Positive Behavior Supports for the Classroom Part 1 Presented by Karen Gonzales and Tim Ylagan Tim Ylagan

Overview  Brainstorm-Introductions  What is PBS?  Classroom Systems  Brain Break - 4 Corners  Pair Share-Classroom Routines Matrix  More Classroom Systems  Reflect

Brainstorm Effective classroom management…

PBS Basics  Positive Behavior Supports (EBS/PBIS)  Based on the Behavioral Model  Is evidence based practice  Systems Approach  It about building effective classroom management

School-Wide PBS

Levels of Intervention

Classroom 1. Classroom-wide positive expectations taught & encouraged 2. Teaching classroom routines & cues taught & encouraged 3. Ratio of at least 4 positive to 1 negative adult-student interaction 4. Active supervision 5. Design a Functional Physical Layout for the Classroom 6. Maximize Engaged Academic Time

Brain Break 4 Corners

1. What percentage of students in a classroom would typically respond to green-zone interventions? A. 80% B. 15% C. 5% D. 75%

What is the recommended ratio of positive to negative adult-student interactions? A. 2 to 1 B. 3 to 1 C. 4 to 1 D. 7 to 1

3. Classroom behaviour expectations should look like… A. B. C.D.

1. Behavioral Expectations  Define and teach 3-5 expectations for your classroom early in year.  Positively stated expectations  Easy to remember  Posted in the classroom  Consistent with School-wide rules/expectations  Taught Directly  Positive and negative examples

Rights, Respect and Responsibilities

Reflect

2. Classroom Routines  Define and teach classroom routines  How to enter class and begin to work  How to predict the schedule for the day  What to do if you do not have materials  What to do if you need help  What to do if you need to go to the bathroom  What to do if you are handing in late material  What to do if someone is bothering you.  Signals for moving through different activities.  How to determine if you are doing well in class  Establish a signal for obtaining class attention  Teach effective transitions

Designing Classroom Routines RoutineDesired BehaviorSignal Entering ClassWalk in, sit down, start work Instruction on board Bell Activity Obtaining class attention Orient to teacher, be quiet ? Getting Help during seat work ??

Small Group Activity: 5 min Identify Routines  Pick a different routine common across classrooms in your school.  Complete the matrix for your classroom.  How do you share and find out good strategies in your school?  1-min reports.

Classroom Routines Matrix RoutineWhat do you expect? What is the signal?

Steps for Teaching a Routine  Explain  Demonstrate/Model  Guided Practice  Perform Independently  Review/Re- teach

Cool Tools

Teach Students to Self- Manage Teach Students to Self- Manage  Once students know the routines, allow routine initiation to be prompted by normal events  (the bell… completion of an assignment)… rather than rely on teacher prompts.  Teach self-management  The target behavior  The self-management behavior  Prompts  Consequences

3. Establish a “positive environment ”  (4-1)At least four instances of positive interaction for every correction.  Begin each class period with a celebration.  Your first comment to a child establishes behavioral momentum.  Engelmann, Mace, “interspersed requests”  Provide multiple paths to success/praise.  Group contingencies, personal contingencies, etc

4. Active Supervision  Move  Interact  Acknowledge  Proximity makes a difference  Redirections for minor, infrequent behavior errors  Frequent pre corrections for chronic errors

5. Design a Functional Physical Layout for the Classroom  Different areas of classroom defined for different activities  Define how to determine “what happens where”  Traffic patterns  Groups versus separate work stations  Visual access  Teacher access to students at all times  Student access to relevant instructional materials  Density  Your desk

Reflect and Share  1 thing to try this week

PBS view of the class