Beruflich Dokumente
Kultur Dokumente
Presented by:
Thomas J. Stacho, Ed.S.
www.BehaviorInSchools.com
info@BehaviorInSchools.com
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Objectives:
! A key focus of PBIS is building responsive environments that “stack the deck” in favor
of appropriate student behavior and preferred quality of life outcomes.
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A quote from Haim Ginott…
I have come to a frightening conclusion that I am the decisive element in the classroom. It
is my personal approach that creates the climate. It is my daily mood that makes the
weather. As a teacher I possess tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my response that decides whether a crisis will be
escalated or de-escalated, and a child humanized or de-humanized.
1. Team Structures
! A Building Leadership Team (BLT) and/or Teacher Based Team (TBT), including
active support from the principal
! Involvement of all staff (and students, families, and community as appropriate)
o Principal involvement essential
o Meets on regular basis
o Analyzes data for intervention planning
o Shares information with staff
o Helps keep PBIS alive throughout school year
2. Data Collection
! Data-driven decision-making. Essential to a Multi-Tier Systems of Support
(MTSS) framework
! Review meaningful data, such as:
! Surveys of staff, students, and parents
! Observations of common areas
! Patterns of disciplinary referral (Who, What, Where, When & Why)
o Type of offence
o Location
o Month or week
o Day of the week
o Time of the day
o Referring staff
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3. Create Clear School Wide/Classroom Behavioral Expectations/Rules
! Specific skills you want students to exhibit and the procedures you want students
to follow in specific settings
! Both should be limited in number (3-5)
! Both should be positively stated
! Both should be aligned with the school’s mission statement & policies
! Both should clarify criteria for successful performance
! Expectations are broadly stated
! Expectations apply to all people in all settings
! Expectations describe the general ways that people will behave
! Rules describe specific behaviors
- Observable - Measurable
! Rules may apply to a limited number of settings
! Rules clarify behaviors for specific settings
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4. Instruction in Expected Behavior
Any organizational and/or behavior expectation
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IMPACT represents six variables we can manipulate on a daily basis to prevent
inappropriate behavior as well as promote positive, proactive behavior.
I Interact Positively
M Monitor Behavior
P Prepare Effective Instruction
A Arrange/Organize Environment
C Correct Misbehavior Effectively
T Teach Expectations
Interact Positively
! Building Positive Relationship with Students
! Interact in a welcoming manner with every student
! Provide age-appropriate, non-embarrassing positive feedback
! Strive to interact more frequently with every student when s/he is engaged in
positive behavior than when s/he is engaged in negative behavior.
! 4:1 ratio of attention to positive versus negative behavior
! Class-wide motivational systems
Monitor/Observe Behavior
! Without monitoring, even responsible adults will push the limits.
! In the common areas, this involves organizing supervision to insure that:
o A sufficient number of adults are present
o Friendly, respectful behavior is modeled
o The adults are coordinating with and supporting each other
o Students receive consistent information on what is acceptable and not
acceptable
o Use data to spot long-term trends and set priorities for improvement.
o Circulate, Visual and Auditory Scanning
o Being Active (moving unpredictably, scanning)
o Being Positive (connecting, positive reinforcement)
o Responding to Problems
o Communicating
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The!Top!Ten!Supervision!Skills!
Keys to Being an Effective Supervisor in Your School’s Common Areas
#10 BE THERE--Arrive at our assigned location on time everyday, and be there both
physically and mentally.
#9 LOOK and LISTEN—Scan constantly both your assigned location and the general
area for how it looks and sounds.
#7 KNOW WHAT’S EXPECTED—Know the rules, procedures, and basic civilities that
students are expected to use when entering the setting, while in the setting and
when leaving the setting.
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Prepare Effective Instruction
! Maximize student engagement
! Gain attention
! Perky Pace
! Connect with kids
! Teach with enthusiasm
! Opportunities to Respond (OTRs)
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Sample Classroom Consequences
! Teacher asks the student to change seats temporarily or permanently
! Teacher alters student’s class participation points & records misbehavior
! Student is directed to take a time-away from the activity
! Teacher informs students that “time is owed”
! Private meeting is arranged between teacher and student, either after class, lunch, or after school
! Teacher gives a after-school or lunch detention to the student
! Teacher issues a demerit (3 demerits = ?????)
! Teacher removes an individual privilege, such as time spent at freetime/computer/social time, etc.
! Teacher gives a brief, calm, close verbal reprimand stating expected behavior
! Teacher delivers a signal, gesture, look or points to a “behavior poster Teacher assists student with
TEACHING & PRACTICING the expected behavior at the time of the infraction
! Student completes of a self monitoring or reflection/behavior improvement form
! Restitution for the infraction
! Teacher places a warning/referral slip on student’s desk with the understanding that if the student
“behaves” appropriately until a certain time, he can tear up the slip
! Teacher initiates a parental contact
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Classroom!Procedures,!Routines!&!Transitions!
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Transition/Procedure!!!!!!!!!!!!!!!!Student!Behaviors!!!!!!!!!!!!!!!!!!!Teacher!Behaviors!
Entering!the! " enter the room quietly " greet students
Classroom! " greet teacher/students " circulate and scan
" use a conversational (level 2) or " praise compliance
! ‘inside voice’
" keep hands, feet, objects to self
" make reference to schedule
" walk " assist with questions regarding bell
" move directly to desk or assigned work
area
" hand in homework
" begin bell work activity
" sit quietly & be ready for class
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Opening!Activities!! ! !
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Tardy/Coming!in! ! !
Late! ! !
Not!Prepared!with! ! !
Materials! ! !
Returning!After!an! ! !
Absence! ! !
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Wrapping!Up!End!of! ! !
Day/Class! ! !
Dismissal! ! !
TeacherLDirected! ! !
Small!Group! ! !
Class!Discussion! ! !
Partners! ! !
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Independent!Work! ! !
Coming!into! ! !
Classroom!
Activity!to!Activity! ! !
Classroom!to! ! !
Special! ! !
Whole!Group!to! ! !
Small!Group!
Class!Discussion! ! !
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Create your Classroom Routines
Arrival Routines
Daily Routines
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_____ Unfinished Work
What should students do when they have unfinished work? What will the
consequence be for your classroom?
_____ Completed Work Early
What should students do when they complete assignments early? Read? Write?
_____ Asking for Assistance/Getting Teacher Attention
Will students be able to ask other students for help? Ask three before you come to
me? Raise your hand?
_____ Writing Name on Work
Will students need to always write their first and last name? Class Number?
Date? Top right hand corner? On line provided?
_____ Snacks
What will your procedure for snacks be? Will each student bring a snack once a
month for everyone to share? What will you do if people do not have snacks?
Where will snacks be kept until snack time?
_____ Transitions From Whole Class to Small Group Activities
How do your students move in the classroom between large/whole class instruction
to small group activities?
_____ Transitions From Whole Class to Partner Work
How do your students move in the classroom between large/whole class instruction
to partner work?
_____ Transitions From Whole Class to Independent Work
How do your students move in the classroom between large/whole class instruction
to partner work?
_____ Working Independently
What are the expected procedures, rules, and behaviors when completing
independent work?
_____ Partner Work
What are the expected procedures, rules, and behaviors when completing partner
work?
_____ Working in Small Groups
What are the expected procedures, rules, and behaviors when working in small
groups?
_____ Working at Centers/Stations
What are the expected procedures, rules, and behaviors when working at
centers/stations?
_____ Working in Large Group/Whole Class
What are the expected procedures, rules, and behaviors when working in large
group/whole class?
_____ Pencil Sharpening
When will students sharpen pencils? How will they know when they can sharpen
pencils?
_____ Getting More Materials
When and where may students get more materials (paper, scissors, books, etc.)?
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____ Classroom Jobs
Will you have classroom jobs? What jobs will you have? When and how will
students perform jobs?
_____ Agenda/Homework Assignments
When and where will students write down their homework assignments? Will
parents have to sign off on homework?
_____ Lost and Found
Where will lost or found items be put that are from the classroom?
_____ Bathroom
What will your bathroom procedure be? Will you go as a class? Have students
sign out and in? What are the procedures if you have a bathroom in your
classroom?
_____ Answering Phone/Welcoming Visitors
Who answers the phone? Do you want to have materials available to take a note?
What do you or students do when a visitor arrives?
_____ Individual Students Re-entry From Specialists, Nurse, Counselor, etc.
How do students who come back to class re-enter without disturbing others? Who
do they ask to learn what they should do?
_____ Correction Procedures (Safe Seat, Buddy Room, Office Referral)
What do students do when corrected? What materials are needed? How will you
teach? What do they do to leave? What behaviors do they need to display to re-
enter? Who, when, and how will students discuss their behavior and what they
need to do in the future?
_____ Cell phones, iPODS, and other Electronic Devices
What are your expectations regarding the use of these devices in your classroom?
Make sure that your rules/routines are in alignment with school-wide policies.
Dismissal Routines
_____ Chairs
What will students need to do with their chairs at the end of the day? Stack? Put
on top of desk?
_____ Coatroom/Lockers
When and how will students know they can go to the coatroom/lockers?
_____ Backpacks
When will students get their backpacks? How will they know they have everything
they need for the night?
_____ Homework
How will you assign homework? Remember, the guideline is 10 minutes per grade
level per night.
_____ Leaving the Classroom
Will students all leave at the same time? Will students have to tell you one thing
they learned before they can leave? What will your expectations and routine be?
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Lesson Plan Checklist for Teaching Behavior Expectations
I Do We Do You Do
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References & Acknowledgements
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Best Behavior: Building Positive Behavior Support in Schools. Sprague, J. R. & Golly, A.
(2004). Longmont, CO: Sopris West Educational Services.
Foundations: Establishing Positive Discipline Policies [Video program]. Sprick, R.S., Sprick,
M.S., & Garrison, M. (2002). Eugene, OR: Pacific Northwest Publishing.
Para Pro: Supporting the Instructional Process. Sprick, R.S., Garrison, M., & Howard,
L. (2000). Eugene, OR: Pacific Northwest Publishing.
The Teacher’s Encyclopedia of Behavior Management: 100 Problems, 500 Plans. Sprick,
R.S., & Howard, L. (1995). Eugene, OR: Pacific Northwest Publishing.
The Tough Kid Book. Rhode, G., Jenson, R.J., & Reavis, H.K. (2010). Eugene, OR: Pacific
Northwest Publishing.
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