MO SW-PBS Classroom Module Instructions

1. MO SW-PBS Classroom ModuleInstructions • This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS Classroom topic. Notes have been written to assist with the presentation. • Handouts needed are shown by a star on the slide. • If you have not done so, it is recommended you share module “Overview of Effective Classroom Practices” before presenting this module on a Discouraging Inappropriate Behavior. Delete this slide before beginning your session.

2. MO SW-PBS Classroom ModuleInstructions (continued) • There is a Content Acquisition Podcast (CAP) available on the Missouri Schoolwide Positive Behavior Support website: http://pbismissouri.org/educators/effective-class-practice The CAP shares much of this same content in a video format. • There is also a videotape showing examples of discouraging inappropriate in the classroom on the MO SW-PBS website. Feel free to show the video to add to this module. • More information is available in the Classroom chapter of the May 2014 MO SW-PBS Team Workbook (available on the MO SW-PBS website) about the topic. Content about the first four classroom modules are also embedded within chapters 3 – 6. Delete this slide before beginning your session.

3. MO SW-PBS Classroom Module Instructions (continued) • Follow-up activity suggestions are on the last slide. These are ideas your school/team might review prior to this presentation to present how you plan to expand the learning past this inservice session. • Call your Regional Consultant if you have questions. • Good luck! Delete this slide before beginning your session.

4. Note to PresenterThis Module on Discouraging Inappropriate Behavior may be presented as a whole (approximately 2 hours) OR Divided into 2 sessions 1. Instructional Approaches for Discouraging Inappropriate Behavior 2. Responding to Minor Misbehavior Outcomes: Use respectful strategies for staff-managed “minor” inappropriate behavior. Use additional consequences to respond to “minor” inappropriate behavior. Outcomes: • Explain to others the role of teaching in response to student social errors. Delete this slide before beginning your session.

5. Prerequisites for This Classroom Module • This module addresses only “minor” inappropriate behavior which staff are expected to address; responses to “major” inappropriate behavior are NOT addressed in this module. • This module is written with the assumption these points have been previously addressed and are therefore not covered in this module: • Your staff have discussed and agreed on the difference between minor (staff managed) and major (office managed) behaviors. • Your Office Discipline Referral (ODR) form has been reviewed to address all the necessary important factors (page 193 MO SW-PBS Team Workbook). • Staff are using your school’s process to accurately record behavioral incidents using your ODR form. Delete this slide before beginning your session.

6. Handouts • These handouts are needed to complete this module: • Discouraging Inappropriate Behavior Teacher Tool • Effective Re-directs • Practice Selecting Techniques to Effectively Address Inappropriate Behavior Delete this slide before beginning your session.

7. Discouraging Inappropriate Behavior in the Classroom Discouraging Inappropriate Behavior Teacher Tool MO SW-PBS

8. Effective Classroom Practices • Classroom Expectations • Classroom Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Opportunities to Respond • Activity Sequencing & Choice • Task Difficulty

9. Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems • Tier Three • Individual Students • Assessment-based • Intense, durable procedures • Tier Three • Individual Students • Assessment-based • High Intensity • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier One • All settings, all students • Preventive, proactive • Tier One • All students • Preventive, proactive

10. Outcomes At the end of the session, you will be able to… • Explain to others the role of an instructional approach when responding to student social errors. • Use respectful strategies for staff-managed inappropriate behavior. • Use additional consequences to respond to “minor” inappropriate behavior. MO SW-PBS 185

11. Instructional Approaches forDiscouraging Inappropriate Behavior 186

12. “Punishing students doesn’t teach them the right way to act.” George Sugai, 2005 MO SW-PBS

13. Reasons for Inappropriate Behavior: • Skill Deficit–lack of skill levels or insufficient opportunity to learn and practice the expected behavior • Performance Deficit– a lack of motivation to perform the preferred behavior Either problem–lack of skill or lack of motivation–requires more teaching and practice to resolve. 186 MO SW-PBS

14. Punishment Is Not the Solution Punishing problem behavior without a positive, proactive, and instructional approach results in increased: • Aggression • Vandalism • Truancy • Dropouts Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997 186 MO SW-PBS

15. Prevention is Key When inappropriate behaviors occur, assess setting or antecedent events and ask: • Do we have clear expectations? • Have they been thoroughly taught? • Are we consistently using strategies to encourage desired behaviors? The best defense is always a great offense. MO SW-PBS

16. Discipline is Teaching dis•ci•pline(fr. Latin disciplina; teaching,learning) Instruction that corrects, molds or perfects character and develops self-control. Webster’s New Collegiate Dictionary MO SW-PBS

17. The Role of Teaching When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use----teaching and mentoring approaches. Forest Gathercoal, 2004 MO SW-PBS

18. Responding to Errors Academic Social Behavioral Identify the error Re-teach expected behavior Model/demonstrate Practice Monitor Provide encouragement Correct and re-teach as needed • Identify error • Re-teach correct response • Model/demonstrate • Provide guided practice & feedback • Provide independent practice • Monitor • Provide feedback MO SW-PBS

19. The Power of Correcting Social Errors • Upholds the importance of expectations. • Restores order to the learning environment. • Interrupts the inappropriate behavior, preventing practice of that behavior. • Capitalizes on the teachable moment. • Gives the child a chance to learn to be successful. 187 MO SW-PBS

20. The Power of Correcting Social ErrorsContinued • Increases probability of future correct behavior. • Decreases future time out of learning/instruction. • Demonstrates care and concern by the adult. • Builds relationships with students. • Maintains a positive learning climate. 187 MO SW-PBS

21. Discussion: Instructional Approaches With a partner, reflect on what you have heard: • How does this teaching approach to student inappropriate behavior align with your present thinking? • Do you view inappropriate behavior as a teaching opportunity? MO SW-PBS

22. Outcomes At the end of the session, you will be able to… • Explain to others the role of an instructional approach when responding to student social errors. • Use respectful strategies for staff-managed inappropriate behavior. • Use additional consequences to respond to “minor” inappropriate behavior. MO SW-PBS

23. Strategies to Address Staff-Managed Behavior 198

24. Staff-Managed Behavior All staff are expected to manage any inappropriate behavior that runs counter to your expectations and is not listed as office-managed. This includes any or all behavior that runs counter to: • School-wide expectations • Non-classroom expectations or procedures • Classroom expectations or procedures • Any other socials skills you have adopted MO SW-PBS

25. Managing “Minor” Behavior:Non-Examples • “How many times do I have to tell you to work quietly?” • “Didn’t I just tell you to get started?” • “Why are you talking while I‘m talking?” • “Do you want me to send you to the office?” • “What do you think you are doing?” • “Quit it right now…stop being so antsy!” • “If you don’t stop bothering others you will have to go to the Safe Seat.” MO SW-PBS

26. “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student.” High rates of teacher attention to inappropriate behavior is prevalent in our schools. This attention for misbehavior exceeds attention to appropriate behavior, and contributes to the continuation of much problem behavior. Alberto & Troutman, 2012 White, 1975; Beaman & Wheldall, 2000 MO SW-PBS

27. General Considerations When Responding to “Minor” Misbehavior • Consistency • Active supervision • Pre-Corrects • Calm, immediate response • Specific, yet brief then disengage • Quiet, respectful interaction with student • Refocus class, if needed MO SW-PBS 198

28. Strategies to Manage Minor Behavior • Proximity • Signal Non-verbal Cue • Ignore/Attend/Praise • Re-direct • Re-teach • Provide Choice • Student Conference MO SW-PBS 200

29. Proximity The strategic placement/movement by the teacher to encourage positive behavior. The teacher is a source of protection and strength, helping the student to control impulses. Praise the student when he/she follows the expected classroom rules or procedure. MO SW-PBS 200

30. Signal Nonverbal Cue Non-verbal techniques such as sustained eye contact, hand gestures, a handclap, finger snap, clearing one’s throat, etc. suggesting that the teacher is aware of the behavior and prepared to intervene if it continues. Praise the student when he/she is following the classroom rules or procedure MO SW-PBS 200

31. Ignore, Praise, Attend Uses the power of praise or positive feedback. The teacher praises an appropriately behaving student in the proximity of the student who is not following the class rules or procedures. The praise serves as a prompt to the student who is not following the classroom rules. When the student exhibits the desired behavior, attention and praise are then provided. MO SW-PBS 200

32. Re-Direct Brief, clear, private verbal reminder of the expected behavior. A re-statement of school-wide and non-classroom behavior, or classroom procedure. MO SW-PBS 201

33. Effective Re-Directs “Janice, it is time to be responsible and start working on your math assignment.” “Frank, please be respectful and listen to Jamal.” “Right now we are all being safe and sitting criss-cross.” “If you want to share a thought Tim, you need to be respectful and raise your hand.” MO SW-PBS

34. Activity: Practicing Effective Re-directs • The handout has common minor classroom misbehaviors on the left. • Write a re-direct that is brief, clear and re-states the classroom rule or procedure the student should follow. • Be prepared to share with the group. Effective Re-directs Worksheet MO SW-PBS

35. Re-Teach • Builds on the re-direct by specifically instructing the student on exactly what should be done. • Review the expected rule or procedure. • Tell, show and give student an immediate opportunity to practice. • Recognize the student for following the classroom rules and procedures. MO SW-PBS 201

36. Re-Teaching Example Jason has not started the independent assignment. You re-teach by saying: “Jason, you need to be responsible by being on-task (the class rule). This means your desk is clear of everything but your book and notebook and you begin working right away, continue working and raise your hand if you need help (tell and show). Let me see you practice being on-task (practice).” (Pause for his reply and while Jason gets out book & notebook and starts work). “Nice job being responsible. It looks like you are ready to be on-task. Raise your hand if you need help.”(specific positive feedback) MO SW-PBS 201

37. Provide Choice • A statement of two alternatives–one the teacher thinks will be the preferred or desired behavior and one the teacher thinks may be a less preferred option. MO SW-PBS 201

38. Choice or a Threat???Non-examples of Choice • “Bertha you can get to work or go to the safe seat”. • “Samson, you can keep your hands to yourself or go to the office”. • “Percy, you can put your cell phone away or you can get a detention”. MO SW-PBS 201

39. Choice Examples • “McKenzie, you can get on-task and begin your work now or you can do it when we have our special activity”. • “Lynn, you can work quietly here at your seat or you can work quietly in the student office. Which would you prefer?” • “Percy, you can put your cell phone in your pocket for the remainder of the hour or on my desk. Which one will help you be a responsible learner?” MO SW-PBS 201

40. Student Conference • A lengthier re-teaching or problem solving opportunity • The behavior of concern is discussed • Desired behavior is taught directly and explicitly • Students practices • A plan to use the desired behavior in the future is made MO SW-PBS 201

41. Student Conference “Max, I know you were upset because the group didn’t include you. You responded by calling them names and saying, ‘You said I could play.’ A respectful way to handle this is to just walk away and report to an adult. If you can do that, you won’t get into arguments and someone might be able to help you join the group. Yelling and name calling doesn’t help solve the problem. Do you understand? Max, let’s think of some things you could say to ask to join a group. How about, ‘Hey guys, can I join your game?’ or ‘Who would like to start a new game with me?’ Still someone might tell you ‘No.’ So, the next time someone tells you can’t join their group, how will you handle it? That’s great, Max. Let me know if I can help you with that. MO SW-PBS

42. Student Conference “Jason, several times today you have been off-task, talking with neighbors or drawing. When you are given an assignment, you need to get your materials out quickly, clear your desk of other things, begin working immediately, and keep working until finished. If you have a question, raise your hand and wait quietly. If you can go on with your work while waiting that is even better. When you stay on-task, Jason, you can get done what you have to do quickly and then move on to things you enjoy. You may also have less homework. Does that make sense? Jason, tell me what you will do next time you are given an assignment. (Jason responds) How can I help you to do that? (Jason responds) You’re going to have another opportunity to practice this later this afternoon. Do I have your commitment to do what we’ve talked about, Jason? Thanks for listening. You did a nice job accepting some feedback, Jason. I’m going to be watching to see if I can catch you on-task.” MO SW-PBS

43. Activity: Practice Selecting Techniques Using Handout answer the following questions for each scenario: • Which technique or strategy is the best response for each scenario? • Why? Practice Selecting Techniques to Effectively Address Inappropriate Behavior 192 MO SW-PBS

44. “When everyone handles infractions with consistent feedback, students learn that what happens when they misbehave is procedure not personal.” Algozzine, Wang & Violette, 2011 MO SW-PBS

45. Outcomes At the end of the session, you will be able to… • Explain to others the role of an instructional approach when responding to student social errors. • Use respectful strategies for staff-managed inappropriate behavior. • Use additional consequences to respond to “minor” inappropriate behavior. MO SW-PBS

46. Using Additional Consequences 203

47. Consequences: Basic Understandings • Consequences are not punitive. • Consistency, not size is important. • Consequences should be selected individually. • Warning systems promote chronicity. • Logical consequences are often more effective. 203 MO SW-PBS

48. Some Possible Consequences for Minor Misbehavior • Phone call to parents • Alteration of activity • Temporary removal from activity until learning occurs • Make amends to others • Loss of privilege • Contract • Parent conferences • Send note home • Being detained for teaching • Planning or problem solving • Extra practice of social/behavioral skill • Make up missed work • Restitution • Mediation essay • Teach others 204

49. How to Transition • When you hear teacher’s signal, begin transition in 3-5 seconds • Put materials away quickly and get what is needed for next activity • Move quietly and quickly • Keep hands and feet to self • When ready (new materials, new location), give teacher your full attention 205 MO SW-PBS

50. Menu of ConsequencesClassroom Transitions • Go back to seat and do again until reach criterion • Re-teach procedure with class; practice several times • Delayed start to activity and related outcomes (less time for work in class = homework, delay in getting out to recess, lunch, etc.) • Individual re-teaching or conference • Role-play/practice at selected time • Group or individual instruction just prior to next transition • Behavior plan or mediation essay • Reflection checklist • Self-monitoring 205 MO SW-PBS