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Learn about PBS basics, school-wide PBS levels, classroom-wide positive expectations, and teaching routines to build effective classroom management. Discover strategies such as active supervision, functional layout design, and self-management to create a positive environment for students. Join us for a comprehensive guide to implementing positive behavior supports in the classroom!
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Positive Behavior Supportsfor the ClassroomPart 1 Presented by Karen Gonzales and Tim Ylagan
Overview • Brainstorm-Introductions • What is PBS? • Classroom Systems • Brain Break - 4 Corners • Pair Share-Classroom Routines Matrix • More Classroom Systems • Reflect
PBS Basics • Positive Behavior Supports (EBS/PBIS) • Based on the Behavioral Model • Is evidence based practice • Systems Approach • It about building effective classroom management
Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of at least 4 positive to 1 negative adult-student interaction • Active supervision • Design a Functional Physical Layout for the Classroom • Maximize Engaged Academic Time
Brain Break 4 Corners
1. What percentage of students in a classroom would typically respond to green-zone interventions? • 80% • 15% • 5% • 75%
What is the recommended ratio of positive to negative adult-student interactions? • 2 to 1 • 3 to 1 • 4 to 1 • 7 to 1
3. Classroom behaviour expectations should look like… B. A. 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
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
Small Group Activity: 5 minIdentify Routines Pick a different routine common across classrooms in your school. Complete the matrix for your classroom. How do you share and find out good strategies in your school? 1-min reports.
Steps for Teaching a Routine • Explain • Demonstrate/Model • Guided Practice • Perform Independently • Review/Re- teach
Teach Students to Self-Manage Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts. Teach self-management The target behavior The self-management behavior Prompts Consequences
3.Establish a “positive environment” (4-1)At least four instances of positive interaction for every correction. Begin each class period with a celebration. Your first comment to a child establishes behavioral momentum. Engelmann, Mace, “interspersed requests” Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc
4.Active Supervision • Move • Interact • Acknowledge • Proximity makes a difference • Redirections for minor, infrequent behavior errors • Frequent pre corrections for chronic errors
5.Design a Functional Physical Layout for the Classroom Different areas of classroom defined for different activities Define how to determine “what happens where” Traffic patterns Groups versus separate work stations Visual access Teacher access to students at all times Student access to relevant instructional materials Density Your desk
Reflect and Share • 1 thing to try this week
