the classroom has changed…
DESCRIPTION
The Classroom Has Changed…. Good instruction in a behaviorally chaotic environment will fail. Aren’t students in class to learn? Shouldn’t they know how to behave?. WHAT IF THEY MISBEHAVE?. We can punish the ones who do wrong. - PowerPoint PPT PresentationTRANSCRIPT
The Classroom Has Changed…
Aren’t students in class to learn? Shouldn’t they know
how to behave?
Good instruction in a behaviorally chaotic environment will fail.
WHAT IF THEY MISBEHAVE?
We can punish the ones who do wrong...
…or we can teach the expected behaviors SCHOOLWIDE and
REWARD the ones who are doing the right thing.
At the heart of a proactive school-wide discipline plan is the notion that expected
behavior needs to be taught. Simply put, “If you want good behavior, you
have to teach it.”Geoff Colvin, 7 Steps for Developing a ProactiveSchool-wide Discipline Plan, 2007
Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling StudentsRequires Environments That Are:
Predictable Positive Safe Consistent
School-wide Positive Behavior Support: A New Standard of School Discipline
If children fail to follow the rules, we must view this as failure to learn the rules. Just as we
provide a variety of ways for children to learn content, along with ample practice, we should
do the same for children learning to follow school rules. As with all curriculum, we must develop formal teaching procedures for the school-wide expectations. This should be
accomplished through working with all faculty to develop a sense of ownership in the
development of these teaching procedures.
TEACH Behavioral Expectations – TEACH Social Competence
SWPBS is associated with… Reductions in Office Discipline Referrals Increased academic gains---when combined
with effective instruction Increased Attendance Increased perception that school is safe Sustained implementation at criterion levels.
Primary PreventionsWhole School, Classroom, and
Non-ClassroomSystems for
All Students & Staff
~80% of Students
Secondary PreventionsSpecialized Systems for Students with At-Risk
Behavior
~15%
Tertiary Interventions Specialized
IndividualizedSystems for Students with
High-Risk Behavior~5%
SYSTEMS OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Finally, brothers and sisters, whatever is true,
whatever is noble, whatever is right, whatever is pure, whatever
is lovely, whatever is admirable—if anything is excellent or praiseworthy—think
about such things.