Implementing PBIS in the Classroom - MN PBIS - Homepbismn.org/RIPs/.../spring2015/NR_C10_Day5PBISClassroomAnna2015.pdf · Use jargon Use “right” or “wrong” Proactive Behavior

Implementing PBIS in the Classroom

Chapter 4 –Classroom Management: Systems & Practices

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PURPOSE Provide an overview of critical features & essential practices for behavior support in classroom settings.

•  Guiding Principles

•  Behavior Basics

•  Essential Classroom

Management Practices

What All Good Managers Know

Effective Management

80% prevention, 20% intervention


We Can Not Control Someone Else’s Behavior

Controlling environmental conditions well to increase the likelihood that a person will behave in a predictably positive way. All

public places have formal plans to manage conditions and encourage safe

and positive behavior.

3 Minute Turn & Talk Think of some examples.

Classroom Setting

Systems

School-wide Systems

Why formalize classroom management?

Arrange the environment to maximize opportunities for ▪ Academic achievement ▪ Social success ▪ Effective & efficient teaching

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1. Good teaching is one of the best behavior management tools we have!

5 Guiding Principles

2. Apply three tiered prevention logic to classroom setting.


3. Link classroom to school-wide through routines & procedures.


4. Teach social skills like academic skills.


5. Build systems to support through sustained use of effective practices.


5 Essential Behavior Basics

1.  Behavior is… learned.


1. Behavior serves a specific purpose.


1. Behavior is human.


2. Behavior is related to the context within which it occurs.


3. For every year that a behavior has been in place, we should consider one month of consistent and appropriate intervention for us to see a change.


4. We can improve behavior by 80% just by pointing out what one person is doing correctly.


5. Behavior has function: Gain or Avoid


▪ 15 minutes ▪ Discuss the guiding principles and/or behavior basics the effective classroom managers understand and/or do? ▪ Record 2-3 “big ideas” from your team discussion that you want to bring back home on your team poster 15

Minutes

Team Time-Effective Managers

Essen%al Classroom

Management Prac%ces

Three Basic Classroom Management Elements

1.  Environmental Management 2.  Instructional Management 3.  Proactive Behavior Management

What effective managers do

Environmental Management

Environmental Management Minimize Crowding/Distractions

●  Arrange furniture to allow easy traffic flow ●  Adequately supervise all areas ●  Designate staff & student areas ●  Determine seating arrangement

Use Active & Continuous Supervision

● Scan ● Move ● Interact

■ Provide feedback ■ Remind/pre-correct ■ Positively acknowledge

Environmental Management


Instructional Management

BEGIN teaching with the lesson objective and the behavioral expectation

●  Create focus or point of reference for assessment/goal/expectation

●  Engage through relevancy (explain how this learning links to other learning and to goals students have)

●  State and provide visual for how students should respond during the lesson

●  Provide visual lesson organizer (overview of the lesson-first, next, then and finally)


Instructional Management Build Success

❏ I do - I do - I do ❏ We do - We do ❏ You do

Anita Archer

Ensure Work Demand Matches Skill Level

● Ensure that independent work matches the student’s current performance level

● For work completion offer choice:

● Work independently ● Work with a partner ● Work with the teacher in a guided group


Regularly check for student understanding

● Review previously mastered content ● Check for existing knowledge ● Vary assessment type



●  Establish & expect behavioral indicator

for how to respond (verbalize & make visual)

●  Give students multiple ways to actively

respond in culturally responsive ways ● Vary Respond Type

■  Written v. gestures ■  Choral v. individual

●  Use peer-based assistance

●  Use Technology

Increase participatory instruction

End lesson with specific feedback ○  Review performance on expected outcomes

● Scheduled activities ● Academic & social/behavioral ● Individual & group


Provide specific information about what happens next ○  Describe follow-up activities ○  Homework, review, new activity,

choices ○  Immediate vs. delayed ○  Following lesson ○  Describe features of next lesson


Know how many students met learning objective/outcome ○  Administer probe ○  Oral, written, gesture ○  Immediately graph/display

performance


Provide extra time/assistance for unsuccessful students

○  Determine phase of learning

■  Acquisition -> re-teach ■  Fluency -> more practice ■  Maintenance -> reinforcement/feedback

○  Schedule time during/before next lesson



● Take 15 minutes ● Identify 2-3 instructional management strategies that you want to share with staff back home ● Write your thoughts from your team discussion on your team’s poster

15 Minutes

Team Time - Instructional Strategies


Proactive Behavior Management

Maximize Structure/Predictability

The Classroom Matrix brings school-wide expectations into the daily procedures and routines of the classroom.The Classroom Matrix will be: ●  Created with students

●  Shared with: ■ Parents, Volunteers, Substitutes, Aides,

Paraprofessionals, Principal or Dean’s Office

●  Used during an office discipline referral to reteach routine expectations in the classroom


Middle School Procedure Matrix Starting Class

Getting Help

Teaching Time

Group/Partner Work Time

Independent Work Time

Ending Class

Be Safe -Walk in -Turn in your work and go to your assigned spot

-Use our help system

-Stay in your assigned spot -Use our help system when needed

-Push in your chair -Walk to your work area -Focus on your task

-Focus on your task

-Push in your chair -Walk out

Be Kind -Greet your classmates -Greet your teacher -Smile

-Support others

-Be Quiet -Use “I” statements

-Allow others to work

-Leave calmly and quietly with hands and feet to self

Be Cooperative Be on time Be quiet when the teacher gives the quiet signal

Wait Calmly -Listen Attentively -Follow response directions

-Do your part -Accept different opinions -Help clean up

-Do what you are asked to do -Use our help system when needed -Clean up your area

-Write your assignments in your agenda -Make sure your assigned area is clean

Apollo Eagles Dare To Soar

S

O

A

R

Break the matrix down into charts for each routine or procedure and use them to pre-correct and reteach!

Be Safe Be Kind Be Cooperative

Walk in the room Greet your teacher and your classmates Smile

Turn in work on the way to your assigned spot

Go to your assigned Spot after turning in work

Use a quiet voice Be quiet when the teacher gives the quiet signal

STARTING CLASS EXPECTATIONS


Team Time-The Classroom Matrix

● Take 15 minutes ● Discuss how you will share the classroom matrix with staff back home. ● Write your thoughts from your team discussion on your team’s poster


15 Minutes

Acknowledge Appropriate vs. Inappropriate Behavior

●  Ra%o at least 5:1 ●  Interact posi%vely once every 5 minutes ●  Follow correc%on for behavior viola%on with posi%ve reinforcement for rule following


Teachers who stand at the door and greet their students have fewer disruptions throughout the day -

Boynton, M. & Boynton, C.(2005)

True for Elementary and Secondary students!

Use Meet and Greet


Vary Strategies for Acknowledging Appropriate Behavior

● Social, tangible, activity, etc. ● Frequent vs. infrequent ● Predictable vs. unpredictable ● Immediate vs. delayed


Respond Effectively to Behavior Errors

● Attend to appropriate behaviors ● Approach the student presuming positive intent ● Follow pre-planned procedures

▪ Quit ▪ Taking ▪ It ▪ Personally

Remember behavior has a function… think QTIP


Team Time-Positive Acknowledgements

▪ Take 15 minutes ▪ Identify 2-3 formal & 2-3 informal strategies to positively acknowledge student behavior in classroom ▪ Record what you want to bring back home from your team discussion on your team poster

15 Minutes


Train Staff on How to Respond to Minor Behavioral Errors

Boys Town

Provide Effective Feedback for Errors/Corrections

● Indicate correct behaviors ● Link to context ● Provide choices


Effective Feedback to Behavior Errors ● Speak to student privately ● Remain calm, objective ● View the misbehavior as an error (use an academic approach)

● Refrain from arguing with the student ● Acknowledge concerns/feelings, then redirect to next opportunity for success


Avoid Escalating Behavior & Power Struggles DO ▪  Listen carefully ▪ Give personal space ▪ Remain calm ▪ Be aware of the environment ▪ Be alert ▪ Be consistent and focused ▪ Enforce limits ▪ Remain in control ▪ Use “ok” and “not ok” ▪  Follow through ▪ Be aware of your body

language

DON’T ▪ Show fear ▪ Over/under react ▪ Argue or confront ▪ Make false promises ▪  Threaten ▪ Use jargon ▪ Use “right” or “wrong”


●  Responding to infrequent social behavior errors ▪ Signal ▪ State rule and expected behavior ▪ Ask student to state/show expected behavior ▪ Give positive feedback


For Chronic Errors ● Pre-correct (prompt for desired behavior in problem context) ○ go to problem setting/situation ○ get attention of student (s) ○ give reminder or opportunity to practice skills ○ watch student (s) for demonstration of skill ○ acknowledge demonstration

● Provide positive feedback


Team Time-Responding to Behavioral Errors

▪ Take 15 minutes ▪ Discuss what strategies you want to share with staff back home ▪ Record your thoughts on your poster in the appropriate section.

15 Minutes


Supporting Staff Implementing PBIS in the Classroom Setting

PBIS Walk-Through Tool

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The Classroom Management Checklist

▪ 15 minutes ▪ Review “Classroom Management Self-Assessment” & discuss possible practices/systems applications ▪ Record 2-3 “big ideas” from your team discussion

15 Minutes

Team Time - Self/Peer/Admin. Support

WHY DOES IT MATTER?

Students who perceive teachers as creating a caring, well-structured learning environment in which

expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of

engagement are associated with higher attendance and test scores - variables that strongly predict whether

youth will successfully complete school and ultimately pursue post- secondary education and achieve economic

self- sufficiency. Adena M. Klem, James P.Connell Journal of School Health * September 2004, Vol. 74, No. 7

Documents

Implementing PBIS in the Classroom - MN PBIS - Homepbismn.org/RIPs/.../spring2015/NR_C10_Day5PBISClassroomAnna2015.pdf · Use jargon Use “right” or “wrong” Proactive Behavior