1. Determining School-Wide Expectations & Teaching Expectations Positive Behavioral Interventions & Support (PBIS)

2. 2 Keep “rules” broad and few in nature – 3 to 5 overarching or umbrella-type rules (S, R, & R) Expectations may be harder for kids to argue with. Expectations are what the rules “look like” in various school setting Expectations are “the battles we pick.” Determine School-Wide Expectations

3. 3 Teaching Expectations Teaching rules and expectations needs to be short, engaging, and positive. Teaching should be done by as many staff as possible establishing all school adults as stimuli for the desired behaviors. Teaching should be supported… posters, newsletters, handbooks, etc. Teaching needs to happen several times across the year, not just once or twice.

4. 4 Boys Town Strategies for Teaching & Reinforcing Expectations Planned Teaching Blended Teaching Preventive & Corrective Prompt Modeling General vs. Specific Praise Effective Praise

5. 5 “Planned Teaching” Planned Teaching 1.Introduce the skill 2.Describe the appropriate behavior 3.Give a reason/ rationale 4.Practice School wide Expectation: “Responsible” Specific Skill: “Following Instructions” 1.Look at the person. 2.Say “Okay.” 3.Do what you’ve been asked right away. 4.Check back (when instructed) School wide Expectation: “Respectful” Specific Skill: “Accepting ‘No’ for an answer” 1.Look at the person. 2.Say “Okay.” 3.Stay cool/calm. 4.If you disagree, ask later.

6. 6 “Blended Teaching” Another proactive strategy for teaching social skills involves the blending or combining of social and academic instruction. Blended teaching is when you integrate social skills into lesson plans, assignments, or anything else that happens to be going on academically during the school day.  Rosa Parks –resisting peer pressure.  Before group work teach the skill of “working with others.”  Magnets & perseverance.

7. Prompts – “Reminders” Preventive Prompt A brief “proactive” reminder or statement about the use of a skill just prior to the event or situation in which a student needs to use the skill. -“Do you remember the steps to following instructions?” -“Remember the expectations for lunchroom behavior!” Corrective Prompt A brief “reactive” reminder or statement to use a skill that’s been taught. You already use corrective prompts, though you may not realize it. For example, if two students whisper back and forth during your lecture, you might look at them and put your finger over your mouth, or you might walk closer to their desks (proximity). – Maybe you have “the look” – A stare – Tap student desk – “Ted, where’s my greeting?” 7

8. 8 “Modeling” The most powerful tool at your disposal is your ability to model the behavior you want to see from your students. Most teachers are great at modeling academic behaviors…math problem, spelling, reading. However… When it comes to social behaviors, teachers must be just as diligent and specific about modeling what you want students to do in your classroom. “Greeting others” for example.

9. Two types of praise General Praise A positive verbal statement (“Awesome job!”) or nonverbal sign, (thumbs up) that you give a student when he or she engages in appropriate behavior. For many students this can be enough. Specific Praise Other students will require a little more help in understanding exactly why they are being praised. Specific praise – Pair a general praise statement with a description of the behavior… “Way to go, you answered all the test questions.”

10. 10 “Effective Praise” 1.Show approval 2.Describe appropriate behavior 3.Give a reason 4.Use a positive consequence (Tangible consequences are optional) Effective & General Praise (PPt’s & H/O)

11. Teaching Behaviors Hands and feet to self or Respect others 2+2 = 4 Behavior: Peer Relations Academic Skill: Addition

12. Teaching Behaviors No elbowing others No kicking No hitting No pinching No biting No scratching Etc... 2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc... Behavior: Peer Relations Academic Skill: Addition

13. Sets the Occasion for Student Failure Ineffective Instruction

14. Teaching expectations is…done the same way we teach academics. Present to expectation/rule/routine (Post in prominent areas) Discuss why “it” is important Elicit & demonstrate examples & non-examples Provide opportunities for practice with feedback Explain what will happen if “it” is followed/not followed

15. Effective Instruction 1.Model Tell why Show how Explain 2.Lead Guided practice 3.Assess Can they do it? 4.Reinforce

16. Behavioral mistakes are teaching opportunities Your response is an antecedent! De-escalate Relationships Modeling Learning