Procedures for Teaching Classroom-wide Behavior
Expectations
Slide 2
5:1 Classroom When you look at your ODR data by location, what
do you see as related to Classroom? Take a minute to talk as a
team. You may feel like you are doing all of these things. Does
everyone else? How will we bring these things back to the rest of
your staff?
5:1 5 Guiding Principles 1.Good teaching is one of the best
behavior management tools we have. 2.Apply three tiered prevention
logic to classroom setting. 3.Link classroom to school-wide
expectations through routines & procedures. 4.Teach social
skills like academic skills. 5.Build systems to support through
sustained use of effective practices.
Slide 5
5:1 5 Essential Behavior Basics 1.Behavior is learned and
serves a specific purpose. It is used to communicate (QTIP - Quit
Taking It Personally). 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 a function: Gain or Avoid
Slide 6
5:1 Relationship Building On a Post-It, complete the following:
One way to build relationships with students is to __. Please
stand. When you hear the music, please move about. When it stops,
exchange your relationship building ideas with someone near
you.
Slide 7
5:1 Relationship Building 1.Greet Students o Use students names
and learn to pronounce both first and last names correctly. o Meet
students at the door with a handshake or high five. o Be present
(physically and emotionally) in hallways before school or during
morning supervision duty. Teachers who stand at the door and greet
their students have fewer disruptions throughout the day -Boynton,
M. & Boynton, C. (2005) 1.Be cognizant of, and engage in
learning around, varying cultural norms
Slide 8
5:1 Relationship Building 3.Student Interests o Take an
interest in the hobbies, pursuits, and talents of your students.
Give an interest inventory and then use the results to select
books, novels, short stories, poems, or articles found in the room.
Ask questions. Use these interests as examples within curriculum
(story problems, grammar exercises).
Slide 9
5:1 Relationship Building 4.Student Interviews Within the first
few weeks, set aside some time to meet with students individually.
o This could take place opposite time in the computer lab, while
students are working independently, finding books in the Media
Center. o Create a list of questions that will allow you to get to
know students both academically and socially.
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5:1 Relationship Building 5.5:1 o Get back to the basics of
PBIS. Make sure that for every 1 correction or re-direction, you
are positively acknowledging students 5 times. 6.Team
building/icebreaker activities o Include more team building and
icebreaker activities at the beginning of the year/semester as well
as less frequently but consistently throughout the school year. Be
a part of these activities.
Slide 11
5:1 Relationship Building 7.Be present o If building a positive
practitioner/pupil relationship with a specific student is proving
difficult, it may require more work and persistence. If the
students are doing an activity, do it along with them. Attend
school dances or events. Attend sporting events in the community.
Be available before or after school for assistance. Organize a
group game at recess. Volunteer to even out a team in PE class.
Play an instrument with the band. Auction off time as an
incentive.
Slide 12
5:1 Relationship Building 8.Make positive contact with home o
Call home to introduce yourself at the beginning of the year to
establish a positive line of communication. o Call home with a
positive comment or story about the student to share. o Call home
with a follow up after any calls made to report a behavior
infraction. o Send a positive postcard. o Send updates about class
via a digital or paper newsletter.
Slide 13
5:1 Relationship Building 9.Positive phrasing of requests o
State what a student is to do, not what they should stop or avoid
doing. o Lets save the running for the playground. o Lets save the
running for the big game tonight. o Thanks for walking on the right
side of the stairs. o I bet that hat will keep you warm outside
after school. o Hats are for outside, at school it is the
expectation that it stays in your locker.
Slide 14
5:1 Relationship Building 10.Provide the why behind
expectations or requests o We walk in the hallways to keep all
staff and students safe. o There is no talking during an assessment
because I need to know what each student knows as an individual. o
We pick up our messes so that we are respectful of the environment
and those who will use the space once we return to class.
Slide 15
5:1 Classroom Management Preparing to train staff in PBIS
Classroom Tier I o Environmental Factors o Classroom Behavior
System o Curriculum & Instruction
Slide 16
5:1 Environmental Factors Various aspects of the classroom
environment are altered to prevent or address behavior problems. o
Physical Setting o Scheduling o Socialization
Slide 17
5:1 Environmental Factors: Physical Setting The physical
classroom setting is organized in a manner that promotes learning
and independence. o Unnecessary and distracting items removed from
view and reach. o Furniture placed to decrease traffic flow
challenges.
Slide 18
5:1 Environmental Factors: Physical Setting The physical
classroom setting is organized in a manner that promotes learning
and independence. o Rules posted and written in words that all can
read and understand and/or illustrated with graphics or icons.
Slide 19
5:1 Environmental Factors: Physical Setting The physical
classroom setting is organized in a manner that promotes learning
and independence. o Rules posted and written in words that all can
read and understand and/or illustrated with graphics or icons.
Slide 20
5:1 Environmental Factors: Scheduling Scheduling of instruction
occurs in a manner that optimizes student learning. o Daily
schedule posted and referred to often. o Daily schedule provides
students with regular time periods for independent work, one-to-one
instruction, small and large group activities, socialization, and
free time. o Students spend majority of their time engaged in
active learning activities with little to no unstructured
downtime.
Slide 21
5:1
Slide 22
Environmental Factors: Socialization Opportunities for social
instruction and social environments occur in a manner that optimize
student learning. o Emphasis on the development of the individual
responsibility and independence of all students. o Skills taught in
the settings and situations in which they occur. o Effective,
efficient communication strategies are used and taught.
Slide 23
5:1 Classroom Behavior System Behavior system is developed and
implemented to prevent or to address behavior problems. o Define
and Teach Behavior o Acknowledgment System o Consequence
System
Slide 24
5:1 Classroom Behavior System: Define and Teach Behavior
Clearly defined, positively stated expectations and rules for the
classroom.
Slide 25
5:1 Classroom Behavior System: Define and Teach Behavior Major
(office handled) and minor (classroom handled) behaviors defined
and differentiated.
Slide 26
5:1 Classroom Behavior System: Define and Teach Behavior System
for teaching and practicing behavior expectations,
routines/procedures, and rules to students. Role play Videos
Schedule of re-teaching Game Song Play by Play
Slide 27
5:1 Classroom Behavior System: Round Robin Starting with the
person who is left of the coach and continuing clockwise, share one
way that you teach expectations to students in your classroom.
Slide 28
5:1 Acknowledgment System Recognition system for appropriate
behavior exists in the classroom. Specific criteria in place for
earning reinforcers and students are made aware of the specific
criteria. Students always eligible to earn
reinforcers/acknowledgment. Reinforcers are never taken away or
threatened to be removed. Specific praise provided at a rate of 5:1
positives to corrections.
Slide 29
5:1
Slide 30
Free Classroom Rewards/Incentives Class DJ Late work coupon
Bring stuffed animal to class Sit at the teachers desk Use a
special chair Choose your seat Teacher organizes your desk Pick a
song to listen to at the end of class/day Free time Extra recess Do
odds/evens One minute late pass Eat your lunch with the teacher and
a friend Homework pass Skip bell work/morning work Pick your own
partner pass Write in pen for the day Use a pillow on the floor
Chew gum for 30 minutes Use the teachers supplies Read a book to
the class Read a book to the principal Line leader Leave class one
minute early
Slide 31
5:1 Acknowledgement System: Round Robin Starting with the
person to the right of the coach and continuing counter-clockwise,
share one way that you acknowledge students in your classroom.
Slide 32
5:1 Consequence System Consequences for rule violation are
preplanned (posted?). Consequences delivered consistently,
respectfully, and in a timely manner. Students are reminded of
their choices in a calm, positive manner prior to escalation in
behavior. Formal system for communication and involving parents.
Positive strategies in place to strengthen home/school partnership.
Additional strategies for students who do not respond to classwide
expectations.
Slide 33
5:1 Avoiding 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 DONT Show fear Over/under react Argue or confront
Make false promises Threaten Use jargon Use right or wrong
Slide 34
5:1 Curriculum & Instruction Materials and instruction
presentation are altered or adapted to prevent or to address
behavior problems. o Instructional Planning and Delivery
Slide 35
5:1 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 Why does it matter?
Slide 36
5:1 Instructional Planning & Delivery Lesson objectives are
appropriate for students levels. Assignments are relevant and
meaningful to students. A variety of teaching methods and materials
are used. Appropriate lengths of time provided for all tasks. Oral
directions paired with pictures, icons, or written words that all
students are able to read. Pace of instruction is appropriate for
all students.
Slide 37
5:1
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Instructional Planning & Delivery Checks for understanding
occur frequently both after directions are delivered and during
task completion. Opportunities for choice are given within tasks.
Specific academic praise provided during guided and independent
practice. Corrective feedback provided promptly and positively
during guided practice. Adaptations made to meet individual student
needs.
Slide 39
5:1 Your topic sentence is clear and captures the readers
attention. Great solution. You used all the facts and came up with
a clever new idea. It looks like you did the steps out of order.
Would you like me to tell you the steps in order again?
Slide 40
5:1 Supporting Staff Link to Classroom Management Self-
Assessment on PBIS.org
https://www.pbis.org/resource/164/classroom-management-self-
assessment page 100
Slide 41
5:1 Team Time - Self/Peer/Admin. Support 15 minutes Review
Classroom Management Self- Assessment & discuss possible
practices/systems applications Record 2-3 big ideas from your team
discussion The Classroom Management Checklist