1. Positive Behavior Support In Secondary Schools: Guiding Principles and Evidence-Based Practices K. Richard Young, Lynnette Christensen, & Paul Caldarella PBS Learning Atmosphere free of Coercion Establishing Positive Relationships Nurturing Pedagogy Reinforcing Appropriate Behavior Fostering Student Self- Management Creating a Positive Learning Environment Why adult behavior matters Environments can be punishing or reinforcing, consistent or unpredictable. The way in which educators combine these elements can make teaching more or less effective. Learning occurs best in environments that are positive, warm, safe and predictable. Coercion: Using Threats and Punishment Instruction: Teaching Alternative Positive Behavior Why the approach is used Stop the behavior annoying the adult through penalties, threats or pain (physical, mental, or emotional) Correct problems by teaching appropriate skills that help the student develop maturity, civility, and self-discipline Focus of teachers The past or immediate problem behavior – short term perspective Skills for success in school and life – long term perspective Emotional context - adult Adult is often angry, hostile, frustrated, physically tense, and stressed Adult is calm and relaxed, with feelings of care and concern for the student’s success and well-being Potential results or side effects for the student Thoughts or feelings of fear, guilt, stupidity, inferiority, lack of confidence, anger, hostility, and contempt Thoughts or feelings of confidence, self- worth, trust in others, desire to reciprocate acts of kindness, care, & concern Establishing Positive Relationships Advantages of Positive Relationships Enhances effectiveness of a teacher as a role model Students are more willing to accept feedback. Students are more likely to give their best effort. Praise and compliments are more meaningful. Relationship Bank Every time you interact with a student, you have the opportunity to make a deposit in your account by behaving in a way that shows care and respect or make a withdrawal by behaving in a way that is hurtful

2. Nurturing Pedagogy Establishing High Expectations for Appropriate Behavior Creating and teaching high expectations for positive behavior is fundamental to student success. Students who are striving to meet high expectations are less likely to misbehave. Expectations need to be: Clear and specific Challenge learners at appropriate levels Directly taught, encouraged and positively reinforced. Teaching Appropriate Behavior After establishing high expectations it is necessary to directly teach positive social emotional skills and routines. To be considered socially competent a student must be capable not only of using the social skills but of using the skills in appropriate contexts... with the right people, in the right place, at the right time. Direct teaching 1.Name and describe the skill. 2.Give a rationale for why the skill is important. 3.Model the social skill for students. 4.Have students practice the skill several times. 5.Give feedback and praise. 6.Provide opportunities to practice the skills in natural settings. Reinforcing Appropriate Behavior The combination of teaching and reinforcing positive behavior is the most powerful way of helping students learn to behave within boundaries established by the faculty. Purposes of Effective Praise Builds relationships Teaches and clarifies expectations Reinforces students for practicing and mastering positive behavior Increases competence and confidence General vs. Effective Praise Definition of Self-management: A behavior management system that helps to reduce academic and/or social behavior problems, while shifting the responsibility of managing behavior from the teacher to the student. Strategies that a person uses to alter his/her behavior Self-management is: Key to social competence An integral part of school success and future accomplishment in life Helps in the acquisition and maintenance of positive social behavior http://education.byu.edu richard_young@byu.edu paul_caldarella@byu.edu lynnette_christensen@byu.edu General Praise “Good Job!” “Thanks for doing that.” “You are smart.” Effective Praise “Good Job! This was a very creative short story with great characters.” “I appreciate the way you cleaned off your desk quickly when I asked you.” “You are smart. I’m impressed with how you’ve improved. You completed all the problems accurately.” Fostering Student Self- Management