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 Encouraging Expected 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 encouraging 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 • 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. Handouts • Three handouts are needed to complete this module: • Overview of Encouraging Expected Classroom Behavior Teacher Tool • Role Play Examples of Positive Feedback • A Menu of Classroom Reinforcers Delete this slide before beginning your session.

5. Note to PresenterThis Mini-Module on Encouraging Expected Behavior May Be Presented as a whole (approximately 1.5 hours) OR Divided into 2 sessions 1. Introduction to Encouraging, Adult Attention and Positive Feedback 2. Tangible Reinforcement and Menu of Reinforcers Outcomes: Develop a tangible reinforcement system to enhance your use of positive feedback. Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate all students. Outcomes: • Understand the importance and impact of both contingent and non-contingent attention on student behavior and classroom climate. • Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior. • Demonstrate positive feedback that specifically describes behavior and uses rationales. Delete this slide before beginning your session.

6. Overview of Encouraging Expected Classroom Behavior Overview of Encouraging Expected Classroom Behavior Teacher Tool MO SW-PBS

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

8. Outcomes At the end of the session, you will be able to… • Section 1. Introduction to Encouraging, Adult Attention and Positive Feedback • Understand the importance and impact of both contingent and non-contingent attention on student behavior and classroom climate. • Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior. • Demonstrate specific positive feedback that describes expected behavior, and uses rationales. • Section 2. Tangible Reinforcement and Menu of Reinforcers • Develop a tangible reinforcement system to enhance your use of positive feedback. • Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate students. MO SW-PBS

9. Section 1: Introduction to Encouraging, Adult Attention and Positive Feedback MO SW-PBS 164

10. Outcomes At the end of the session, you will be able to… • Section 1. Introduction to Encouraging, Adult Attention and Positive Feedback • Understand the importance and impact of both contingent and non-contingent attention on student behavior and classroom climate. • Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior. • Demonstrate specific positive feedback that describes expected behavior, and uses rationales. MO SW-PBS

11. Why Encourage? • Clarifying and teaching classroom expectations alone are not sufficient. • Similar to encouraging academic behavior. • Motivates students as they are initially learning expected behavior, and maintains them as students become more fluent with use. • Essential to changing student behavior and creating a positive school environment. 164 MO SW-PBS

12. Terminology • Acknowledgment • Encouragement • Recognition • Reinforcement • Reward • Positive Feedback • Praise • Teacher Approval MO SW-PBS 165

13. Consequences: Making Adult Attention Contingent on Performance of Desired Behaviors A–B–C MO SW-PBS 165

14. Activity: Encouraging Expected Behavior Think and Share • Appoint a recorder for the whole group. • Take one minute and individually think of ways you and your school reinforce academic behavior. • Now, think of ways you and your school recognize social behavior. • What do you notice? 166 MO SW-PBS

15. Adult Attention Two types of adult attention: • Non-contingent • Contingent MO SW-PBS 166

16. Adult Attention Two types of adult attention: • Non-contingent–attention provided regardless of student performance • Greetings, proximity, smiles, conversations, jobs, etc. • Contingent MO SW-PBS 166

17. Non-Contingent Attention As teachers report that positive student-teacher relationships increase, the number of suspensions students receive decrease. As students report an increase in positive emotional quality in the student-teacher relationship, the number of behavior referrals received decrease and the amount of time on-task increases.Decker, Dona, & Christenson, 2007 MO SW-PBS

18. Adult Attention Two types of adult attention: • Non-contingent • Contingent–provided based upon student performance of an identified expectation or behavior • Specific positive feedback, reinforcement, tangible items. 166 MO SW-PBS

19. Low Rates of Teacher Attention • Average teacher fails to take advantage of the power of attention. • Approval statements for academic responses far outweigh those for social behavior. • Highest rates of attention for social behavior occur in 2nd grade and decrease dramatically after that. • Teachers respond more frequently to inappropriate social behavior than to appropriate social behavior. • This attention inadvertently maintains or increases the misbehavior. (White, 1975) 167 MO SW-PBS

20. Preferred Adult Behaviors Behaviors that impact student affect, compliance,andlearning: • Proximity–communicate privately at 20” with individual students; communication across the room reserved for information intended for entire group only • Listening–pause, attend thoughtfully to the student • Eye Contact–communicate at eye level; look student in the eye when instructing or directing; hold eye contact briefly for compliance • Pleasant Voice–use calm pleasant voice when talking with, praising, and correcting students • Smiles–pleasant facial expression and frequent smiles • Touch–appropriate brief nurturing touch • Use of Student’s Name–begin interactions with student name and use frequently during interactions 168 MO SW-PBS

21. Activity: Adult Attention & Preferred Behaviors Think-Pair-Share Pair up with someone you have not yet worked with. Think about: 1) the preferred behaviors you appreciate someone using with you 2) how you give attention to students and the preferred behaviors you regularly use and 3) the preferred behaviors you could improve, add Share with your partner. MO SW-PBS

22. Specific Positive Feedback 169 MO SW-PBS

23. Specific Positive Feedback Verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated. MO SW-PBS

24. Specific Positive Feedback • Recognizes successes or efforts at tasks that are difficult for the child. • While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired behavior. • Students need clear specific feedback on classroom expectations and behaviors. 169 MO SW-PBS

25. Effective Specific Positive Feedback • Specifically describe the behavior: • Explicitly define what was done that you want to continue. • Like a video-tape replay. • Expressed using the words of classroomexpectations. “When I said it was time to begin, youcleared off your desk, got your materialsout immediately, and began workingquickly.”

26. Effective Specific Positive Feedback • Provide a rationale: • Explain the reason why the behavior is important. • Teach the benefits of the behavior and the impact it has on them and others. • Typically includes stating the classroom expectation and what the student might expect could happen if they use the appropriate behavior. “Getting started right away shows cooperation, and you will likely haveless homework.”

27. Effective Specific Positive Feedback • Can include a a tangible item or activity: • Specific positive feedback alone may be sufficiently reinforcing. • When behavior requires a great deal of effort, pairing verbal feedback with tangible or activity reinforcement may be helpful. • When using a tangible item or activity, always pair with specific positive feedback. • Promote ownership; student“earns,” teachers do not “give.” “Because you got started so quickly,you have earned a Cardinal Card.”

28. Putting It All Together “When I said it was time to begin, youcleared off your desk, got your materialsout immediately, and began workingquickly. Getting started right away shows cooperation, and you will likely haveless homework.Because you got started so quickly,you have earned a Cardinal Card.” MO SW-PBS

29. More Examples • “Dolly, you stopped and took some time to think about your decision and then walked away from Sam. That wasn’t easy, but it can help to avoid an argument.” • “Hey Pedro, thanks for throwing your trash away. That shows cooperation and respect for our classroom. You earned a Bee ticket to add to our class hive. We are getting close to our goals!” • “Jasmine, thanks for being on time to class. That’s important at school and when you are on the job.” MO SW-PBS

30. Sincere and Appropriate Feedback • Use a genuine, warm, sincere response that is appropriate for the situation and the individual. • Use a variety of phrases, showing spontaneity and credibility. • Find own style to communicate sincere care and concern. “Super job walking quietly in your group! That shows respect to everyone. Thank you.” “Wow! What a great job of accepting correction. You looked right at me, said ‘okay,’ and didn’t argue or complain. When you do that you show respect and you can learn and avoid mistakes in the future. Why don’t you be the first to leave class today.” 169 MO SW-PBS

31. Specific Positive Feedback: Considerations Use Specific Positive Feedback: • Contingently–only when students demonstrate the desired behavior. • Immediately–best when it closely follows the behavior; allow for clear connection between the behavior and the feedback. • Frequentlywhen trying to build a new behavior. • Unpredictably or Intermittently to maintain behavior--once the skill or behavior has been learned to maintain the behavior. 170 MO SW-PBS

32. 4:1 Ratio • Establishes a predictable, positive environment • Appropriate behavior receives more attention than inappropriate behavior. (Reavis, Jenson, Kukic & Morgan, 1993) 171 MO SW-PBS

33. Activity: Role Play Practice to Give Effective Specific Positive Feedback • Find a partner that you have not yet worked with. One becomes the “teacher,” one the “student.” • Role-play scenes on top of handout. Change roles and repeat. Be aware of the preferred adult behaviors along with your words. • When you are comfortable with these, role-play delivering positive feedback spontaneously, using your own scenes and your classroom’s expectations and specific behaviors. • Select a scene to model for the group. Role Play Examples of Specific Positive Feedback MO SW-PBS 156

34. Benefits of Specific Positive Feedback “When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.” Davis, 2007 MO SW-PBS

35. Activity: Personal Reflection • Think of a time in your classroom that is challenging because students do not follow the classroom expectations or procedures. Describe the specific activity and misbehavior you see and hear. • Write the exact classroom expectation or procedure you want the students to follow. • Write the Specific Positive Feedback you will say when students follow the specific classroom expectation or procedure. • Write the day and time you are going to give the Specific Positive Feedback. Role Play Examples of Specific Positive Feedback MO SW-PBS

36. Activity: Personal Reflection Example • Challenging Activity and Misbehavior: Beginning of class students walk around, talk out • Specific classroom expectation or procedure: Sit in seat, read warm-up activity on Smart Board, begin to work on warm-up activity with voices off. • Specific Positive Feedback you will say: “Thanks for getting to work right away with your voice off. That helps you focus and take responsibility for your learning.” • Write the specific day and time you are going to give the Specific Positive Feedback. Tomorrow, first hour! MO SW-PBS

37. Conclusion • In the long run, encouraging saves time • When we encourage students with specific positive feedback, we teach what we want them to do • Specific positive feedback provides opportunities for building relationships (which is important in drop out prevention) MO SW-PBS

38. Your Challenge Choose a consistent 5 – 10 minute time period each day during the next two weeks to practice giving effective positive feedback. • Notice any changes in student behavior? • How did it feel? • Prepare to report back MO SW-PBS

39. Outcomes At the end of the session, you will be able to… • Section 1. Introduction to Encouraging, Adult Attention and Positive Feedback • Understand the importance and impact of both contingent and non-contingent attention on student behavior and classroom climate. • Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior. • Demonstrate specific positive feedback that describes expected behavior, and uses rationales. • Section 2. Tangible Reinforcement and Menu of Reinforcers • Develop a tangible reinforcement system to enhance your use of positive feedback. • Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate students. MO SW-PBS

40. Section 2: Tangible Reinforcement System and A Menu of Classroom Reinforcers 172 MO SW-PBS

41. Outcomes At the end of the session, you will be able to… • Section 2. Tangible Reinforcement and Menu of Reinforcers • Develop a tangible reinforcement system to enhance your use of specific positive feedback. • Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate students. MO SW-PBS

42. Tangible Reinforcers “I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.” ~ Dr. Tim Lewis, PBIS National Center Co-Director (2002) MO SW-PBS

43. Why Tangible Reinforcers? • Help teachers be accountable for recognizing student behavior and providing specific positive feedback. • Give a sign to students–both those receiving and those watching. • Build a sense of community through group and class goals. 172 MO SW-PBS

44. Why Tangible Reinforcers?–Continued • Enhance staff-student relationships. • Offer a gross measure of the frequency of positive feedback being provided; can help guide teachers to increase use of positive feedback. MO SW-PBS

45. Classroom Tangible Reinforcement System… … a hallmark of SW-PBS

46. “Pod” (Table) Points

47. Class Goal P = A = R = K = When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they walk to the neighborhood park for recess. MO SW-PBS

48. Class Goal T = A = L = K = When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they have free time to talk with classmates. MO SW-PBS

49. Creative Ways to Use “Tickets” • Set class goal. • Write name on ticket and drop in raffle box. • Competition between groups, rows, etc. • Chart and graph tickets earned. • Marbles in a jar • Display tickets outside classroom door. • Make a line of tickets to go around the room. 172 MO SW-PBS

50. “Using a reward system is not the same as bribing a student to behave appropriately. A bribe is some-thing offered or given a person in a position of trust to influence or corrupt that person’s views or con-duct. SW-PBS acknowledges and rewards students for following school-wide (and classroom) expectations and rules. Appropriate behavior is acknowledged after it occurs. Rewards are earned, not offered as payoff in exchange for good behavior.” Florida PBS, 2006 173 MO SW-PBS