SWIM at Kingswood !

1. SWIM at Kingswood!

2. The Basics • All students are valuable and deserve respect. • All students can be taught to demonstrate appropriate behavior. • Punishment does not work to change behavior. • School climate is a shared responsibility among administrators, teachers, staff, students and families.

3. Do List! • Establish clear routines and procedures for every part of your day • Provide direct teaching, modeling and practicing for expectations in the actual setting • Consider all behavior to be learning opportunities (teach, model, practice, reteach, practice, etc.)

4. Do List! • Recognize and reward the demonstration of expected behavior FREQUENTLY! • Reward approximation of behavior! • BE CONSISTENT • Plan for: physical space, attention signals, schedules, arrival and dismissal procedures • Pre-Correct before all activities • Follow ALL school wide expectations

5. Do List! • Practice expectations when students are consistently having difficulty with specific areas. • Provide short, clear directions at the start of activities or transitions • Do reward students who are struggling as often as you can

6. Don’t List! • Don’t use other methods such as pull a chance or green, yellow, red light charts. • Don’t criticize or put children down when correcting behavior and teaching expectations • Don’t remove children to the hallway when they are not following expectations (unless you are following them out to have a discussion with them)

7. Don’t List! • Don’t create consequences that have nothing to do with the problem behavior ** no running laps at recess, working on unfinished work at recess, sitting out on the bench at recess • Don’t lose your cool when correcting errors in behavior • Don’t make empty threats

8. Relationships • Students are more likely to respond to directions and instructions when they have already established relationships with adults. • Demonstrating personal regard for all students is an important way to create genuine and positive relationships. • Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.

9. Reinforcement • Behavior needs to be reinforced in order for it to be repeated. • Teacher attention should focus on positive behavior at least four times more often than on negative behavior. • Commit to making a conscious effort to practice reinforcement prior to correcting problems.

10. Reinforcement • Reinforcement needs to be frequent and consistent. • Positive reinforcement can be: • Verbal • Physical • Social • Tangible • Verbal reinforcement needs to contain specific information about the behavior you want repeated.

11. Documenting Difficult Behavior Patterns • When a student is having difficulty demonstrating the expected behavior be sure to correct and reteach. • If the student does not respond to correction, it is critical that you complete a Behavior Communication Form. • Remember that the form is not the consequence. It is the documentation of the behavior so that you can problem solve more effectively.

12. Check - In