1. Managing Student Behaviour http://behavioursupports.wikispaces.com *must be in presentation mode to follow links Creating an Environment of Respect and Rapport Key Elements to a Positive Functional Classroom

2. Positive Behaviour Intervention and Support (PBIS) Tier 1 (Universal Interventions) Tiered Intervention Framework available on the Special Education PortalSpecial Education Portal Tier 2 Tier 3 Data Drives Decision Making Process Individualized PBIS Plans

3. Tier 1 – Start with Philosophy 1. You control your actions 2. Your philosophy informs your actions Dr. Ross Greene Video, Kids Do Well if They CanDr. Ross Greene Video, Kids Do Well if They Can (4:33)

4. Relationship! Relationship! Relationship! “I didn’t realize the power of hello…”

5. Evidence-Based Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behaviour. 5.Establish a continuum of strategies to respond to inappropriate behaviour. Source/More Information: Simonsen et al. (2008)Simonsen et al. (2008) Related: Classroom Management Self-Assessment ToolClassroom Management Self-Assessment Tool

6. Maximize structure in your classroom. Develop Predictable Routines: Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. Design Environment: Arrange furniture to allow easy traffic flow. Ensure adequate supervision in all areas. Designate staff and student areas. Seating arrangements (groups, carpet, etc.)

7. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Establish behavioural expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students' behaviour in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up.

8. Establish behavioural expectations… A small number (i.e., 3-5) of positively stated expectations. Publicly post the expectations. Should match School Wide Expectations. Activity

9. Teach rules in context of routines… Operationally define what the rules look like across all the routines and settings in your school. One way to do this is in a matrix format.

10. Matrix Example Activity

11. Teach rules in context of routines… Teach expectations directly. Define rule in operational terms-tell students what the rule looks like within routine. Provide students with examples and non-examples of rule-following within routine. Actively involve students in lesson-game, role- play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting.

12. Prompt or remind students of rule prior to entering natural context. Use pre-corrections, which include "verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely" (Colvin, Sugai, Good, Lee, 1997). “The single most dynamic influence on the brain’s chemistry may be positive feedback, which is essential for the development of good self-concept... ” Robert Sylwester, Emeritus Professor of Education,University of Oregon

13. Monitor students' behaviour in natural context & provide specific feedback. Active Supervision (Colvin, Sugai, Good, Lee, 1997): Move around Look around (Scan) Interact with students Provide reinforcement and specific praise to students who are following rules. Catch errors early and provide specific, corrective feedback to students who are not following rules (think about how you would correct an academic error).

14. Praise should be… Contingent: occur immediately following desired behaviour. Specific: tell learner exactly what they are doing correctly and continue to do in the future. "Good job" (not very specific) "I like how you are showing that you’re listening by looking at me" (specific)

15. Striking a balance: We want our proactive measures to heavily outweigh our reactive strategies, though we need both.

16. Reacting to a crisis 1. Be empathic. Whether or not you think their feelings are justified, those feelings are real to the other person. Pay attention to them. 2. Clarify messages. What are the feelings behind the facts? Ask reflective questions and use both silence and restatements. Source/More Information: www.crisisprevention.comwww.crisisprevention.com

17. 3. Respect personal space. Stand at least 1.5 to 3 feet from an acting-out person. Invading personal space tends to increase the individual’s anxiety. 4. Be aware of your body position. Standing eye-to-eye sends a challenging message. Standing one leg-length away and at an angle off to the side is less likely to escalate the individual. Source/More Information: www.crisisprevention.comwww.crisisprevention.com

18. 5. Ignore challenging questions. Redirect the attention to the issue at hand. Answering challenging questions often results in a power struggle. 6. Permit verbal venting when possible. Allow the individual to release as much energy as possible by venting verbally. If you cannot allow this, state directives and reasonable limits during lulls in the venting process. Source/More Information: www.crisisprevention.comwww.crisisprevention.com

19. 7. Set and enforce reasonable limits. State limits and directives clearly and concisely. When setting limits, offer choices and consequences to the acting-out individual. 8. Keep your nonverbal cues nonthreatening. The more an individual loses control, the less your words are heard. Be aware of your gestures, facial expressions, movements, and tone. Source/More Information: www.crisisprevention.comwww.crisisprevention.com

20. 9. Avoid overreacting. Remain calm, rational, and professional. Your response will directly affect the person’s behavior. Remember step 1 to continue to empathize. 10. Use physical techniques only as a last resort. Use the least restrictive method of intervention possible. Physical techniques should be used only when individuals are a danger to themselves or others. Physical interventions should be used only by competent/trained staff. Any physical intervention may be dangerous. Copy of Ten Tips for Crisis PreventionTen Tips for Crisis Prevention Source/More Information: www.crisisprevention.comwww.crisisprevention.com

21. Key Messages Kids do well if they can. You control your actions. Your philosophy informs your actions. Your words and your body language matter. In a crisis, your body language matters more.

22. Learning - Brain Research 50% Dynamic seating 30% Standing 20% Moving

23. Sites of Interest Dr. Ross Greene: www.livesinthebalance.org www.lostatschool.org www.ccps.info Self-Regulation: www.zonesofregulation.com www.5pointscale.com www.alertprogram.com Social Thinking/Social Stories: www.socialthinking.comwww.socialthinking.com; http://jillkuzma.wordpress.com/http://jillkuzma.wordpress.com/ https://www.thegraycenter.org/social-stories Crisis Prevention Institute: www.crisisprevention.com PBIS: www.pbisworld.comwww.pbisworld.com; www.pbis.org; www.interventioncentral.orgwww.pbis.orgwww.interventioncentral.org Templates for making PBIS Plans and other PBIS Materials are available on the Special Education PortalSpecial Education Portal

24. Resources of Interest Most available through the Central Resource CenterCentral Resource Center