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PBIS and the Classroom

PBIS and the Classroom. Fist to Five. How has your new year been going? 5- Great 4- Good 3- Okay 2- Not good 1- Bad 0- Horrible. PBIS School-Wide. Expectations for everyone in all settings Teach students how to achieve these expectations (so they don’t have to guess)

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PBIS and the Classroom

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  1. PBIS and the Classroom

  2. Fist to Five • How has your new year been going? • 5- Great • 4- Good • 3- Okay • 2- Not good • 1- Bad • 0- Horrible

  3. PBIS School-Wide • Expectations for everyone in all settings • Teach students how to achieve these expectations (so they don’t have to guess) • Acknowledges students displaying positive behaviors (verbally and tangibly) • Work closer with students in need of greater interventions • Is a framework • Programs and best practices fit within the PBIS framework, don’t reinvent what you already do

  4. Framework: Tier 1 Universal • Establish a team to carry on the PBIS efforts in the building • Establish and maintain faculty commitment • Develop 3-5 school wide expectations • Create area specific rules (posters in area) • Create classroom specific expectation matrix (varies by grade/ subject) • Create a T-Chart of Classroom vs. Office Managed Behaviors • Establish a recognition/acknowledgement system • Create lesson plans and system for teaching behavior • Analyze Big 5 Data Monthly • Continue to use PBIS language and practices throughout building

  5. Tiered System of Support • Tier 1: All Students • Tier 2: One Adult/ Multiple Students • Tier 3: Multiple Adults/ One Student

  6. Classroom Best Practices • Classroom Matrix • Procedures / Attention Signal • Pre-correction / Re-direction • Verbal Acknowledgements • Active Supervision • Building Relationships

  7. Classroom Matrix • List behavior expectations • What behaviors do you want? • When do you want to see them? • All rules fit under the school-wide expectations • Be Safe, Be Respectful, and Be Responsible • How will they know if they are meeting the expectations? • Consistency

  8. Classroom Expectations

  9. How might you print this or make this larger for your classroom? • Each column on a separate flip chart • Each column on a separate Power Point slide • Shared with parents • Created as an art project and posted throughout room • Others?

  10. Benefits of Procedures • Students know what is expected of them • Consistency (same thing occurs daily) • No wiggle room to “bend the rules” • More time for instruction/ less time spent on explaining what to do and giving directions • New students can enter class and pick up on classroom procedures • If your students know what to do and how to do it during class, they can more easily attend to what is most important. • Students can focus on learning

  11. Asking a question Responding to fire, severe weather, and tornado drills Leaving the classroom When visitors arrive Keeping a notebook Interruptions Getting classroom materials/ supplies Teacher getting entire class’s attention Procedures to Consider • Entering the classroom • Getting to work immediately • End of class dismissal • Participating in class discussions • Going into groups • Turning in papers/ homework • When you finish early • How/ when to use the pencil sharpener, tissue, garbage • During announcements From The First Days of School, by Harry Wong

  12. Attention Signal • Used to get the attention of all students • Involves visual and sounds • Students all stop what they are doing and pay attention to teacher • Needs to be practiced with students • Acknowledge students who follow the attention signal • https://www.teachingchannel.org/videos/attention-getting-signals-practice

  13. Pre-Correction • When entering an area • hallway, cafeteria, etc • When transitioning within a classroom • Going into small groups • Stop, teach the expectations (use poster) • Wait to see expectations in students • Transition • Pre-Correct EVERY student EVERY time • Don’t assume they know how to act appropriately • Adults are pre-corrected before a movie **Use the Classroom Matrix**

  14. Re-direction • When students fail to meet expectations • Remind them of expectations • Allow for student to reach expectation • Implement classroom level intervention • Interventions: • Proximity to student • Moving student • Call home • Behavior Contract • Students can still receive a “punishment” within a PBIS framework

  15. Classroom Acknowledgement • All positive behaviors should always be verbally acknowledge • I appreciate you showing respect by being quiet in the hallways. • Thank you for being responsible and bringing your materials to class. • In addition classrooms can have a tangible acknowledgement system (marbles, etc)

  16. Active Supervision • Actively moving around room • Knowing what all students are currently doing • Sensing what students may be doing next • Interacting/ checking-in with students • Checking for understanding • Re-directing behavior • Verbally acknowledging

  17. Building Relationships Activities Meet and greet at the door Student Survey of interests Anagram Nametags Acknowledging students with their name wherever you see them (hallways, etc) Weekly questions about you Weekly ice breaker questions Student of the Week Personal notes on assignments Birthday chart

  18. Non-tangible Relationship Building Look for commonalities/ speak on differences Be yourself Open up to your students Go to sporting events or part-time jobs Showing/ telling students you know they can do well Smile Develop classroom pride (display student work) Classroom Décor (lighting, music, etc) Tone of voice/ decorum with students

  19. Resources • MPS RtI Website • http://www5.milwaukee.k12.wi.us • MPS PBIS YouTube Channel • http://youtube.com/mpspbis • MPS PBIS Pinterest Page • http://pinterest.com/mpspbis/ • Monthly Newsletter (available on RtI Website)

  20. PBIS and the Classroom MPS Board of School Directors Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway,Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives

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