Optimizing Positive Student Behavior

Optimizing Positive Student BehaviorNo ExcusesIt is easy for everyone to make excuses in all areas of our lives. It is when we stop making excuses that we truly reach our potential and supersede our beliefs in ourselves.

Sharmayn HollingerEDU 615 Motivational TheoryFall 2012University of New England1NO EXCUSES

Video retrieved from https://www.youtube.com/watch?v=obdd31Q9PqA Start off presentation by showing video, discuss how easy It is for everyone to make excuses in every area of our lives. It is when we stop making excuses that we truly reach our potential and supersede our beliefs in ourselves. 2ACHIEVING IS BELIEVINGBy adopting a No Excuse policy in your school you are accepting a philosophy that all students CAN achieve at high levels.

We have adopted a No Excuse philosophy. We expect all students to achieve at high levels.

It is easy to come up with excuses for not doing something and it is even easier for people to come up with excuses for their negative behaviour. By adopting a no excuse policy and the fundamental belief that all students can and will achieve at high levels not only places ownership for bad behavior onto the student it also sets up a child for success not matter what life they come from and what they bring to their learning environment.

It is easy to come up with excuses for not doing something and it is even easier for people to come up with excuses for their negative behaviour. By adopting a no excuse policy and the fundamental belief that all students can and will achieve at high levels not only places ownership for bad behavior onto the student is also sets up a child for success not matter what life they come from and what they bring to their learning environment.3When instilling and modelling positive behaviour3 NON NEGOTIABLES- For educators As a teacher it is our job to model the behavior we wish to see our student exude. In our role as educators there are behaviors that we must exude and beliefs we must adhere to. These are described as non negotiables they are not to be altered or diverged from. All educators must stand by these non negotiables.

As teacher it is our job to model the behavior we wish to see our student exude. In our role as educators there are behaviors that we must exude and beliefs we must adhere to. These are described as non negotiables they are not to be altered or diverged from. All educators must stand by these non negotiables.4

All kids must be treated with care and respect. (Reclaiming Relationships)

Every child deserves and must be treated with respect. We cannot control the lives they live outside our building but we can control the life they live inside our walls.

Every child deserves and must be treated with respect. We cannot control the lives they live outside our building but we can control the life they live inside our walls. 5Students deserveA safe and nurturing environment to grow and thrive- No Excuses and no exceptions, this is not negotiable!

In order for students to reach their full potential they need to be in a safe, supportive, and nurturing environment where they feel safe to take risks make mistakes and be accepted for who they are.In order for students to reach their full potential they need to be in a safe, supportive, and nurturing environment where they feel safe to take risks and to make mistakes.6ALL KIDS CAN LEARNNo Excuses, no exceptions, not negotiable!

(Intervention First/Assessment Of/As/For Learning/Collaborative Culture)

How do we do this?Start off by having staff come together and decide on a common language to be used throughout the school. Consistency and structure are key! Clear outline of what is expected of students! Not only has it been stated in research the proof is alive in our building!!The following slides is how our small school with the big heart has come together to minimize student behavior issues and optimize learning time!Safe, welcoming, and comforting environment inclusive to optimized learning opportunities.Common language and expectations amongst staff.Support and acceptance of who they are.

Implementing this in the School andClassroomProvide students with:Your approach makes a differenceThe behavior you model to students matter.

Image Retrieved from http://alloutofsorts.com/blog/?tag=/kids Image retrieved from http://www.graphicsfactory.com/search/education_P1.htmlYour behavior must exude the behavior you wish the children to show. No child in an educational setting deserves to be yelled at, belittled, or treated in a condescending manner.

Your behavior must exude the behavior you wish the children to show. No child in an educational setting deserves to be yelled at, belittled, or treated in a condescending manner. 10EXCELLENCE IS NOT AN OPTION IT IS AN EXPECTATION-UnknownModels behaviourHas clear expectations and proceduresConsistently follows procedures Adheres to school wide codes of conductProvides a safe environment for all learners

Inclusive practices- all students are an important part of the classroomStructured atmosphereDoes not accept excusesDoes not give excusesExpects that all students WILL ACHIEVE at high levels

Effective teachers typically have specific characteristics incommon-- positive expectations for student success- Harry WongOur entire staff:Model and Instill The Seven VirtuesSelf ControlRespectEmpathyKindnessToleranceFairnessConscienceWhen Teaching the VirtuesClearly discuss with students expectations Brainstorm together what each virtue looks like, sounds like and feels likeModel the virtueReinforce positive expression of the virtuePlace ownership of behavior on the individual

Tiered Behaviour InterventionTier one- strategies are utilized by the classroom teacher.Tier two- collaboration with teachers and support staff to implement and utilize interventions

Tier Three- after other avenues have been exhausted and behavior is an ongoing concern, and many strategies have been drained the school team takes the concerns to the school based consultant team for further assistance and guidance. RecapNo excusesNon NegotiablesSeven VirtuesTiered InterventionCarter, Samuel C.,(2000) No Excuses Lessons from 21 High-Performing, High-Poverty Schools. Retrieved from http://www.nzbr.org.nz/site/nzbr/files/Carter%20No%20Excuses%20Lessons%20High%20Poverty%20Schools%20Heritage%202000.pdfGovernment of Manitoba.,(2012) Classroom Behavioural Strategies and Interventions. Retrieved from http://www.edu.gov.mb.ca/k12/specedu/fas/pdf/5.pdf.

PBIS.Org ., (2012) Positive Behavioral Interventions and Supports. Retrieved from http://www.pbis.org/.

Wong, Harry K.; (2007) Professional Reference for Teachers:The Well Managed Classroom. Retrieved fromhttp://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF.

The 21st Century Learning Initiative.,(2012) Born To Learn. Retrieved from http://www.born-to-learn.org/home/blog/we-learn-through-modelling-behaviour/.

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