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Transcript of PBS – Respect & Responsibility Classroom-wide positive expectations taught & encouraged Teaching...
Classroom SystemsSchool-wide PBIS
PBS – Respect & Responsibility• Use cells & converse @ breaks• Work as team collaborativelyOthers
• Hydrate & stretch• Self-assess• Maximize activity & work time
Self
• Pre-cycle & recycle• Maintain neat working areaEnvironment
• Classroom-wide positive expectations taught & encouraged• Teaching classroom routines & cues taught & encouraged• Ratio of 5 positive to 1 negative adult-student interaction• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom Setting Evidence Based Practices
How can we implement systems that support staff to implement these practices consistently?
Non-example Action Plan Strategies
Example Action Plan Strategies
Classroom SystemsBuilding Capacity v. One Shot
Support
Extending SW-PBS in to the Classroom
Focus on the Classroom
Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom
Potential reasons: Need for direct training to generalization or adapt
school-wide practices to classroom settings OR That school-wide intervention does not specifically
address the broader array of practices required in the classroom
Behavioral Expectations
Extending PBIS into the Classroom
Defining Behavioral Expectations & Classroom Routines Link classroom to school-wide expectations
What are Classroom Routines? How to:
Enter the classroom Sharpen pencil Turn in homework Get a pass Ask for help Participating in Class - Raise hand & wait to be called on
Completing a Classroom Matrix w/ Routines See pp. 2-3 in packet
Teaching Behavioral Expectations & Routines
Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practiceSee Sample Lesson Plan (pp. 4-5 in packet)
Link classroom to school-wide Schedule for Teaching of Expectations & Routines
Teaching Behaviors & RoutinesTell/model/explainGuide practiceMonitor & assessGive positive feedback
Give corrective feedback – initial focus on prompting expected behavior
Prompt/Precorrect for Expected BehaviorFrequent Teaching & Review until class is
fluent
Video Demonstration of Teaching Routines & Expectations
http://explicitinstruction.org/?page_id=75
Watch video Identify:
Behavioral Expectations Defined & TaughtClassroom Routines Defined and Taught
Identify strategies use to instruction expectations & routines
Scheduling Lessons
Similar to scheduling times to conduct SW PBS Lessons
Can schedule times to conduct Classroom lessons & routines In beginning of the year Booster sessions throughout the year Reteaching areas of concern
Maybe arriving to class, raising hand & waiting to be called on, etc.
Time for Teachers to Complete
IDEALLY… Identify and set aside times for teachers to work
on this task Teachers may want to work on this in grade level
teams to share ideas Have teachers turn in completed Classroom
planning worksheets to PBS team to share with other teachers
Team Work Time
How will you extend the link between SW Rules & defining behavioral expectations into the classroom?
How will you actively and explicitly set up teachers to make this link in their classrooms?
Catch ‘em Being Good5:1 Ratio
More information to come with
“Building Habits”
Extending the Acknowledgment System in to the Classroom Extending the SW Acknowledgment System into the
classroom Creating an Additional Classroom Acknowledgment
system Use systems to acknowledge individual students & group
Have teachers with model acknowledgment systems in the school share how they implement their classroom acknowledgment systems
During instruction is when we have the most on our mind – an acknowledgment system can be prompt needed to develop those habits of catching kids doing well
Responding to Misbehavior
Misbehavior Happens: Train staff with strategies for responding Options for responding to misbehavior in the
classroom “Defusing Anger & Aggression” or “Managin
NonCompliance” video by Geoff Colvin Targets Secondary classrooms but useful for Elementary Purchase at www.lookiris.com through Iris Media
Show isolated vignettes Identify specific strategies used in video Identify how & when to use strategy in your classroom
Be SPECIFIC -- what to say/ what to do Physically rehearse doing it your way several times Develop prompts to encourage use in classroom
Guidelines for Responding to Misbehavior
Respond Consistently, Calmly, Briefly & Return to Instruction Goal: pay more time & attention to positive behavior Reduce Student Escalation Reduce amount of missed instructional time
See packet – 9 Variables Affecting Compliance
3 cheap, easy & powerful Behavior Management Tools
Proximity Moving & scanning frequently Slowly moving toward a student & using proximity,
instead of verbally addressing Reinforcement
Acknowledging other students who are on task Precorrection
Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior
Use Alpha Commands when responding to problem behavior Alpha Commands
Minimal # of wordsClear, concrete & specificGive a reasonable amount of time for
behavior to occur
Beta CommandsWordyVagueOften convey feelings of frustration or angerMay contain many sets of directions
Alpha Commands
Alpha Commands are Clear & Positive “Pick up your chair, sit down, and draw a picture
of your favorite animal”
instead of
“How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”
Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)
Specific Request
If, Compliance Walk Away & wait 5-10 seconds
If, Non-Compliance
Reinforce!
“Please _________”
Request in a calm voice
If, Compliance
If, Noncompliance
Preplanned Consequence
Walk away & Wait 5-10 sec.
Reinforce!
Classroom SystemsTeam Implementation &
Support
Supporting Effective Classroom Practices
Classroom Systems Focus: School-wide Support
Classroom Practices Self Assessment
ElementaryWinter 2012-13 Rankings
Targeted Classroom Practices
PBIS Classroom System:Next Steps
Classroom SystemsSchool-wide PBIS
Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhDPortland State [email protected] www.pbisclassroomsystems.pbworks.com
The Power of Habit:
Why we do what we do in life and
business
Charles Duhigg
Video Intro
#2 on NY Times
Bestseller List on
March 18th 2012
PBIS Classroom System:Next Steps
1) Brief presentation of practice
2) Time to individualize practice to fit your classroom, context & needs
3) Brief presentation of Self-Monitoring use of your targeted practice
4) Time to develop an individualized Self-Monitoring Plan
Follow Along in the 5 to 1 Ratio Guide
Praise & the 5:1 Ratio
Pay attention to What you Want to See
Acknowledge positive behavior 5 times more often that you respond to negative behavior
Keep it genuine; not the same for all kids
Negative interactions are not wrong and are sometimes necessary; the keys are: How the negative interactions are provided (gentle, respectful
corrections) & the ratio
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives
Why Praise & Acknowledge Desired Behavior?
Reinforce teaching of new behaviors
Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial
Harness the influence of kids who are showing expected behaviors to encourage the kids who are not
Strengthen positive behaviors that can compete with problem behavior
Improve school climate
Create positive interactions and rapport with students
5:1 Positive to Negative Ratio
The field at large recommends somewhere between 3 and 6 positive to every 1 negative Gable, Hester, Rock & Hughes, 2009; Kerr & Nelson,
2006; Nafpaktitis, Mayer & Butterworth, 1995; Stichter et al., 2009; Walker, Ramsey & Gresham, 2004)
Mental Health (Frederickson & Losada, 2005) 2.5 to 1 = normal functioning 4.3 to 1 = optimal functioning
Tipping point seems to be 2.9 to 1
5ish to 1
5:1 ratio, it’s not just for kids
Married couples that last (Gottman, 1994) Flourishing marriages: 5.1 to 1 speech acts &
4.7 to 1 for observed emotions Poor marriages: 0.9 to 1 speech & 0.7 to 1
actions
Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004
ELEMENTARY60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes
MS60 min x .04/min = 2.4 praise/hour; 1 every 25 minutes
Research on Praise & Acknowledging Positive Behavior
Research has demonstrated that increased Praise can lead to increases in the following:
Students’ correct responsesWork productivity and accuracyAcademic performanceOn-task behavior and attentionCompliance, positive comments about
self Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
Critical Features of Acknowledgement
Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior
performed Sincere: credible and authentic Varied: varied word choice, varied academic and
behavior praise, whole group, small group and individual Student referenced: compares student performance to
previous performance and does not compare students to others; acknowledge effort
Positive Acknowledgement/ Praise examples
“Excellent job listening and following directions the first time.”
“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”
“Wow, you completed your math work correctly before the end of class.”
When Acknowledging Positive Behavior
Identify the specific behavior being acknowledged
Link the behavior to one of the SW-Rules
GOOD EXAMPLE “Wow, thank you for helping to clean up the spill,
that was very Responsible of you”
NOT AS GOOD “Thank you, good job!”
Increase Positive Feedback & Decreasing Negative
ID a specific problem behavior you would like to see less of and define the opposite of this behavior
Teach & re-teach the expected/desired behavior
Provide “precorrections” in advance to set up positive behavior
Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback
Coaching Classroom Management, 2006
Procedural Steps for increasing Positive Acknowledgement Ratio
1) Identify challenging times, routines and behaviors that occur throughout the day
2) Identify desired behaviors to focus on praising, particularly during challenging times
3) Explicitly teach students to engage in desired behaviors
Procedural Steps for increasing Positive Acknowledgement Ratio
4) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior
5) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior
6) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments
The Habit Loop from “The Power of Habit”
A habit is a formula our brain automatically follows:When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 1: Identify Challenges & Positive Acknowledgements
Your Turn
Take a few minutes to Complete Step 1 of the Worksheet
Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support
FLIP THE RATIOTrading Negative Acknowledgements for Positive
Your Turn
Take a few minutes to Complete Step 2 of the Worksheet
Share your strategies with a partner
Set up Systems to Increase Positive Acknowledgement
Good Behavior Game T-chart Teach behavioral expectations Students earn points for positive behavior Teacher gets points for negative behavior Total points at end to determine if “reward” is earned
Hand out Acknowledgement Tokens or Tallies for positive behavior Individuals or Pre-arranged Groups in the classroom
Students Teacher
Ways to Encourage & Monitor your Ratio
Post a visual reminder to praise students in area viewed frequently
Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise
Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success
Self Monitoring
Training on classroom management practices alone does not result in changes or improved practice
Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices
(Simonsen, MacSuga, Fallon & Sugai, 2013)
Self Monitoring
Strategies for Self-MonitoringIndex Card Tearing (long side for positive, short
side for negative)Hash marks on tape on your arm or pant legGolf CounterMove Pennies or paperclips from one pocket to
other based positive & negative acknowledgements
Step 3: Self-Monitoring Plan
Your Turn
Take a few minutes to Complete Step 3 of the Worksheet
Make sure to Identify meaningful& feasible supports Identify your strategy for Self-Monitoring
Develop Peer Strategies for support – you can discuss with a peer
Please turn in a copy of your implementation plan with your name on it before you leave We will copy and get it back to you
Daily email prompt to enter self-monitoring data
Ongoing Implementation Supports
Graphic summary of Self-monitoring data will be provided
Review in PLC teams Set goals Problem Solve Encourage, Support & Celebrate
Team & School-wide Supports
Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom
improvement a regular part of meetings and activities
Begin meeting w/ 2 minute check: Check-In & Celebrate
successes Encourage implementation Problem solve & enhance
implementation Support Habit Development!
School-wide Supports Reminder on Morning
announcements Regular review/check-in
at staff meeting Rewards for
implementers & exemplars Recognize your Buddy Recognize someone you
observed engage in the practice
Daily or weekly implementation updates & recognition
References
Descriptive Readings Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive
classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26. Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and
Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in
classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.
Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimand Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science
Research Associates. Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom
management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261. Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise
on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.
Relationship between praise, rewards, and intrinsic motivation Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom:
Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis.
Review of Educational Research, 64(3), 363-423. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the
effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
School 1
Self-Monitoring & Goal Setting in PLCs
What’s next?
How are you collecting self-monitoring data?
Next Steps
Next Steps