PBIS in the Classroom “STOIC Classroom Management” Mark Fynewever Tony Feldmann *Content adapted from Randy Sprik, Mark Fynewever, PBIS Program Specialist ,GaDOE
Outcomes • Participants will understand the link between school wide PBIS and classroom PBIS. • Participants will gain a general understanding of the core elements of a STOIC classroom management plan. • Participants will learn new strategies to incorporate in their own classroom in order to improve overall behavior.
Logic U.S. Public Health Pull the tooth, implant, dentures, Few etc. fill cavities, root canal, crown Some etc. All brush, floss, fluoride, annual cleaning 3 Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4 , 194 – 209 .
PBIS Uses a 3- Logic Tier 3-4 A few 1-5% of students will need a focused / targeted intervention Tier 2- Some 10-15% of students will need a low level intervention Schoolwide PBIS – All Successful for 80-90% of students Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4 , 194 – 209 .
PBIS is NOT… • A quick fix to complex problems • A packaged program • A reinforcement system only • Discipline that does not include consequences for misbehavior • Classroom management only • New • Unique to Georgia 5
PBIS is an essential shift in thinking…
Think about your favorite teacher…
There are no simple solutions! Punitive consequences are not enough. Role-bound power is not enough. Wishing and hoping is not enough.
/sto •ic / Definition 1: Tending to remain unemotional, especially showing an admirable patience and endurance in the face of adversity. Definition 2: Unruffled, calm, and firmly restraining response to pain or distress
S.T.O.I.C . S tructure and Organize T each Expectations and Rules O bserve and Monitor I nteract Positively C orrect Misbehavior Fluently
Structure and organization promote positive student/teacher interactions and to reduce the possibility of disruptions. ◦ Arrange furniture to allow easy traffic flow ◦ Ensure adequate supervision of all area ◦ Designate staff & student areas ◦ Ensure effective seating arrangements (groups, carpet, etc.)
Your classroom setting – Make sure you always have access to all parts of the room so that you may circulate freely and frequently. Movement is key. – Think about use of soft lighting and soft music – Think about how you might feel or be able to focus in a room that is well-organized compared to a room that is cluttered
Whole Cooperative Allows for Attention to Easy Maintains Allows for Minimizes off task Comments and Disadvantages Class Learning Interactions the front Circulation Space Ind. Students Conversations Working Rows Front to Back Rows Side to Side Clusters U Shape Circle Shape
Activity Think about your current layout, do you need to make any changes to make traffic flow easier or eliminate supervision issues? Is your room cluttered and unorganized, what steps can you take to improve this?
T each what you expect • DEFINE • TEACH • REVIEW • MONITOR • REINFORCE • REPEAT
Research indicates that… you will be able to eliminate most (if not all) minor classroom disruptions by clearly defining for yourself and then communicating to your students how you expect them to behaved during each classroom activity and transition that occurs during the school day Randy Sprick, Safe & Civil Schools
Behavioral Expectations • Classroom expectations are aligned with school wide expectations. Ex. Be Ready, Be Responsible, Be Safe
Determine classroom routines • What classroom routines do you have in your classroom? Examples: – Teacher-directed instruction – Independent seat work – Class discussions – Cooperative group work – Small group discussion – Taking tests/quizzes – Centers/lab stations, video/media presentation
Determine your major transitions Examples: – changing classes – beginning and ending routines – moving as a class to a different location (i.e., library, lunchroom) – cleaning up after a group project – moving to and from cooperative groups
your classroom routines and transitions • 3-5 rules/procedures per routine • Measurable, Observable, and Positively stated
For each major activity ask yourself… • What outcome do I want each student to achieve? • What voice level is acceptable? • How do I want students to access help? • What movement is permitted? • What does active student engagement look like and sound like? • What materials should students be using?
Classroom Rules/Procedures by Expectation Routine by Entering Small Group Leaving Seat Work Expectation Classroom Activity Classroom Keep • Push chair • hands feet Be Safe under your and objects desk to self Raise your • Walk • hand to Take turns • quietly to Be ask a talking Voice level • your area Respectful question Voice level 0 • Voice level • Voice level 2 • 1 1 Place • Complete • homework Start Take your • • Be your part of in assignment belongings Responsible the collection s quickly with you assignment bin
Activity • On the matrix provided develop a rough draft of 3-5 rules for 2-3 of the classroom routines that you have decided on. • Make sure that your rules align with your expectations and follow the principles of M.O.P. (measurable, observable, positive)
“If a child doesn’t know how to read, we teach .” “If a child doesn’t know how to swim, we teach .” “If a child doesn’t know how to multiply, we teach .” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? or ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) , 2006
5 Steps to teaching behavior 1. Tell the student the desired behavior 2. Model the desired behavior 3. Allow students to practice the desired behavior 4. Observe the desired behavior in a real life setting 5. Acknowledge/Feedback of the behavior
Observe student behavior • Without monitoring would responsible adults potentially push the limits? • What does good supervision look like in the classroom?
Interact Positively Teen Perceptions of Self Research by Mike Hock, University of Kansas 28
Teens and Self-Image: Survey Results Question 8. How much influence does each of the following have on your life? A Lot or Some None Parents 96% 4% Teacher 80% 20% Other kids 78% 22% Religion 70% 30% Girl/Boyfriend 63% 37% Celebrities 63% 37% TV Shows 44% 56% Advertising 36% 64% 29 University of Kansas Center for 29 29 Research on Learning 2006
Teens and Self-Image: Survey Results Question 5. Who understands you the most? Friend 42% Parent 28% Girl/Boyfriend 10% No one 8% Sibling 5% Religious Leader 1% Teacher 1% Other 5% University of Kansas Center for Research on Learning 2006 30 30 30
Interact positively A . Interact in a welcoming manner with every student. – Contingent and non contingent interactions – Greeting students B. Provide age appropriate, non- embarrassing positive feedback.
Positive vs. Negative Interactions –What you pay the most attention to is what will occur more frequently in the future. –Strive for at least 4:1 positive to negative ratios.
Positive or Negative? Vast majority of the negatives are gentle reminders • “You need to get back to work now”. • “No, please put that away please”. • “I asked you to go back to your seat, thank you”. • “No, you need to put that book away and work on this assignment”. • “ Shh , quiet down”
“Did the student get attention while engaged in positive behavior or negative behavior?”
Positive or Negative? • Rachael gets up to sharpen her pencil although you had stated that no movement was permitted during a certain class activity. • You walk over to Rachael and remind her gently that she needs to return to her seat. NEGATIVE
Positive or Negative? • Jose finishes his independent work early, gets out a novel and reads to himself. • You give Jose a homework pass for finishing his work and staying quiet while other students work. POSITIVE
Positive or Negative ? • Trey arrives at your classroom door. • You compliment him on his touchdown the night before in a big rivalry game and ask him to please stop running in the hallways. NEGATIVE
Positive or Negative ? • Heather got out of her seat to pass a note to a classmate. • You give Matthew a reward ticket and thank him for sitting in his seat. POSITIVE
Positive or Negative ? • Jordan helps a struggling classmate out with a question on an assignment. • You thank Jordan for helping the student and you ask him to get back to his seat. If getting out of his seat during this activity is not allowed this would be a NEGATIVE interaction.
Correct
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