Strategies for Building a Positive Classroom

 26 years of research, evaluation, and development  Implemented in 13,000 schools  “Education has to work for all stakeholders.”

 Students retain more and are more engaged when they see that school work is relevant and vital to their own success and happiness.  Discover students talents, learning styles, and interests so teachers can adjust instructional methods and strategies.  Giving students a say in how the classroom operates increases their ownership in the education process.

 A positive classroom requires a common understanding of positive and negative behaviors.  Teachers should ask students to identify how they want to be treated.  From this discussion lists of behaviors that are respectful, fair, kind, and empathetic emerge.  Teacher and student agree that this code will dictate appropriate behaviors in the classroom.

 Don’t assume that students know how to act. Teach them.  Point out the importance of doing positive actions to feel good about yourself.  Teach actions for a healthy body (nutrition, exercise, and sleep)  Teach actions for intellect (thinking, decision-making, and problem-solving skills)

 Teach actions for self-management (managing time, energy, emotions, and other personal resources)  Teach actions for getting along with others (treating others fairly, kindly, and respectfully)  Teach actions for being honest with yourself and others (taking responsibility, admitting mistakes, and not blaming others)

 Teach positive actions for improving yourself continually (such as setting and achieving goals)

Three step process for choosing positive actions 1. We have a thought. 2. We act consistently with the thought. 3. We experience a feeling about ourselves based on the action. That feeling leads to another action and the cycle repeats. Change negative thoughts to positive thoughts. Reinforcement by the teacher.

 Use “recognition items/activities” (stickers, tokens, certificates, celebrations)  Remind students of the good feelings associated with positive actions.  Students need to make a connection between their positive actions and feeling good about themselves.

 Families and Community Members that are concerned about children’s education.  Integrate them into many classroom and school activities.  Curriculum activities, assemblies, committees, after-school events, and homework.

 Most important, yet most difficult to carry out.  Look for the positive way to respond to a situation.  “A positive attitude is the change agent that will create positive classrooms and schools that produce happy and successful students.”

 Take care of yourself!  Know your job. Safety and Supervision Positive Learning Environment (Instruction) Be a positive role model Keep at it.

 Lack of sleep  Sickness  Hunger  Tantrums – unmet needs  Over stimulated  Pressure  Boredom  Bad day  Want attention Recognizing factors that lead to crisis can help you avert one.

 Staff Related Overly demanding Ignoring student Horse-playing with student Yelling or talking harshly with students

 Peer related triggers Teasing by other students Horse-play Stealing Cursing

 Environmental Triggers Being too hot or cold Wanting to be somewhere else Restricted movement in room Any discomfort caused by environment

 Event related triggers Unstructured time Lunch P.E. Assemblies

 Other Triggers Anxiety Autism Spectrum Bi-Polar Being tired, hungry, thirsty

Unmet Need Behavior Our Response

1. Create Positive Contact  Use complements  Speak Softly  Make eye contact  Use Humor  Seek their interests

2. Find The Need  Ask what is wrong  Repeat back to show understanding  Observe and Track  Show empathy  Ask: who, what, where, when, how, but don’t ask why.

3. Explore Options  Ask individual what has worked and how well  Provide choices  Talk with previous teachers, co-workers, administration, parents  Encourage individual to brain-storm a solution  Be supportive/redirect

 Soon to follow with be a school-wide Positive Behavioral Support initiative.  Next in series will be How to Understand the Digital Age Generation.