PBIS in the Classroom STOIC Classroom Management Mark Fynewever - - PowerPoint PPT Presentation
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
“STOIC Classroom Management” Mark Fynewever Tony Feldmann
*Content adapted from Randy Sprik,
Mark Fynewever, PBIS Program Specialist ,GaDOE
school wide PBIS and classroom PBIS.
the core elements of a STOIC classroom management plan.
in their own classroom in order to improve overall behavior.
Pull the tooth, implant, dentures, etc. fill cavities, root canal, crown etc. brush, floss, fluoride, annual cleaning
Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4, 194 – 209.
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Tier 3-4 1-5% of students will need a focused / targeted intervention Tier 2- 10-15% of students will need a low level intervention Schoolwide PBIS – Successful for 80-90% of students
PBIS Uses a 3- Logic
Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4, 194 – 209.
for misbehavior
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Role-bound power is not enough. Wishing and hoping is not enough. Punitive consequences are not enough.
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
Structure and organization promote positive student/teacher interactions and to reduce the possibility of disruptions.
carpet, etc.)
– Make sure you always have access to all parts
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 Class Cooperative Learning Allows for Interactions Attention to the front Easy Circulation Maintains Space Allows for
Working Minimizes off task Conversations Comments and Disadvantages Rows Front to Back Rows Side to Side Clusters U Shape Circle Shape
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?
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
Randy Sprick, Safe & Civil Schools
wide expectations.
Examples:
– Teacher-directed instruction – Independent seat work – Class discussions – Cooperative group work – Small group discussion – Taking tests/quizzes – Centers/lab stations, video/media presentation
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
achieve?
and sound like?
Routine by Expectation Entering Classroom Seat Work Small Group Activity Leaving Classroom
Be Safe
hands feet and objects to self
under your desk
Be Respectful
quietly to your area
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hand to ask a question
1
talking
2
Be Responsible
homework in collection bin
assignment s quickly
your part of the assignment
belongings with you
3-5 rules for 2-3 of the classroom routines that you have decided on.
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
adults potentially push the limits?
the classroom?
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29 29 University of Kansas Center for Research on Learning 2006
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%
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30 30 University of Kansas Center for Research on Learning 2006
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%
every student.
– Contingent and non contingent interactions – Greeting students
embarrassing positive feedback.
–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.
Vast majority of the negatives are gentle reminders
this assignment”.
had stated that no movement was permitted during a certain class activity.
she needs to return to her seat.
novel and reads to himself.
and staying quiet while other students work.
before in a big rivalry game and ask him to please stop running in the hallways.
classmate.
for sitting in his seat.
question on an assignment.
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.
learning) Instruction that corrects, molds or perfects character and develops self-control (Webster's New Collegiate Dictionary).
behavior
Problem Behavior Obtain/Get Something Escape/ Avoid Something Social Tangible/ Activity Adult Stimulation/ Sensory Peer
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Mountain vs. Molehill
Behavior Response Flow Chart Developed
Strategies
student
responsibility
with student
so they are in charge of something 10.Antiseptic Bounce**
1.List steps you could take for teacher managed behaviors.
As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of
decides whether a situation will be escalated
humanized.