Procedures for Teaching Classroom-wide Behavior Expectations

5:1 Classroom ●When you look at your ODR data by location, what do you see as related to Classroom? Take a minute to talk as a team. You may feel like you are doing all of these things. ●Does everyone else? ●How will we bring these things back to the rest of your staff?

5:1 80% prevention 20% intervention Effective Management

5:1 5 Guiding Principles 1.Good teaching is one of the best behavior management tools we have. 2.Apply three tiered prevention logic to classroom setting. 3.Link classroom to school-wide expectations through routines & procedures. 4.Teach social skills like academic skills. 5.Build systems to support through sustained use of effective practices.

5:1 5 Essential Behavior Basics 1.Behavior is learned and serves a specific purpose. It is used to communicate (QTIP - Quit Taking It Personally). 2.Behavior is related to the context within which it occurs. 3.For every year that a behavior has been in place, we should consider one month of consistent and appropriate intervention for us to see a change. 4.We can improve behavior by 80% just by pointing out what one person is doing correctly. 5.Behavior has a function: Gain or Avoid

5:1 Relationship Building On a Post-It, complete the following: ●One way to build relationships with students is to __. ●Please stand. ●When you hear the music, please move about. ●When it stops, exchange your relationship building ideas with someone near you.

5:1 Relationship Building 1.Greet Students o Use students’ names and learn to pronounce both first and last names correctly. o Meet students at the door with a handshake or high five. o Be present (physically and emotionally) in hallways before school or during morning supervision duty. Teachers who stand at the door and greet their students have fewer disruptions throughout the day -Boynton, M. & Boynton, C. (2005) 1.Be cognizant of, and engage in learning around, varying cultural norms

5:1 Relationship Building 3.Student Interests o Take an interest in the hobbies, pursuits, and talents of your students.  Give an interest inventory and then use the results to select books, novels, short stories, poems, or articles found in the room.  Ask questions.  Use these interests as examples within curriculum (story problems, grammar exercises).

5:1 Relationship Building 4.Student Interviews ●Within the first few weeks, set aside some time to meet with students individually. o This could take place opposite time in the computer lab, while students are working independently, finding books in the Media Center. o Create a list of questions that will allow you to get to know students both academically and socially.

5:1 Relationship Building 5.5:1 o Get back to the basics of PBIS. Make sure that for every 1 correction or re-direction, you are positively acknowledging students 5 times. 6.Team building/icebreaker activities o Include more team building and icebreaker activities at the beginning of the year/semester as well as less frequently but consistently throughout the school year. ●Be a part of these activities.

5:1 Relationship Building 7.Be present o If building a positive practitioner/pupil relationship with a specific student is proving difficult, it may require more work and persistence.  If the students are doing an activity, do it along with them.  Attend school dances or events.  Attend sporting events in the community.  Be available before or after school for assistance.  Organize a group game at recess.  Volunteer to even out a team in PE class.  Play an instrument with the band.  Auction off time as an incentive.

5:1 Relationship Building 8.Make positive contact with home o Call home to introduce yourself at the beginning of the year to establish a positive line of communication. o Call home with a positive comment or story about the student to share. o Call home with a follow up after any calls made to report a behavior infraction. o Send a positive postcard. o Send updates about class via a digital or paper newsletter.

5:1 Relationship Building 9.Positive phrasing of requests o State what a student is to do, not what they should stop or avoid doing. o Let’s save the running for the playground. o Let’s save the running for the big game tonight. o Thanks for walking on the right side of the stairs. o I bet that hat will keep you warm outside after school. o Hats are for outside, at school it is the expectation that it stays in your locker.

5:1 Relationship Building 10.Provide the ‘why’ behind expectations or requests o We walk in the hallways to keep all staff and students safe. o There is no talking during an assessment because I need to know what each student knows as an individual. o We pick up our messes so that we are respectful of the environment and those who will use the space once we return to class.

5:1 Classroom Management ●Preparing to train staff in PBIS Classroom Tier I o Environmental Factors o Classroom Behavior System o Curriculum & Instruction

5:1 Environmental Factors ●Various aspects of the classroom environment are altered to prevent or address behavior problems. o Physical Setting o Scheduling o Socialization

5:1 Environmental Factors: Physical Setting ●The physical classroom setting is organized in a manner that promotes learning and independence. o Unnecessary and distracting items removed from view and reach. o Furniture placed to decrease traffic flow challenges.

5:1 Environmental Factors: Physical Setting ●The physical classroom setting is organized in a manner that promotes learning and independence. o Rules posted and written in words that all can read and understand and/or illustrated with graphics or icons.

5:1 Environmental Factors: Physical Setting ●The physical classroom setting is organized in a manner that promotes learning and independence. o Rules posted and written in words that all can read and understand and/or illustrated with graphics or icons.

5:1 Environmental Factors: Scheduling ●Scheduling of instruction occurs in a manner that optimizes student learning. o Daily schedule posted and referred to often. o Daily schedule provides students with regular time periods for independent work, one-to-one instruction, small and large group activities, socialization, and free time. o Students spend majority of their time engaged in active learning activities with little to no unstructured downtime.

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Environmental Factors: Socialization ●Opportunities for social instruction and social environments occur in a manner that optimize student learning. o Emphasis on the development of the individual responsibility and independence of all students. o Skills taught in the settings and situations in which they occur. o Effective, efficient communication strategies are used and taught.

5:1 Classroom Behavior System ●Behavior system is developed and implemented to prevent or to address behavior problems. o Define and Teach Behavior o Acknowledgment System o Consequence System

5:1 Classroom Behavior System: Define and Teach Behavior ●Clearly defined, positively stated expectations and rules for the classroom.

5:1 Classroom Behavior System: Define and Teach Behavior ●Major (office handled) and minor (classroom handled) behaviors defined and differentiated.

5:1 Classroom Behavior System: Define and Teach Behavior ●System for teaching and practicing behavior expectations, routines/procedures, and rules to students. ●Role play ●Videos ●Schedule of re-teaching ●Game ●Song ●Play by Play

5:1 Classroom Behavior System: Round Robin Starting with the person who is left of the coach and continuing clockwise, share one way that you teach expectations to students in your classroom.

5:1 Acknowledgment System ●Recognition system for appropriate behavior exists in the classroom. ●Specific criteria in place for earning reinforcers and students are made aware of the specific criteria. ●Students always eligible to earn reinforcers/acknowledgment. ●Reinforcers are never taken away or threatened to be removed. ●Specific praise provided at a rate of 5:1 positives to corrections.

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Free Classroom Rewards/Incentives ●Class DJ ●Late work coupon ●Bring stuffed animal to class ●Sit at the teacher’s desk ●Use a special chair ●Choose your seat ●Teacher organizes your desk ●Pick a song to listen to at the end of class/day ●Free time ●Extra recess ●Do odds/evens ●One minute late pass ●Eat your lunch with the teacher and a friend ●Homework pass ●Skip bell work/morning work ●Pick your own partner pass ●Write in pen for the day ●Use a pillow on the floor ●Chew gum for 30 minutes ●Use the teacher’s supplies ●Read a book to the class ●Read a book to the principal ●Line leader ●Leave class one minute early

5:1 Acknowledgement System: Round Robin Starting with the person to the right of the coach and continuing counter-clockwise, share one way that you acknowledge students in your classroom.

5:1 Consequence System ●Consequences for rule violation are preplanned (posted?). ●Consequences delivered consistently, respectfully, and in a timely manner. ●Students are reminded of their choices in a calm, positive manner prior to escalation in behavior. ●Formal system for communication and involving parents. ●Positive strategies in place to strengthen home/school partnership. ●Additional strategies for students who do not respond to classwide expectations.

5:1 Avoiding Escalating Behavior & Power Struggles DO ●Listen carefully ●Give personal space ●Remain calm ●Be aware of the environment ●Be alert ●Be consistent and focused ●Enforce limits ●Remain in control ●Use “ok” and “not ok” ●Follow through ●Be aware of your body language DON’T ●Show fear ●Over/under react ●Argue or confront ●Make false promises ●Threaten ●Use jargon ●Use “right” or “wrong”

5:1 Curriculum & Instruction ●Materials and instruction presentation are altered or adapted to prevent or to address behavior problems. o Instructional Planning and Delivery

5:1 Students who perceive teachers as creating a caring, well-structured learning environment in which expectations are high, clear, and fair are more likely to report engagement in school. In turn, high levels of engagement are associated with higher attendance and test scores - variables that strongly predict whether youth will successfully complete school and ultimately pursue post- secondary education and achieve economic self- sufficiency. Adena M. Klem, James P.Connell Journal of School Health * September 2004, Vol. 74, No. 7 Why does it matter?

5:1 Instructional Planning & Delivery ●Lesson objectives are appropriate for students’ levels. ●Assignments are relevant and meaningful to students. ●A variety of teaching methods and materials are used. ●Appropriate lengths of time provided for all tasks. ●Oral directions paired with pictures, icons, or written words that all students are able to read. ●Pace of instruction is appropriate for all students.

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Instructional Planning & Delivery ●Checks for understanding occur frequently both after directions are delivered and during task completion. ●Opportunities for choice are given within tasks. ●Specific academic praise provided during guided and independent practice. ●Corrective feedback provided promptly and positively during guided practice. ●Adaptations made to meet individual student needs.

5:1 ●“Your topic sentence is clear and captures the reader’s attention.” ●“Great solution. You used all the facts and came up with a clever new idea.” ●“It looks like you did the steps out of order. Would you like me to tell you the steps in order again?”

5:1 Supporting Staff Link to Classroom Management Self- Assessment on PBIS.org assessment page 100

5:1 Team Time - Self/Peer/Admin. Support ●15 minutes ●Review “Classroom Management Self- Assessment” & discuss possible practices/systems applications ●Record 2-3 “big ideas” from your team discussion The Classroom Management Checklist