1. CISD New Teacher Orientation
PBIS / CHAMPS
Classroom Management

2. Norms / Expectations Please listen and participate.
Please share and engage in discussions with your partner / group.
Be respectful of the ideas and opinions of others.
Please ask questions or share comments throughout the presentation.
Please respect the cue to end partner discussion and resume the presentation.

3. Objectives / Questions
What is PBIS?
Why is the implementation of good classroom management so difficult?
How do we create a climate conducive to appropriate behavior, engagement, and learning?
What is the STOIC framework and how does it apply to classroom management?
What is a question you have regarding this topic?

4. What is PBIS? Positive Behavioral Interventions & Support

5. PBIS Components

6. PBIS: Three Tiered Model

7. Universal Examples

8. Universal Examples

9. Q #1: Why is good classroom management difficult?

10. Misbehavior Drives Us Crazy!!!

11. The Amygdala Triggers Fight or Flight
Is this something I hate?
Is this something I fear?
Is this something that can hurt me?
If the answer is “yes” then our amygdala is firing!

12. Understanding who are students are today

13. Historical Perspective of Classroom Management: Compliance
Behavior Management has typically consisted of trying to “make” students behave.
This attitude leads to an overdependence on reactive procedures.
Reactive procedures are not bad or wrong; they are simply ineffective in changing behavior.
They make us hold on to simple solutions.

14. Make a T-Chart
Rewards VS Punishments

15. Simple Solutions Lead To…
An increase in emotional intensity
An overdependence on role – bound authority
An overdependence on punishment, wishing, and hoping!
(Speeding Analogy)

16. Q #2: How do we create an environment that sets students up for success?
There are those who would admonish their pupils “to behave” rather than teach them how to relate positively to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills.

17. Classroom Management Plan
Expectations for classroom activities / transitions
Wrapping up at end of day / class
Dismissal
Corrections procedures for misbehavior
Expectations for engagement during group work
Beginning and ending routines
Assigning / collecting classwork
Procedures for tardy students

18. What’s the problem?

19. Possible Solutions?
CHAMPS – Conversation, Help, Activity, Movement, Participation, Success
Boys Town Modes of Teaching – Preventive Instruction, Effective Praise, Corrective Teaching
Coaching in classroom management strategies

20. Create a Plan
With your partner, choose an area in which you struggle regarding classroom management, come up with some strategies that encourage students’ success (try to avoid simple solutions).

21. Q #3: What is STOIC?
There are five variables that staff can manipulate to increases the chances that students will behave in a safe and civil manner.
Structure / organize the school settings for success.
Teach students how to behave responsibly
Observe student behavior (supervise)
Interact positively with students
Correct irresponsible behavior fluently
(Not Listed: Parents, location, socioeconomic status, etc..)

22. Structure
Physical, procedural, or scheduling arrangements that may have a positive effect on behavior
Structural Interventions
Beginning and ending routines
Layout of the classroom
Transitions and activities
Overall order of the room

23. Teach
Research says that you can avoid most common classroom problems by clearly defining for yourself and then communicating to your students how you expect them to behave during each classroom activity and transition that occurs during the school day.

24. Categories of Behavior
Conversation Activity
Help Conversation
Activity Help
Movement Integrity
Participation Effort
Success Value
Efficiency

25. Observe Circulate and scan Watch for praise-worthy behaviors
Use proximity to eliminate early-stage misbehaviors
Collect observational data when appropriate

26. Common Problem

27. Interact Positively The behavior you reward is the behavior you get.
Increase your praise to criticism ratio (at least 3:1 positive to corrective)
If the student is engaged in a behavior that meets your expectations and you respond, the interaction is positive.
If the student is engaged in a behavior that does not meet your expectation and you respond, the interaction is negative / corrective.

28. Correct Fluently
If you have structured the environment, taught the expectations, actively observed behavior, and are interacting positively, then correcting students should be less difficult.
Correct Fluently…
Calm, smooth, immediate, planned in advance if possible
Fly under the radar
Pre-correct anticipated behavior (preventive prompting)
Re-teach appropriate behavior when necessary
Couple criticism with praise and empathy

29. Teach-Monitor-Feedback Every Day!!!
“Students should already know this by now” (Pencil sharpener example)
“They should be able to figure it out” (Wedding example / Thursday referrals example)
“I shouldn’t have to repeat myself” (Airplane example)

30. Motivate If it’s legal, logical, and ethical then use it.
Incentive systems (Chance Jar)
Tally marks with a timer
The mystery motivator (It’s not the reward but the anticipation of the reward)

31. The Three R’s of Positive Behavior Intervention
Relationships
High Praise to Criticism Ratio
Rationale

32. CHAMPS Posters

33. ACHIEVE Posters

34. I have come to a frightening conclusion
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and the child humanized or dehumanized.
- Haim Ginnott

35. Thank You