Bridging our Bridging our Learning…Learning…

How might the Principles of Learning

facilitate the implementation of the Positive Behavior Support approach to classroom management?

Scaffolding Classroom Scaffolding Classroom Management with Management with

Positive Behavior SupportPositive Behavior Support

Attention SignalAttention Signal

AttentionAttentionSignalSignal

Objective:

• Define what students’ attention looks like and sounds like.

• Develop expectations for student behavior in response to an attention signal.

Brainstorming

AttentionAttentionSignalSignal

Objective:

• Identify possible attention signals.

Brainstorming

AttentionAttentionSignalSignal

Objectives:

• Develop expectations for student behavior in response to an attention signal.

• Select an attention signal.

Action Planning

AttentionAttentionSignalSignal

• What systems of procedures and processes are necessary to construct an effective classroom?

• What steps would you take to increase the efficiency of students’ response to your attention signal?

Reflection

The ability to focus attention on important The ability to focus attention on important things is a defining characteristic of things is a defining characteristic of

intelligence. – Robert J. Shiller intelligence. – Robert J. Shiller

Behavioral Narration &Behavioral Narration &Fluent RedirectionFluent Redirection

Behavioral Narration &Behavioral Narration &Fluent RedirectionFluent Redirection

Objectives:

• Practice behavioral narration to increase positive interactions.

• Support students in seeking positive attention.

• Devise multiple opportunities for behavioral success.

Role Playing

Behavioral Narration &Behavioral Narration &Fluent RedirectionFluent Redirection

• What systems of procedures and processes are necessary to construct an effective classroom?

• What would happen if you consciously attended to students meeting expectations instead of using redirection?

Reflection

Excellence is best described as doing Excellence is best described as doing the right things right – selecting the the right things right – selecting the

most important things to be done and most important things to be done and then accomplishing them 100% then accomplishing them 100%

correctly. correctly. - Unknown- Unknown

Establishing ExpectationsEstablishing Expectations

EstablishingEstablishingExpectationsExpectations

Objectives:

• Identify components of clear expectations.

• Explain when and how to use expectations.

Discussion

EstablishingEstablishingExpectationsExpectations

Objectives:

• Organize clear expectations for basic classroom activities.

Action Planning

EstablishingEstablishingExpectationsExpectations

• What systems of procedures and processes are necessary to construct an effective classroom?

• How is consistency critical to getting students to meet and exceed expectations?

Reflection

Before beginning a hunt, it is wise to ask someone Before beginning a hunt, it is wise to ask someone what you are looking for before you begin. what you are looking for before you begin.

–Pooh’s Little Instruction Book–Pooh’s Little Instruction Book

Beginning and Ending RoutinesBeginning and Ending Routines

Beginning andBeginning andEnding RoutinesEnding Routines

Objectives:

• Identify activities that routinely occur at the beginning and end of day/class.

Brainstorming

Beginning andBeginning andEnding RoutinesEnding Routines

Objectives:

• Develop an array of strategies to engage students during beginning and ending routines.

Brainstorming

Beginning andBeginning andEnding RoutinesEnding Routines

Objectives:

• Create a logical sequence of activities for beginning and end of day/class.

Action Planning

Beginning andBeginning andEnding RoutinesEnding Routines

• What systems of procedures and processes are necessary to construct an effective classroom?

• How is the tone of your class affected by your beginning routine?

Reflection

The beginning is the most important The beginning is the most important part of the work. – Plato, part of the work. – Plato, The RepublicThe Republic

Self Monitoring and Positive Self Monitoring and Positive Reinforcement Reinforcement

Self Monitoring andSelf Monitoring andPositive Reinforcement Positive Reinforcement

Objectives:

• Establish a menu of reinforcers.

Brainstorming

Self Monitoring andSelf Monitoring andPositive Reinforcement Positive Reinforcement

Objectives:

• Recognize the fundamentals of positive reinforcement.

• Select an appropriate reinforcement system.

Action Planning

Self Monitoring andSelf Monitoring andPositive Reinforcement Positive Reinforcement

• What systems of procedures and processes are necessary to construct an effective classroom?

• How could you verify that all students are experiencing a high rate of success?

Reflection

Most of us, swimming against the tides of trouble the world Most of us, swimming against the tides of trouble the world knows nothing about, need only a bit of praise or knows nothing about, need only a bit of praise or

encouragement and we will make the goal. –Jerome P. encouragement and we will make the goal. –Jerome P. FleishmanFleishman

Teaching to Challenging Teaching to Challenging BehaviorBehavior

Teaching toTeaching toChallenging BehaviorChallenging Behavior

Objectives:

• Identify the steps of effective redirection.

• Determine when to use redirection as a teaching interaction.

• Practice delivering efficient, neutral redirection.

Role Playing

Teaching toTeaching toChallenging BehaviorChallenging Behavior

• What systems of procedures and processes are necessary to construct an effective classroom?

• How will you develop an emotional space, so that you are able to deliver redirection in a calm, neutral tone?

Reflection

It is generally best to be generous with It is generally best to be generous with praise but cautious with criticism. –praise but cautious with criticism. –

UnknownUnknown

Continuum of InterventionsContinuum of Interventions

Continuum ofContinuum ofInterventionsInterventions

Objectives:

• Select situations that warrant interventions.

Discussion

Continuum ofContinuum ofInterventionsInterventions

Objectives:

• Choose a menu of interventions.

Brainstorming

Continuum ofContinuum ofInterventionsInterventions

Objectives:

• Sequence interventions from moderate to more severe.

Action Planning

Continuum ofContinuum ofInterventionsInterventions

• What systems of procedures and processes are necessary to construct an effective classroom?

• How would you develop documentation to present an effective referral?

Reflection

It is folly to punish your neighbor by fire It is folly to punish your neighbor by fire when you live next door. - Publilius Syruswhen you live next door. - Publilius Syrus

Tomorrow… Tomorrow…

Day 3: Curriculum & Instruction

• District Theory of Action

Looking Looking forward . . forward . .

How does PBS/CM create an environment that allows

greater access to the curriculum and maximize

student learning?

Tomorrow’s AgendaLet’s complete the evaluation!