staying dry in a stormy school climate (1) · to govern behavior. u children encode visuals into...
TRANSCRIPT
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Staying Dry in a Stormy Climate:
The PBIS UmbrellaJean Lovelace, M.A & Jennifer Tachell, Ed.S.
Idaho Positive Behavior Network Conference
February 8, 2019
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Find a seat, make a friend!
u Introduce yourself! uWhere do you work?
uWhat grade levels do you work with?
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Introductions
u Jean
u Jen
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Educators
u Educators are important!
u We spend the majority of each day with our students.
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PBIS is:
u A framework, not a curriculum
u A process, not a program
u Takes 5-7 years to fully implement
u A paradigm shift for traditional adults
u Dependent on strong, focused team and leadership
u “Get started, then get better”
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh Intensity
Intensive, Individual InterventionsIndividual Students
Assessment-basedIntense, durable procedures
Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response
Targeted Group InterventionsSome students (at-risk)
High efficiencyRapid response
Universal InterventionsAll studentsPreventive, proactive
Universal InterventionsAll settings, all students
Preventive, proactive
Multi-Tier Systems of Support (MTSS) Approach
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Components of PBIS:
u Clearly defined expectations for students and adults
u Explicit social and behavioral instruction
u Positive and proactive discipline (not punishment!)
u Active supervision and monitoring
u Data-based decision making
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Kids have changed…
It used to be:u Kids did as they were
told
u If kids didn’t behave, you could try to intimidate them into behaving with threats of punishment or calling their parents
Now:u Kids are empowered
u Kids don’t always have parents who support them or take an interest in what they do
u Threats and intimidation tactics don’t work anymore
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Every Child Deserves a Champion
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“To Do” List
u Learn and use names
u Greet at the door (handshake video)
u Appropriate touch***
u Smile
u Make eye contact
u Laugh and have fun! They’re kids!
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Empathyu Feeling WITH the student, yet not taking on his/her
problem as your own
u Always lead with empathy, generated from the heart and expressed with kindness and understanding (NOT sarcasm!)u “How sad.”u “What a bummer.”u “I’m sure it’s hard to be you at times.”
u “If anyone can figure it out, it’s you.”
u Puts you and the student on the “same side” against the problem
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Developing Positive Teacher/Student Relationships
u Tough kids cannot be coerced or bribed into behaving or learning
u Building positive relationships is the only thing that works with these students in the long term
u Tough students will do things for teachers they really like and respect
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Love and Logic Approach
The 9 Essential Skills for the Love and Logic Classroom program is guided by five basic principles, each firmly grounded in research:
1. Preserve and enhance the child’s self-concept.
2. Teach children how to own and solve the problems they create.
3. Share the control and decision-making.
4. Combine consequences with high levels of empathy and warmth.
5. Build the adult-child relationship.
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Neutralizing Student Arguing
u Too frequently we try to match wits with arguing kids and get sucked into a power struggle.
u Kids who argue with adults don’t care about logic or wisdom. They have one goal: to make you give in so they can get their way.
u Trying to reason with an arguing child is like fighting a fire with gasoline: every word we say makes it worse!
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Neutralizing Student Arguing Part 1: Going Brain Dead
u Wise teachers go “brain dead” as soon as they sense an argument coming their way.
u If you think too hard about what a student is saying, you’ll be tempted to either reason with the child or make a threat that you can’t back up.
u Commit a one-liner to memory and say only that one-liner, over and over, no matter what the student says.
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Neutralizing Student Arguing Part 2: One-Liners
One liner: a word or short phrase that becomes our calmly delivered default response any time a student begins to argue with us.
u It has to fit your personality
u Must be delivered with sincerity and compassion, NEVER sarcasm
I know. Thanks for
sharing…and what did I say?
I care about/respect you too much to
argue.
Could be. And what did I say?
I bet it feels that way. And what is the rule? Ohhhhhhh…
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Neutralizing Student ArguingPart 2: One-Liners
u One-Liners are NOT designed to get even with a student or put him/her in their place.
u One-Liners delivered with sarcasm or anger are guaranteed to make the problem worse.
u When it comes to neutralizing student arguing, every successful teacher has a slightly different approach.
u What we say in response to arguments is not nearly as important as establishing the fact that every time it happens, we respond in a predictably firm, yet empathetic way.
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Setting Limits with Enforceable Statements
u We only ever have control over OUR OWN behavior
u The way we conduct ourselves in the classroom can influence the way our students behave
u We can up the odds that they will do as we ask by using “thinking words” instead of “fighting words”
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“Fighting Words” vs “Thinking Words”
Fighting Words are a call to battle and include:
u Telling the child what to do: “You get to work right now!”
u Telling the child what you will not allow:“You’re not going to talk to me that way!”
u Telling the child what you won’t do for him/her: “I’m not going to line you up until everyone is quiet!”
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“Fighting Words” vs “Thinking Words”
Thinking Words include:
u Telling a child when he/she can do something: ”Feel free to go to the restroom during quiet work time.”
u Telling the child the conditions under which the adult will do something: “I’ll be glad to accept all papers that are turned in on time.”
u Describing the choices a child has: “Would you like to wear your coat or carry it?”
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Handout
Turn Your Word Into GoldThe Art of Enforceable
Statements for the School
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Guiding Students to Own and Solve Their Problems
u Start with a strong dose of empathyu Hand the problem back to the student
u ”What do you think you’re going to do?”
u Offer choicesu “Would you like to hear what other students have tried?”
u List 2-3 options (lead with the terrible ideas)
u Have the student state the consequences for each optionu “And how would that work?”
u Give the student permission to either solve the problem or not solve the problemu “I wish you success with this. Please let me know how it works out.”
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Choices and Questions
u Use choices and questions to help students get back into their “thinking brain”
u Some power struggles are all about a child feeling like he/she has no say in anything, ever – offering choices is a way to empower the student to feel like he/she has SOME control over his/her life
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Turn and Talk
uWhich of the Love and Logic strategies could you experiment with in your setting?
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Communication
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Sarcasm
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Principal’s Role
u Idea person - if you believe in PBIS so will they
u Trainer - these tools will help the adults
u Accountability - this is what we’re doing
u Evaluator - I see you doing / not doing PBIS
u RTI and PSIT - this is how to support the student
u Consequences, not punishment
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Train Outside of the Box
u Hire subs to cover classes or responsibilities
u Use PLC times
u Use Schoology for book studies
u Make videos or power-points to share
u Use teacher training days
u Give comp time
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Resources You May Find Useful
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Toolbox
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Building Resilience with Toolbox
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Conscious Discipline
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Love and Logic
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Restorative Practices
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7 Habits/Leader in Me
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Whole Brain Teaching for Challenging Kids
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Outrageous Behavior Modification
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Kristin Souers & Pete Hall
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Mindfulness
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Brain Rules/Brain Rules for Baby
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Poverty
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Communication
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Structures, Routines & Procedures
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Procedures and Routines Create Structure
u When we have procedures and/or routines to follow, our brain allows that pattern to “run in the background” so we can process new information in the foreground.u Like a computer running one program in the background
while you use another program
u Driving home without thinking about it
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Procedures and Routines Create Structure
u Arrival and dismissalu Going to the restroomu Sharpening pencilsu Walking down the hallwaysu Eating in the cafeteriau Turning in homework
Model the procedure, use visuals,
andpractice
often!
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Visual Reminders are Key
u Young children’s brains use images (mental models) to govern behavior.
u Children encode visuals into their prefrontal lobes and ultimately internalize them as mental models.
u Auditory reminders operate differently in the brain and do not create strong mental models.
Bailey, 2015
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Websites
• www.loveandlogic.com• www.consciousdiscipline.com• www.dovetaillearning.org• www.iirp.edu• www.search-institute.org• www.acestoohigh.com• https://smartsocial.com/• https://csi.boisestate.edu/ipbn/• www.pbis.org• www.pbisapps.org• https://www.weareteachers.com/