3. Bridging our Learning… How might the Principles of Learning facilitate the implementation of the Positive Behavior Support approach to classroom management?

4. Scaffolding Classroom Management with Positive Behavior Support

5. Attention Signal

6. Objective: Define what students’ attention looks like and sounds like. Develop expectations for student behavior in response to an attention signal. Brainstorming

7. Attention Signal Objective: Identify possible attention signals. Brainstorming

8. Attention Signal Objectives: Develop expectations for student behavior in response to an attention signal. Select an attention signal. Action Planning

9. Attention Signal What systems of procedures and processes are necessary to construct an effective classroom? What steps would you take to increase the efficiency of students’ response to your attention signal? Reflection

10. The ability to focus attention on important things is a defining characteristic of intelligence. – Robert J. Shiller

11. Behavioral Narration & Fluent Redirection

12. Behavioral Narration & Fluent Redirection Objectives: Practice behavioral narration to increase positive interactions. Support students in seeking positive attention. Devise multiple opportunities for behavioral success. Role Playing

13. Behavioral Narration & Fluent Redirection What systems of procedures and processes are necessary to construct an effective classroom? What would happen if you consciously attended to students meeting expectations instead of using redirection? Reflection

14. Excellence is best described as doing the right things right – selecting the most important things to be done and then accomplishing them 100% correctly. - Unknown

15. Establishing Expectations

16. Objectives: Identify components of clear expectations. Explain when and how to use expectations. Discussion

17. Establishing Expectations Objectives: Organize clear expectations for basic classroom activities. Action Planning

18. Establishing Expectations What systems of procedures and processes are necessary to construct an effective classroom? How is consistency critical to getting students to meet and exceed expectations? Reflection

19. Before beginning a hunt, it is wise to ask someone what you are looking for before you begin. –Pooh’s Little Instruction Book

20. Beginning and Ending Routines

21. Objectives: Identify activities that routinely occur at the beginning and end of day/class. Brainstorming

22. Beginning and Ending Routines Objectives: Develop an array of strategies to engage students during beginning and ending routines. Brainstorming

23. Beginning and Ending Routines Objectives: Create a logical sequence of activities for beginning and end of day/class. Action Planning

24. Beginning and Ending Routines What systems of procedures and processes are necessary to construct an effective classroom? How is the tone of your class affected by your beginning routine? Reflection

25. The beginning is the most important part of the work. – Plato, The Republic

26. Self Monitoring and Positive Reinforcement

27. Objectives: Establish a menu of reinforcers. Brainstorming

28. Self Monitoring and Positive Reinforcement Objectives: Recognize the fundamentals of positive reinforcement. Select an appropriate reinforcement system. Action Planning

29. Self Monitoring and Positive Reinforcement What systems of procedures and processes are necessary to construct an effective classroom? How could you verify that all students are experiencing a high rate of success? Reflection

30. Most of us, swimming against the tides of trouble the world knows nothing about, need only a bit of praise or encouragement and we will make the goal. –Jerome P. Fleishman

31. Teaching to Challenging Behavior

32. Objectives: Identify the steps of effective redirection. Determine when to use redirection as a teaching interaction. Practice delivering efficient, neutral redirection. Role Playing

33. Teaching to Challenging Behavior What systems of procedures and processes are necessary to construct an effective classroom? How will you develop an emotional space, so that you are able to deliver redirection in a calm, neutral tone? Reflection

34. It is generally best to be generous with praise but cautious with criticism. –Unknown

35. Continuum of Interventions

36. Objectives: Select situations that warrant interventions. Discussion

37. Continuum of Interventions Objectives: Choose a menu of interventions. Brainstorming

38. Continuum of Interventions Objectives: Sequence interventions from moderate to more severe. Action Planning

39. Continuum of Interventions What systems of procedures and processes are necessary to construct an effective classroom? How would you develop documentation to present an effective referral? Reflection

40. It is folly to punish your neighbor by fire when you live next door. - Publilius Syrus

41. Tomorrow… Day 3: Curriculum & Instruction District Theory of Action

42. Looking forward.. How does PBS/CM create an environment that allows greater access to the curriculum and maximize student learning? Tomorrow’s Agenda Let’s complete the evaluation!