Positive Behavior Interventions and Support (PBIS) Important Information for Sites.
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Transcript of Positive Behavior Interventions and Support (PBIS) Important Information for Sites.
Positive Behavior Interventions and
Support (PBIS)Important Information for Sites
Positive Behavior Interventions & Support (PBIS)
Proactive: Effective teachers focus on preventing problems instead of constantly dealing with them.
Classroom organization
Collection & use of meaningful data
Positive: Effective teachers build collaborative relationships with students
Provide students with meaningful, positive feedback to enhance motivation and performance.
Instructional: Effective teachers directly teach expectations at the beginning of the year.
Review expectations throughout the year
Treat misbehavior as an opportunity to teach replacement behaviors
What Schools Should Have in Place on Day
1 School Guidelines for Success
Expectations
Procedures
Rules and Consequences (for classroom)—not to be confused with the Student Discipline Matrix—interventions should ALWAYS take place in the classroom first, unless behavior issue is very severe.
Plan for type of reward system to be used
Establishing Classroom Rules, Procedures, &
Routines Expectations (change according to specific activity)—Direct Instruction, group work, independent work, etc.
Rules (always in effect)
No more than 5-6 Stated in the positive form Refer to specific and observable behaviors Posted in a prominent place in the classroom (and on students’
point sheets) Language is not vague or broad Not confused with classroom procedures or expectations
TEACH, MONITOR, GIVE FEEDBACK—FREQUENTLY!!!!
Especially after breaks
Rule Examples Compliance: Follow directions
Work completion: Complete quality assignments and tasks
Respectful interactions:
When interacting with others check body language, voice tone, and words
Respect the personal space of others
Arrive on time to class
Language: Talk appropriately at appropriate times
Materials: Bring paper, pencil, book to class
***Teach what “good” and “appropriate” means—use examples and non-examples
***Teach what “materials” are—use examples and non-examples.
What will students look like and sound like when they follow your class rules!
Common Classroom Procedures to Define
Attention Signal
Beginning and Ending Routines
Procedures for Student Work
Managing Independent Work Periods
Personal Procedures Relevant to Individual Classrooms
CHAMPS FOR EXPECTATIONS C onversation: What is allowed? Any? Volume level?
H elp: How does the student get help if needed during specific activity? How does the student get questions answered? Get your attention?
A ctivity: What is the activity, and what are the objectives? What will the student be able to do after the activity is completed?
M ovement: Is movement allowed? If yes, what type & when? Pencil sharpener? Trash basket? Turn work in? Restroom? Other. . .
P articipation: What does exemplary participation look like and sound like?
S uccess: If students follow the CHAMPS expectations, they will be successful!
Teach the CHAMPS Expectations for each type of activity—e.g. Direct Instruction, Group Work, Independent Work, etc. These can be on a flip-chart
Five Behavior Response Systems
Mild behaviors that just need REDIRECTION
Mild Classroom Rules Violations
Progressive Responses
Feedback on point sheet
Level System/Token Economy
Motivation
Build positive relationships with students
Provide positive feedback
Provide intermittent celebrations
Strive to provide a high ratio of positive interactions
Ratio of Interactions
Strive for a 5:1 ratio of positive to corrective feedback
Tough kids need even greater feedback
Two types of positive interactions
Non-contingent attention (unearned)—most powerful (e.g. greeting students, talking to students)
Positive feedback (earned)—be really explicit—relate positive feedback to specific classroom rules—not just saying “good job”
Effective Positive Feedback
Accurate
Specific and Descriptive (give examples and non-examples—about what you see and hear the student doing/saying)
Contingent
Age appropriate
Given immediately
Given in a manner that fits your style
Never humiliate students
Try to avoid statement. . .”I like the way. . .” make the behavior about the student, not about you
Most students not ready for self-monitoring—only when student is academically and socially ready