Positive Behavior Positive Behavior SupportsSupports

for the Classroomfor the ClassroomPart 1Part 1

Presented by Presented by Tim Ylagan, Nancy Maxfield Tim Ylagan, Nancy Maxfield

and Carleen Andrewsand Carleen Andrews

OverviewOverview

Brainstorm-IntroductionsBrainstorm-Introductions What is PBS?What is PBS? Classroom SystemsClassroom Systems Brain Break - 4 CornersBrain Break - 4 Corners Pair Share-Classroom Routines MatrixPair Share-Classroom Routines Matrix More Classroom SystemsMore Classroom Systems ReflectReflect

BrainstormBrainstorm Effective classroom Effective classroom

management…management…

PBS BasicsPBS Basics

Positive Behavior SupportsPositive Behavior Supports (EBS/PBIS)(EBS/PBIS)

Based on theBased on the Behavioral Model Behavioral Model IsIs evidence based evidence based practice practice Systems ApproachSystems Approach It about buildingIt about building effective classroom effective classroom

management management

ConnectionConnection

Research suggests that students who feel Research suggests that students who feel connected (enjoy going to school, like their connected (enjoy going to school, like their teachers & fellow students) have fewer teachers & fellow students) have fewer behaviour issues, greater emotional well behaviour issues, greater emotional well being (Eccles, 1993) and better academic being (Eccles, 1993) and better academic outcomes (Osterman, 2000)outcomes (Osterman, 2000)

RelationshipsRelationships

““The quality of the teacher/student The quality of the teacher/student relationship is the single most important relationship is the single most important factor to consider when rethinking factor to consider when rethinking classroom management” classroom management”

Patricia Sequeira Belvel Patricia Sequeira Belvel & Maya & Maya Marcia JordonMarcia Jordon

Relationships and PBSRelationships and PBS

Positive Relationships are:Positive Relationships are:• The foundation of any classroom-based The foundation of any classroom-based

approach to positive behaviourapproach to positive behaviour• Key to creating a safe and caring Key to creating a safe and caring

classroom climate that invites/supports classroom climate that invites/supports positive behaviour and skilled problem positive behaviour and skilled problem solvingsolving

Alberta Ministry of EducationAlberta Ministry of Education

School-Wide PBSSchool-Wide PBS

Levels of InterventionLevels of Intervention

Classroom Classroom

1.1. Classroom-wideClassroom-wide positive expectations positive expectations taught & encouragedtaught & encouraged

2.2. Teaching Teaching classroom routines & cuesclassroom routines & cues taught & encouragedtaught & encouraged

3.3. Ratio of Ratio of at least 4 positive to 1 negativeat least 4 positive to 1 negative adult-student interactionadult-student interaction

4.4. Active Active supervisionsupervision5.5. Design a Design a Functional Physical LayoutFunctional Physical Layout for for

the Classroomthe Classroom6.6. Maximize Maximize EngagedEngaged Academic Time Academic Time

Brain BreakBrain Break

4 Corners4 Corners

1. What percentage of 1. What percentage of students in a classroom would students in a classroom would

typically respond to green-typically respond to green-zone interventions?zone interventions?

A.A. 80%80%

B.B. 15%15%

C.C. 5%5%

D.D. 75%75%

What is the recommended What is the recommended ratio of positive to negative ratio of positive to negative adult-student interactions? adult-student interactions?

A.A. 2 to 12 to 1

B.B. 3 to 13 to 1

C.C. 4 to 14 to 1

D.D. 7 to 17 to 1

3. Classroom behaviour 3. Classroom behaviour expectations should look expectations should look

like…like…A. B.

C. D.

1. Behavioral Expectations Define and teach 3-5 expectations

for your classroom early in year. Positively stated expectations Easy to remember Posted in the classroom Consistent with School-wide

rules/expectations Taught Directly

Positive and negative examples

Classroom Expectations:

• Believe in yourself

• On time and prepared

• Be safe• Eat healthy f ood

• Shoes tied up and on f eet

• Keep noise level appropriate

• Get work done on t ime a ndhand in

• Listen carefully

• Follow instruct ions the f irstt ime

• Stop. Look and liste n to

speaker• Put your hand up to speak

and a sk f or help

• Treat others t he way y ouwant t o be t reated

• Help others (TEAM)

• Put garbage a way• Reduce, r e- use, recycle

(paper, juice boxes, plast ic)

• Respect other people’spropert y

• Use supplies properly

• Keep desk clean

Rights, Respect and Rights, Respect and ResponsibilitiesResponsibilities

ReflectReflect

2. Classroom Routines Define and teach classroom routines

How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. How to determine if you are doing well in class

Establish a signal for obtaining class attention

Teach effective transitions

Designing Classroom Routines

Routine Desired Behavior

Signal

Entering Class Walk in, sit down, start work

Instruction on boardBell Activity

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

Small Group Activity: 5 minSmall Group Activity: 5 minIdentify RoutinesIdentify Routines

Pick a different Pick a different routineroutine common common across classrooms in your school.across classrooms in your school.

Complete the Complete the matrixmatrix for your for your classroom.classroom.

How do you share and find out How do you share and find out good good strategiesstrategies in your school? in your school?

1-min reports.1-min reports.

ClassroomClassroom Routines Routines MatrixMatrix

Routine What do you expect?

What is the signal?

Steps for Teaching a Steps for Teaching a RoutineRoutine

ExplainExplain Demonstrate/ModelDemonstrate/Model Guided PracticeGuided Practice Perform IndependentlyPerform Independently Review/Re- teachReview/Re- teach

Cool ToolsCool Tools

Teach Students to Self-Teach Students to Self-ManageManage

Once students know the routines, allow Once students know the routines, allow routine initiation to be routine initiation to be prompted by prompted by normal eventsnormal events

(the bell… completion of an (the bell… completion of an assignment)… rather than rely on assignment)… rather than rely on teacher prompts.teacher prompts.

Teach self-managementTeach self-management The target behaviorThe target behavior The self-management behaviorThe self-management behavior

PromptsPrompts ConsequencesConsequences

3.3. Establish a “positive Establish a “positive environmentenvironment””

(4-1)(4-1)At leastAt least four four instances of positive instances of positive interaction for interaction for everyevery correction. correction.

Begin each class period with a Begin each class period with a celebration.celebration.

Your Your first commentfirst comment to a child establishes to a child establishes behavioral momentum.behavioral momentum. Engelmann, Mace, “interspersed requests”Engelmann, Mace, “interspersed requests”

Provide Provide multiple pathsmultiple paths to success/praise. to success/praise. Group contingencies, personal contingencies, etcGroup contingencies, personal contingencies, etc

4.4. Active SupervisionActive Supervision

MoveMove InteractInteract AcknowledgeAcknowledge Proximity makes a differenceProximity makes a difference RedirectionsRedirections for for minorminor, infrequent , infrequent

behavior errorsbehavior errors Frequent Frequent pre correctionspre corrections for chronic for chronic

errorserrors

5.5. Design a Functional Physical Design a Functional Physical Layout for the ClassroomLayout for the Classroom

Different Different areasareas of classroom of classroom defineddefined for for different activitiesdifferent activities Define how to determine “what happens where”Define how to determine “what happens where”

TrafficTraffic patterns patterns Groups versus separate work stationsGroups versus separate work stations VisualVisual access access

Teacher access to students at all timesTeacher access to students at all times Student access to relevant instructional materialsStudent access to relevant instructional materials

DensityDensity Your deskYour desk

Reflect and ShareReflect and Share

1 thing to try this week1 thing to try this week

PBS view of the classPBS view of the class

Positive Behavior Positive Behavior SupportsSupports

for the Classroomfor the ClassroomPart 2Part 2

Presented by Presented by Karen Gonzales andKaren Gonzales and

Tim YlaganTim Ylagan

Classroom Pt. 2 Classroom Pt. 2

6. Maximizing 6. Maximizing academic engagement academic engagement timetime

7. Ensure academic success: 7. Ensure academic success: match curriculum match curriculum to students’ skillsto students’ skills

8. 8. Vary modes Vary modes of instructionof instruction

9. Establish an 9. Establish an effective hierarchy of effective hierarchy of consequences consequences for problem behaviorfor problem behavior

10. Teacher has 10. Teacher has a system to request a system to request assistanceassistance

6. Maximize Academic 6. Maximize Academic Engagement TimeEngagement Time

Plan for transitionsPlan for transitions Maximize opportunities for student responsesMaximize opportunities for student responses Active supervisionActive supervision Pacing Pacing Student feedbackStudent feedback Planning and engaging students with Planning and engaging students with

disability ie Autismdisability ie Autism

7. Ensure Academic Success7. Ensure Academic Successmatch the curriculum to students match the curriculum to students

skillsskills Academic failure leads to problem Academic failure leads to problem

behaviour.behaviour. How can we teach with success and still How can we teach with success and still

teach the required curriculum?teach the required curriculum? Monitor and adaptMonitor and adapt

Maintain instructional objective, but adjust the Maintain instructional objective, but adjust the curriculum/instructioncurriculum/instruction

Curricular adaptation (strategies)Curricular adaptation (strategies) Have funHave fun

8. Varying the Modes of 8. Varying the Modes of InstructionInstruction

Group lectureGroup lecture Small groupSmall group Independent workIndependent work Integrating ActivitiesIntegrating Activities Peer tutoringPeer tutoring

9. Establish an effective hierarchy of 9. Establish an effective hierarchy of consequences for problem behaviorconsequences for problem behavior

Do not ignore problem behavior Do not ignore problem behavior (unless you are convinced the behavior is (unless you are convinced the behavior is

maintained by adult attention).maintained by adult attention). Establish predictable & reasonable Establish predictable & reasonable

consequencesconsequences Establish individual consequences AND Establish individual consequences AND

group consequencesgroup consequences

10. Teacher has System to 10. Teacher has System to Request AssistanceRequest Assistance

Teacher should be able to identify need for Teacher should be able to identify need for assistance and request help easily.assistance and request help easily. Does your school have a form for requesting Does your school have a form for requesting

help?help? How do you initiate the identification process How do you initiate the identification process

for students needing extra support.for students needing extra support.• School based resource peopleSchool based resource people• District resource peopleDistrict resource people• Provincial resource programs/outside agenciesProvincial resource programs/outside agencies

Classroom Classroom

1.1. Classroom-wideClassroom-wide positive expectations positive expectations taught & encouragedtaught & encouraged

2.2. Teaching Teaching classroom routines & cuesclassroom routines & cues taught & encouragedtaught & encouraged

3.3. Ratio of Ratio of at least 4 positive to 1 negativeat least 4 positive to 1 negative adult-student interactionadult-student interaction

4.4. Active Active supervisionsupervision5.5. Design a Design a Functional Physical LayoutFunctional Physical Layout for for

the Classroomthe Classroom6.6. Maximize Maximize EngagedEngaged Academic Time Academic Time

Classroom Pt. 2 Classroom Pt. 2

6. Maximizing 6. Maximizing academic engagement academic engagement timetime

7. Ensure academic success: 7. Ensure academic success: match curriculum match curriculum to students’ skillsto students’ skills

8. 8. Vary modes Vary modes of instructionof instruction

9. Establish an 9. Establish an effective hierarchy of effective hierarchy of consequences consequences for problem behaviorfor problem behavior

10. Teacher has 10. Teacher has a system to request a system to request assistanceassistance