On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
Why you are here/ what you hope to take back from today
Switch and B tell A
Share with others at your table
“ A Leader is best when people barely know that he exists;…
Not so good when people obey him or acclaim him;….
Worse when they despise or don’t respect him.
Fail to honor people you lead, they fail to honor you…
But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say:
We did this ourselves!”
Lao-Tsu, 604 BC
Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school?
Consider your upbringing. How did your parents deal with inappropriate behavior?
Scale of 1-10
Through what lens do you see your students, classroom, behavior?
Is teaching more or less stressful than in the past or than you thought it would be?
How do you handle frustration?
How SHOULD students act?
Tone of Voice
What You Say
Heightened sense of situational awareness
A conscious control over one’s thoughts and behavior relative to the situation
Read the sentence on the next slide only once and count the number of F’s in it
FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE
DID YOU FIND 8?
The disposition of the teacher to quickly and accurately identify problem behavior or potential problem behavior
Realistic attitudes toward students and student teacher relationships
Calm approach toward student behavior
A nonpersonalized perspective of the behavior of student(s)
Professional view of students as young learners
Not warm and gushy
Not distant and aloof
Write down 7 things you know about PBS
A and B compare and explain your list,
Share list with others at your table
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
School-wide Sugai, Horner
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior .
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation )
Student routines : personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc .
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas .
Seating arrangements (groups, carpet, etc.)
Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior A closer look... Monitor Student's Behavior in the Natural Context
Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!