1. MARCH 2016 PLC

2. Agenda Website update McKinleyville Teams share-out about NorthWest PBIS Network Conference in Portland, OR. Restorative Video Classroom Management highlights from BEST Behavior Nancy Franklin visiting the week of May 16-20th

3. Restorative Practice Video http://tedxtalks.ted.com/video/Repairing-Our-Schools-Through-R

4. Effective Organization of Classroom Environment (pg. 159) Physical Environment: Seating arrangement – make sure all students can see and hear instruction, place high need and low performing students where you have easy access to them for reinforcement and feedback. Considering eliminating a single teacher desk, and consider teaching stations (rolling carts, small bookshelves or drawers. Organize space – areas specific to activity (quiet area, group work area, etc.) Organize furniture – so you can visually monitor students and circulate easily through the classroom. Organize tools and materials – they should be easy to access, those for which access is limited put behind closed doors, students need storage space. See classroom organization checklist and improvement form (pg. 161 & 169).

5. Behavioral Expectations Where are they posted? Helpful to make classroom expectations to be couched under school-wide expectations (be safe, be respectful, be responsible). Expectations should reflect what student behaviors you want to see in your classroom at all times – under the umbrella of the school wide expectations. Define and explicitly teach what that means. Pg 177 – classroom expectations matrix sample. Copy and provide to your teachers. Pg. 180-188 – classroom behavior lesson plan examples.

6. Designing and Teaching Classroom Behavioral Expectations Plan for a dynamic system Reteach, review, evaluate – year to year and within the year Change to meet changing needs Expectations that aren’t working should be discarded and changed (i.e. entering the classroom quietly) Teaching and re-teaching expected behaviors Done not to address problems but as a matter of course. How often do you teach expectations throughout the year? Provide “booster shot” lessons Inoculations are not permanent – accept this and plan to administer “booster shots” to maintain classroom health. For rule violation, provide reinforcement and positive feedback. Do not fall in the criticism trap. Teacher/Adult behavior needs to change before student behavior can and will change.

7. Breakout Exercise Classroom Management Challenges How would you deal with each of the following situations: 1.When you need to give directions, many students continue to work on their task and don’t hear what you are saying. 2.One of your students often wanders around the room bothering other students. You have asked her to sit down and mind her own business. She often ignores your request and her peers are annoyed by her behavior. 3.Jose has become very upset and is bothering other students during seatwork.

8. Preventative Interactions Using an attention signal – can reduce the need for repetition, teach students to listen respectfully to others, and can prevent problem behavior. Pg. 192-195 – Lesson plans for teaching attention signals to support teaching staff. Using Alpha Commands to reduce non-compliance – Alpha Commands – clear and positive directions. Explicit directives that are not laden with emotion and corrective statements. Beta-Commands – wordy, vague, draw energy away from the task, and bring emotions into the communication.

9. Preventative Interactions cont. Predictable Response Sequence – specific request (walk away wait 5-10 seconds) if they comply, reinforce. If NOT request again (walk away, wait 5-10 seconds) if they comply, reinforce. If NOT deliver a pre-planned consequence (you need to _________ or ________). General rules - be calm, keep emotions in check, don’t hold a grudge, don’t argue with the student, don’t try to make the student feel bad or guilty for previous poor choices, and do acknowledge the desired behavior as soon as it occurs. Avoiding power struggles – most common antecedent to aggression and non-compliance. “you can’t tell me to do that” (4 choices, ignore, prompt student again, send student out of the room, reinforce other students for doing the correct behavior) – after all class directions – use “regardless” or “never the less” – minimize attention to negative behavior. Power struggles take from instruction and often increases likelihood of increased maladaptive behaviors.

10. Using positive and corrective consequence to change behavior Differential feedback – Judiciously use positive and corrective consequences to make clear to the student the boundaries of acceptable and unacceptable behavior. Descriptive noticing vs. positive praise – When an adult notices and describes the desired behavior to the student exhibiting it “I noticed when you are walking with your hands by your sides and your voice off, we are going to arrive at the library on time” (descriptive noticing), tradition praise is characterized by significant emphasis on the feelings of the adult, and minimal emphasis on the actual behavior of the child. “It makes me so happy when everyone walks in the hall”

13. Classroom Motivational Systems Built on effective positive consequences for desired behavior. To imitate real life situations schools must provide recognition or incentives for desired behavior and small corrective consequences for undesired behavior. Careful planning is required to identify the right system. Combination of group and individual contingencies. Examples pg. 211-216 What classroom motivation systems do you use at your schools?