the expected behaviors. Re-teach the expectations often. Reinforce desired behavior.

Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Reinforcing Desired Behaviors

Celebrate the Behaviors You Want To See

More!

Reinforcement Systems: Rationale

Focuses attention on desired behaviors Increases the repetition of desired

behaviors Fosters a positive class climateReduces amount of time spent on

disciplineIncreases instructional hours

Reinforcement & Motivation

Build Positive Relationships With Students

Provide Positive FeedbackProvide Intermittent FeedbackStrive to Provide a High Rate

of Positive Interactions

Characteristics of Effective Praise Good praise follows the “if-then” rule.

Make sure students are doing exactly what you want them to be doing.

Praise them within 1 or 2 seconds after the behavior occurs.

If it is an on-going behavior, praise during the behavior.

Giving Positive FeedbackPositive feedback needs to be sincere and should be informative.State the expectation met and behavior that is meeting the expectation.

“Jacob, nice job on raising your hand and being respectful of the learning of others.”

“Sally, thank you for showing responsibility by cleaning up after finished.”

1919

INCENTIVESINCENTIVES

Short-termShort-term

Classroom dollarsClassroom dollars

Front of lunch lineFront of lunch line

Choose storyChoose story

Electronic LunchElectronic Lunch

Student of the dayStudent of the day

Eat lunch with youEat lunch with you

Call home, note Call home, note homehome

Caught being goodCaught being good

Students nominate Students nominate fellow studentsfellow students

Long-termLong-term

Fall fun dayFall fun dayPizzaPizzaSkatingSkating

Spring May daySpring May dayBarbecueBarbecueRock climbing slideRock climbing slideDanceDanceD.J.D.J.Face paintingFace paintingSoftball gameSoftball game

New Students

How will you communicate expectations to new students and provide them with needed support?

Teach Individually

Reteach Class * Big Spring Way

Create a Video

Pair them up with another student

School-wide “Newcomers Club”

PHYSICAL SPACE

Arrange the physical space in a way that promotes positive student/teacher interactions and reduces the possibility of disruptions.

One of the most effective behavior management strategies a teacher can implement is to circulate throughout the room as much and as unpredictably as possible.

Pay attention to temperature, lighting, aromas, and noise (Jensen, 2005).

Do you need a “Break” space?

Layout of the ClassroomAffects Learning

Many studies have identified teacher Many studies have identified teacher interaction with students as being interaction with students as being connected to student seating location. connected to student seating location. Those students seated in the front of Those students seated in the front of the room and down its center (power the room and down its center (power zone) are more likely to receive zone) are more likely to receive attention from the teacher.attention from the teacher.

Students facing an instructional area Students facing an instructional area have easier access to it; those with have easier access to it; those with their backs to instruction can avoid their backs to instruction can avoid participation.participation.

The arrangement of the classroom The arrangement of the classroom should allow teachers access to should allow teachers access to interact with every student.interact with every student.

ATTENTION SIGNALOn the very first day of school, you must teach the students what the signal is and how you expect them to respond.

The signal…

-Can be given at any location in the room-Can be used outside of the classroom-Visual and auditory-”Ripple effect”

- Example: Wind chimes, xylophone, bell, “Class, class!”, lights out, etc.

Implement Effective Instructional Practices

Have an engaging style of presentation.

Actively involve students in lessons and provide opportunities to respond.

Have clear objectives and evaluate progress.

Ensure high rates of students’ success through differentiated instruction.

Provide students with immediate, specific performance feedback.

Beginning, Transition & Ending Routines

Opening, transition and dismissal routines that are welcoming, calm, efficient, and purposeful demonstrate to students that you care about every minute of class time.

BEGINNING ROUTINES

Effective and efficient beginning and ending procedures create an invitational and supportive atmosphere, and

communicate that time will not be wasted.

Meet students at the door

Prepare an activity that students can work on the first few minutes of class while you take attendance

Have a procedure prepared for: - students who are tardy

- students who do not have materials - students who have been absent

*Inform students of these procedures daily until they become a habit. Reinforce as needed.

ENDING ROUTINES

Leave enough time at the end to ensure things end on a relaxed note.

Have procedures for wrapping up the day/class period.

Provide specific feedback on things they are doing well and things they need to work on.

Have a consistent procedure for dismissal.

https://www.pd360.com/#resources/videos/7572

Reactive Responses

When we experience emergency situations, we select interventions that produce immediate relief. We can:Remove studentRemove ourselves Modify physical environmentAssign responsibility for change to student &/or

others

Discouraging Problem Behavior

Clearly defined problem and context e.g., hat in class, tardies, transitions, etc.

Pre-correction/preventive strategy for identified risk times or settings

Consistent procedures e.g., all staff, settings, minor behaviors

Teaching Opportunity focus on appropriate expectation

Correction Procedures

Analyze and Adjust the Implementation of Your Basic Management Plan

Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship

Analyze the Misbehavior and Develop a Function Based Intervention

Have You Reviewed Desired Behavior?

Consequences to behavior

We need to have an agreed upon continuum for managing behavior, that is enforceable and reasonable.

We also need to understand the function of the behavior, and individualize the response at times.

(One size does not fit all!)

Responding to Behaviors

Acknowledge students exhibiting expected behavior.

Secure attention & redirect student to expected behavior.

Provide choice between expected behavior and staff-managed consequence.

Deliver staff-managed consequences consistently.

Do not make Mountains out of Molehills.

Avoid escalating problems.

Follow through with office-managed consequences.

RETEACH and REINFORCE

Mirror, Mirror- Neurons

“Neural Wi-Fi”

Cause & Effect, Logic are “High Road” aspects of social interaction.

Fight, Flight, or Freeze and Mirroring are “Low Road” aspects of social interaction.

The frontal lobe does not fully develop until the mid-twenties.

Mirror neurons pick up on others’ emotional states, assist with empathy and compassion, along with survival.

Final Thoughts

Thank You!If you’d like us to email this power point

to you, send us an email at schancy@bsisd.esc18.net or mmwright@bsisd.esc18.net

Have a great year!

Sharon Chancy and Mechelle Wright