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PBIS in the Classroom

Created by Kevin Adams
by

Alissa Adams

on 6 June 2013

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Transcript of PBIS in the Classroom

Tier 3: Tertiary Prevention
5% (Ex: 1/30 students) Highly individualized interventions for students who engage in serious problem behaviors. Tier 2: Secondary Prevention
15% (Ex: 4/30 students) Additional interventions for students with at-risk behaviors who need a little more than primary prevention. Tier 1: Primary Prevention
80% (Ex: 24/30 students) Consequences PBIS Classroom Model PBIS in the Classroom South Creek Elementary Tier 1: Primary Prevention Structuring the learning environment to prevent classroom problems Tier 2: Secondary Prevention Individualized programs or
group interventions Tier 3: Tertiary Prevention Highly focused individualized behavior management programs for dangerous or disruptive behavior Classroom Rules Procedures Enter Classroom
Exit Classroom
Turning in Homework
Bell work
Voice Levels
Whole group, teacher directed instruction
Small group, teacher directed instruction
Sharpening pencils, getting a Kleenex
Using the bathroom
Using lockers/cubbies
Moving around the room
Someone is bothering you
Study Hall
Partner work
Independent work Routines Instructional Practices Classroom Rules Rule 1 Rule 2 Rule 3 Rule 4 TALK What are some of the things that bother you the most and contribute to behavioral problems in your classroom? Behavior is strengthened or weakened by its consequences. Positive Consequences Negative Consequences Research Rules are the foundation for effective classroom management. The extent to which students know the rules and how to follow the rules is positively correlated with appropriate behavior. (Brophy and Good, 1986) Starting off the year with effective classroom management, including clear rules and procedures, results in higher levels of appropriate behavior and higher academic performance. (Emmer, 1980) Rules should address safety, respect, and responsibility. (Institute on Violence and Destructive Behavior, 1999) Write 4 classroom rules
Guidelines:
Positively stated
Simple, specific terms
Measurable and observable
Convey expected behavior Created by Kevin Adams TEACH-PRACTICE-REINFORCE When dealing with discipline problems, the old adage, “An ounce of prevention is worth a pound of cure,” is especially true since interventions can be costly. Even a simple office referral can consume the time of several professionals.

Not to mention the lost learning time and the risk of reinforcing the problem by removing the student from class. ACTIVITY How will we teach the rules to our students?

How often will we practice the rules?

How do we reinforce the rules when done correctly? Procedures explain the accepted process for carrying out a specific activity. 1. Make a list of every task a student does in the classroom. 2. Decide how students need to complete the task. 3. Consider what errors students are likely to make TALK What procedures are important for your grade level or related arts? Attention Signal Establish a signal for obtaining class attention. Transitions Between subjects
Related Arts
Lunch
Recess
End of day
Line up Schedule for Teaching Rules and Procedures First Quarter
First Week: Teach school wide and classroom rules and procedures
Practice with examples and non-examples
Weekly: Review rules 2-3 times per week
Rapid oral review
Pop quizzes on the rules for extra credit
Divide class into teams for review games Schedule for Teaching Rules and Procedures Second Quarter
Review rules and procedures once per week

Third and Fourth Quarters
Review daily for the first week after Christmas break and Spring break
Review periodically as needed Continuum of Positive and Negative Frequent teacher attention in the form of praise is more effective than rules or reprimands in increasing appropriate behavior. Used to recognize and increase the frequency of appropriate behavior Apply Consequences
Thumbs up
Smile
Verbal Praise
Notes/ Phones calls
Note to principal
Computer
Special privileges Level 1: Free and frequent
Used everyday
Praise, stickers, smiles
Cheap and easy
Level 2: Intermittent
More powerful
SOW, secret student, phone calls
Level 3: Long-term (strong)
year-long recognition
special trip, project, honor roll Levels Used to decrease problem behavior
Meant to teach not punish
Used in a hierarchy of less to greater intensity
Works best in conjunction with positive consequences Apply Consequences
verbal reprimand
planned ignoring
redirection
phone call home
time-out from positive reinforcement Sample Hierarchy Level 1: Class rule reminder
Level 2: Individual rule reminder
Level 3: Modification (change seat)
Level 4: Time away in another class
Level 5: Parent contact
Level 6: Detention
Level 7: Office referral Be consistent
Use the power of proximity
Make direct eye contact
Use a soft voice
Be firm and anger-free
Link it to the behavior When delivering consequences: Remember...
No put downs in front of the class
EVER! What are some procedures for promoting positive behavior and discouraging negative behavior? TALK The way we handle small disruptions makes a big impact on classroom behaviors. The way we teach impacts classroom behaviors. Effective Instructional Practices 1. Active Supervision: Move, interact, and acknowledge
Proximity makes a big difference
Students should never be unsupervised 2. Engage Students
Maximize opportunities for student responses 3. Vary modes of Instruction
Group lecture, small group, independent, peer tutoring 1. Increase ratio of positive to negative teacher to student interactions
2. Actively Supervise at all times
3. Positively interact with most students during lesson
4. Manage minor (low intensity/frequency) problem behaviors positively & quickly
5. Follow school procedures for chronic problem behaviors
6. Conduct smooth & efficient transitions between activities
7. Be prepared for activity
8. Begin with clear explanations of outcomes/objective 9. Allocate most time to instruction
10. Engage students in active responding
11. Give each student multiple ways to actively respond
12. Regularly check for student understanding
13. End Activity with specific feedback
14. Provide specific information about what happens next
15. Know how many students met the objective/outcomes
16. Provide extra time/assistance for unsuccessful students
17. Plan for next time activity conducted Top 17 Classroom Management Strategies References 1.Building Effective Classroom Management. Rob Horner, George Sugai, and Celeste Rossetto Dickey.
University of Oregon and University of Connecticut.

2. Positive Behavior Support in the Classroom. Lori Newcomer. University of Missouri. Behavior Management System and Communication Can we agree on a system of colors and consequences that are similar K-5? Examples of Secondary Prevention include check-ins/check-outs, small-group or individual review of the rules, social skills clubs, and behavior contracts. (Additional modeling, Additional role-playing, Buddy teacher time-out, Additional collaborative, problem-solving, individual written agreements) Needed for children with emotional and behavioral disorders, as well as students with no diagnostic label but who are demonstrating serious problem behaviors. (Highly individualized systems for students at high risk)
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