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Effective Change on Behavior: Review and Strategies for Positive Classroom Environment

Join us for a professional development session on January 16, 2015, focusing on the review and implementation of Positive Behavior Interventions and Supports (PBIS) in the classroom. Learn strategies for creating a positive classroom environment, building relationships, acknowledging expectations, and addressing insubordination and disruption. Gain insights on data collection and decision making for behavior management. Let's work together to create a positive learning environment for our students.

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Effective Change on Behavior: Review and Strategies for Positive Classroom Environment

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  1. Agenda: • 11:45 – 12:45 TDE • 12:45 – 1:45 Review MCA ethnicity goals • 1:45 – 3:00 Effecting change on behavior

  2. Effective Change on Behavior Friday, January 16, 2015 Early Release Day Professional Development

  3. Review of PBIS in Classroom • 4:1 Positive recognition of expectations met to corrections/redirections. • Explicitly taught expectations.   • Acknowledgment of expectations met. • Use of best practices for academics and behaviors. • Collection and use of data for decision making. • Consistent and predictable response to behavior infractions.

  4. Review of Tier 1 Expectations • Teaching Expectations • Create a Classroom Matrix with the Students • Role Play • Videos • Schedule Frequent Re-Teaching • Create a Game • Create a Song or Rap • Post Expectations

  5. Review of Tier 1: Relationships • Relationship Building • Greet students • Know students’ names (first and last) • Know how to correctly pronounce students’ names • Be cognizant of, and engage in learning around, varying cultural norms   • Student interests • Student interviews • 4:1 • Team Building/Icebreaker Activities • Be present • Make positive contact with home • Positive phrasing of requests • Provide the ‘why’ behind expectations or requests

  6. Review of Tier 1: Acknowledgment • Acknowledgment Systems • Marble jar • Mystery motivator • Generic point system • Class Dojo • Connect Four • Poker chips and tin coffee can • Classroom ticket system • Mystery person • Mr. or Mrs. Potato Head • SCRABBLE Surprise

  7. Our Data and Concerns • Ethnicity Report • Grade level referrals • Grade level data • Big Two: • Insubordination • Disruption

  8. Insubordination • Insubordination • Insubordination is characterized as student behavior that is in direct defiance of an adult’s requests. • Insubordination is typically a pattern, not something caused by a few bad days over the course of several weeks. • Staff may also classify behaviors related to “disrespect” or non-compliance as insubordination

  9. Insubordination: What to try • Insubordination • Speak one on one • Contact home • Re-teach expectations to the whole class • Temporary removal from the group or classroom • Repeat directions • Have a different adult step in • Ask questions

  10. Insubordination: What to try • Insubordination • Give choices • Exercise good wait time • Create a signal • Use SW expectations • Redirection • Acknowledge those who are meeting the expectations • Make connections with the student outside of class

  11. Insubordination: What to try • Insubordination • Utilize ‘warnings’ • Student call home • Utilize SW interventions • Behavior contract • Seek assistance from experts • Keep calm • Focus on what the student has done well • Coach example- • 2 x 10 : spend two minutes with identified student for ten days, developing a personal relationship

  12. Disruption and Blurting • Blurting • “Blurting” is a verbal outburst; whether an answer, remark, or response to a question or statement where such a comment should have been preceded by a raised hand or other signal to or from the teacher. • Blurting can also take place when no comments or questions are appropriate (for example, during a test).

  13. Disruption and Blurting: What to try • Blurting and Disruption • Re-state expectations • Focal point reminder • “That is a great (question, point of view, addition), let’s come back to it when we can give it our full attention.” • Conference with student • Contact home • Laminated placemats

  14. Disruption and Blurting: What to try • Blurting • Sticky note blurt sheet • Classroom talking piece • Class MC • Opener/Closer • TA • Class DJ • Break Leader

  15. Referrals by teacher…

  16. One boy’s (and his teacher’s) story… • https://www.youtube.com/watch?v=RXJGcqcJckA If we can predict it, we can prevent it!

  17. What skills do we need to give our students and each other? • Grade level meeting • 6th grade in fishbowl • 7th grade in inner IMC lab • 8th grade in IMC • Come up with 3 consistent practices or ideas from each grade level for our students • Come up with 3 consistent expectations for our staff • Share out with whole staff • Determine 3 building-wide expectations for students and staff

  18. 3 Building-Wide Expectations • Students: • 1. • 2. • 3. • Staff • 1. • 2. • 3.

  19. We all agree professionally to follow these expectations even though personally we may not agree. • We are all in this together!

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