sharon chancy & mechelle wright adapted from classroom pbis: lori lynass, ed.d. jinna risdal ma,...
TRANSCRIPT
![Page 1: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/1.jpg)
Sharon Chancy & Mechelle Wright
Adapted from Classroom PBIS: Lori Lynass, Ed.D.
Jinna Risdal MA, NCC.
![Page 2: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/2.jpg)
TEACHER – Updated Job Requirements
Expert in Numerous Subjects
Computer Programmer/Copy Machine Technician
Surrogate Parent
Emergency Medical Technician
Theatrical Performance Abilities
Behavior Analyst
Can Go Seven Hours Without Using Bathroom
![Page 3: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/3.jpg)
https://www.pd360.com/#resources/videos/7562
Classroom Management Overview
www.edivate.com
![Page 4: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/4.jpg)
Characteristics of a Well-Managed Classroom
Students are deeply involved with their work.
Students know what is expected of them and are generally successful.
There is relatively little wasted time, confusion, or disruption.
The climate is work-oriented but relaxed and pleasant.
![Page 5: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/5.jpg)
We lack consistency, and we spend too much time being
reactive.
![Page 6: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/6.jpg)
Ever Heard These?
“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phoebe, I’m taking your book away because
you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”
![Page 7: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/7.jpg)
Change in Practice
Every time any adult interacts with any student, it is an instructional moment!
PBIS (Positive Behavior Intervention System) emphasizes…
Teaching behaviors like we teach academics.
Modeling and practicing expected behaviors.
Reinforcing expected behaviors.
Pre-correcting to ensure positive behaviors are displayed.
![Page 8: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/8.jpg)
The Three Variables of Behavior
Conditions – What is prompting or enabling the behavior?
Behavior – What is the person doing?
Consequences – What is encouraging or discouraging the behavior?
![Page 9: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/9.jpg)
MotivationMotivation
The greatest behavior management tool The greatest behavior management tool is engaging instruction & positive is engaging instruction & positive feedback that is obtainable by the feedback that is obtainable by the student.student.
And… Teacher Relationships And… Teacher Relationships Matter!Matter!
![Page 10: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/10.jpg)
Establish Guidelines for Success: Expectations
RespectResponsibility
SafeKind
Integrity
![Page 11: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/11.jpg)
Establish Guidelines for Success: Expectations
Establish 3-5 all-encompassing guidelines or expectations for your class.
If there are established school-wide expectations, then ideally these would also be your classroom expectations.
Guidelines are known, posted, modeled, taught, and re-taught.
![Page 12: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/12.jpg)
Classroom Rules/Guidelines
Rules build from expectations.
Before you develop rules, consider the misbehaviors you think will most likely occur.
Consider grade level and development.
Who will have input into your rules?
Are they measureable and observable?
![Page 13: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/13.jpg)
3 Step Process for Communicating Expectations
1. Teach your expectations before the activity or transition begins.
2. Monitor student behavior.
3. Provide feedback during and at the conclusion of the activity.
![Page 14: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/14.jpg)
Teaching Expectations
Define and offer a rationale for each expectation. Describe what the behavior looks like and sounds
like. Actively involve students in discriminating between
non-examples and examples of the expectations. Have students role play the expected behaviors. Re-teach the expectations often. Reinforce desired behavior.
Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.
![Page 15: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/15.jpg)
Reinforcing Desired Behaviors
Celebrate the Behaviors You Want To See
More!
![Page 16: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/16.jpg)
Reinforcement Systems: Rationale
Focuses attention on desired behaviors Increases the repetition of desired
behaviors Fosters a positive class climateReduces amount of time spent on
disciplineIncreases instructional hours
![Page 17: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/17.jpg)
Reinforcement & Motivation
Build Positive Relationships With Students
Provide Positive FeedbackProvide Intermittent FeedbackStrive to Provide a High Rate
of Positive Interactions
![Page 18: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/18.jpg)
Characteristics of Effective Praise Good praise follows the “if-then” rule.
Make sure students are doing exactly what you want them to be doing.
Praise them within 1 or 2 seconds after the behavior occurs.
If it is an on-going behavior, praise during the behavior.
Giving Positive FeedbackPositive feedback needs to be sincere and should be informative.State the expectation met and behavior that is meeting the expectation.
“Jacob, nice job on raising your hand and being respectful of the learning of others.”
“Sally, thank you for showing responsibility by cleaning up after finished.”
![Page 19: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/19.jpg)
1919
INCENTIVESINCENTIVES
Short-termShort-term
Classroom dollarsClassroom dollars
Front of lunch lineFront of lunch line
Choose storyChoose story
Electronic LunchElectronic Lunch
Student of the dayStudent of the day
Eat lunch with youEat lunch with you
Call home, note Call home, note homehome
Caught being goodCaught being good
Students nominate Students nominate fellow studentsfellow students
Long-termLong-term
Fall fun dayFall fun dayPizzaPizzaSkatingSkating
Spring May daySpring May dayBarbecueBarbecueRock climbing slideRock climbing slideDanceDanceD.J.D.J.Face paintingFace paintingSoftball gameSoftball game
![Page 20: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/20.jpg)
New Students
How will you communicate expectations to new students and provide them with needed support?
Teach Individually
Reteach Class * Big Spring Way
Create a Video
Pair them up with another student
School-wide “Newcomers Club”
![Page 21: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/21.jpg)
PHYSICAL SPACE
Arrange the physical space in a way that promotes positive student/teacher interactions and reduces the possibility of disruptions.
One of the most effective behavior management strategies a teacher can implement is to circulate throughout the room as much and as unpredictably as possible.
Pay attention to temperature, lighting, aromas, and noise (Jensen, 2005).
Do you need a “Break” space?
![Page 22: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/22.jpg)
Layout of the ClassroomAffects Learning
Many studies have identified teacher Many studies have identified teacher interaction with students as being interaction with students as being connected to student seating location. connected to student seating location. Those students seated in the front of Those students seated in the front of the room and down its center (power the room and down its center (power zone) are more likely to receive zone) are more likely to receive attention from the teacher.attention from the teacher.
Students facing an instructional area Students facing an instructional area have easier access to it; those with have easier access to it; those with their backs to instruction can avoid their backs to instruction can avoid participation.participation.
The arrangement of the classroom The arrangement of the classroom should allow teachers access to should allow teachers access to interact with every student.interact with every student.
![Page 23: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/23.jpg)
![Page 24: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/24.jpg)
ATTENTION SIGNALOn the very first day of school, you must teach the students what the signal is and how you expect them to respond.
The signal…
-Can be given at any location in the room-Can be used outside of the classroom-Visual and auditory-”Ripple effect”
- Example: Wind chimes, xylophone, bell, “Class, class!”, lights out, etc.
![Page 25: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/25.jpg)
Implement Effective Instructional Practices
Have an engaging style of presentation.
Actively involve students in lessons and provide opportunities to respond.
Have clear objectives and evaluate progress.
Ensure high rates of students’ success through differentiated instruction.
Provide students with immediate, specific performance feedback.
![Page 26: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/26.jpg)
Beginning, Transition & Ending Routines
Opening, transition and dismissal routines that are welcoming, calm, efficient, and purposeful demonstrate to students that you care about every minute of class time.
![Page 27: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/27.jpg)
BEGINNING ROUTINES
Effective and efficient beginning and ending procedures create an invitational and supportive atmosphere, and
communicate that time will not be wasted.
Meet students at the door
Prepare an activity that students can work on the first few minutes of class while you take attendance
Have a procedure prepared for: - students who are tardy
- students who do not have materials - students who have been absent
*Inform students of these procedures daily until they become a habit. Reinforce as needed.
![Page 28: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/28.jpg)
ENDING ROUTINES
Leave enough time at the end to ensure things end on a relaxed note.
Have procedures for wrapping up the day/class period.
Provide specific feedback on things they are doing well and things they need to work on.
Have a consistent procedure for dismissal.
https://www.pd360.com/#resources/videos/7572
![Page 29: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/29.jpg)
Reactive Responses
When we experience emergency situations, we select interventions that produce immediate relief. We can:Remove studentRemove ourselves Modify physical environmentAssign responsibility for change to student &/or
others
![Page 30: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/30.jpg)
Discouraging Problem Behavior
Clearly defined problem and context e.g., hat in class, tardies, transitions, etc.
Pre-correction/preventive strategy for identified risk times or settings
Consistent procedures e.g., all staff, settings, minor behaviors
Teaching Opportunity focus on appropriate expectation
![Page 31: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/31.jpg)
Correction Procedures
Analyze and Adjust the Implementation of Your Basic Management Plan
Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship
Analyze the Misbehavior and Develop a Function Based Intervention
Have You Reviewed Desired Behavior?
![Page 32: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/32.jpg)
Consequences to behavior
We need to have an agreed upon continuum for managing behavior, that is enforceable and reasonable.
We also need to understand the function of the behavior, and individualize the response at times.
(One size does not fit all!)
![Page 33: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/33.jpg)
Responding to Behaviors
Acknowledge students exhibiting expected behavior.
Secure attention & redirect student to expected behavior.
Provide choice between expected behavior and staff-managed consequence.
Deliver staff-managed consequences consistently.
Do not make Mountains out of Molehills.
Avoid escalating problems.
Follow through with office-managed consequences.
RETEACH and REINFORCE
![Page 34: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/34.jpg)
Mirror, Mirror- Neurons
“Neural Wi-Fi”
Cause & Effect, Logic are “High Road” aspects of social interaction.
Fight, Flight, or Freeze and Mirroring are “Low Road” aspects of social interaction.
The frontal lobe does not fully develop until the mid-twenties.
Mirror neurons pick up on others’ emotional states, assist with empathy and compassion, along with survival.
![Page 35: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/35.jpg)
Final Thoughts
![Page 36: Sharon Chancy & Mechelle Wright Adapted from Classroom PBIS: Lori Lynass, Ed.D. Jinna Risdal MA, NCC](https://reader035.vdocuments.net/reader035/viewer/2022062221/56649e885503460f94b8cb92/html5/thumbnails/36.jpg)
Thank You!If you’d like us to email this power point
to you, send us an email at [email protected] or [email protected]
Have a great year!
Sharon Chancy and Mechelle Wright