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Core Competencies of PBIS
Classroom Management
(Act 136)
Presented by Wendy Allen
Considerations
• To download the materials for today, you can click on
the files in the file share pod on your screen and save
them to your computer
• Each district must implement Act 136 according to
their own interpretation of the law; this presentation
offers examples and suggestions for delivery
• Please consult with your district policy to ensure
consistency
• Even though the elements of Act 136 are not new to
teachers, we can never assume that teachers have
these basic skills
People First Language
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Objectives:
• Discuss each component of Act 136
• Provide classroom strategies and interventions that
align with Positive Behavior Interventions & Support
• To provide effective behavioral strategies that will
increase appropriate behavior and instructional time in
the classroom
Why Focus on Discipline in LA?
2003 – Juvenile Justice Reform Act (1225)
79 of the 143 legislators coauthored this bill that was
unanimously passed
Subpart C-1 The Education/Juvenile Justice
Partnership Act legislated that:
• BESE (Board of Elementary & Secondary
Education) would formulate, develop and
recommend a Model Master Plan for improving
behavior and discipline within schools that includes
the utilization of positive behavioral supports and
other effective disciplinary tools
• Each city, parish, and other local public school board
should be responsible for the develop of school
master plans for supporting student behavior and
discipline based upon the model master plan
developed and approved by BESE
Act 136
In 2010, this legislation passed which encourages
school districts to provide ongoing classroom
management related to
• positive behavior interventions & support
• reinforcement
• conflict resolution
• mediation
• cultural competence
• restorative practices
• guidance and discipline
• adolescent development
What is Positive Behavior
Interventions & Support (PBIS)?
• Improving student academic and behavior outcomes is about
ensuring all students have access to the most effective and
accurately implemented instructional and behavioral practices
and interventions possible
•
PBIS provides an operational framework for achieving these
outcomes
•
PBIS is NOT a curriculum, intervention, or practice, but IS
a decision making framework that guides selection, integration,
and implementation of the best evidence-based academic and
behavioral practices for improving important academic and
behavior outcomes for all students.
What does PBIS emphasize?
Levels of PBIS
•
•
•
•
School-wide (green) – intended for all
students and staff; in specific settings
and across campus
Classroom – reflect school-wide
expectations for student behavior,
coupled with preplanned strategies
applied within classrooms
Targeted group (yellow) – address
students who are at risk for school
failure or display a chronic pattern of
inappropriate behavior who do not
respond to school-wide interventions
Individual student (red)– reflect
school-wide expectations for student
behavior coupled with team-based
strategies used with individual students
based on child-centered behavior
How long has PBIS been used?
• Began in special education settings over 20
years ago
• It worked well in that setting, but when students
with disabilities went to areas of school that did
not utilize PBIS strategies, the students were not
successful
• The idea of “school-wide” PBIS was
implemented and has worked well
• To review PBIS research, go to
http://pbis.org/research/default.aspx
Designing School-Wide Systems for Student Success
When a teacher views a student as struggling academically, there are strategies
and interventions that the teacher puts in place in order for the student to be
successful……this mindset should be embraced with behavior also
Graphic courtesy Florida’s RtI:B Project
Students can be categorized in a triangle
 There needs to be basic
management techniques that all
students are exposed to (green
kids) -focus of today (0-1 referral)
 Some kids (yellow) will need
additional targeted, small group
interventions (2-5 referrals)
 Few kids (red) will need intensive,
individualized management (>6
referrals)
*Be careful not to classify students
solely based on # of referrals
Traditional Discipline versus PBIS
• Traditional Discipline: • Positive Behavior Interventions
and Support:
- Focus: Student’s problem
- Focus: Systems perspective to
behavior
address identified needs
- Goal: Stop undesirable
- Goal: Academic and social
behavior
success (replacement skills)
- Method: Primarily uses
punishment (reactive)
- Method: Alters environments,
utilizes teaching and instruction,
employs reinforcement
procedures, (proactive) data
management tracking system
Don’t forget that you work with
green, yellow, and red teachers 
RESOURCE: What does your triangle look like?
Triangle of Student Referrals for 2011-2012
Red Zone - Students with 6 or more referrals
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Green Zone - Students
with 1 or no referrals
Universal Interventions
All Settings
All Students,
Preventive, proactive
Yellow Zone - Students with 2
to 5 referrals
Targeted Group Interventions
Some Students (at-risk)
High Efficiency
Rapid Response
Theory
East Elementary
PBIS should unify all initiatives…it’s not
one more thing
PBIS
Response to
Intervention
Discipline
Understanding
Cultural Needs
Literacy
Attendance
School
Climate
Special
Education
What “kind” of students can display
problematic behavior?
All students! Students with/without labels who are served in
general/special education can display problematic behavior.
This is not a special education issue. It is an education issue.
“If we as educators keep
doing the same thing over
and over with the same
negative result – Who is the
slow learner?”
http://www.panix.com/~pro-ed/
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/GroeningCartoon.JPG
A Day in the Life of a Teacher……
“You were hired to take a
group of possibly
disinterested, howling,
and unruly people and
turn them into interested,
disciplined and productive
learners in a well managed
environment”
---Harry Wong
Does 1 student really matter??.....
Classroom Mgmt. VS. Teacher Self-Mgmt.
• Understand the nature of the “grand delusion” that you are going to
“manage” or “control” how someone else acts.
• However, what we do (how we act) in the classroom does directly
influence how our students act.
• A more accurate description of what effective classroom management
requires is “teacher self-management of instructional practices in
group settings”.
Some points to ponder….
• Huge gap between training and implementing
strategies
• Why don’t teachers do what they have been trained to
do? (EX: weight loss)
• What doesn’t get monitored or measured, doesn’t get
implemented
• We can’t let what happens outside of school spill into
our school, but we can be sensitive about what our
students are going through when they are not at
school
The Bottom Line
Basic
Management
& Structure
Doorway
to
Learning
Relationship
& Trust
One is not
successful
on its own
Basic
Management
& Structure
You can’t “fix” a kid
until your first fix their
environment……
“It is easier to prevent a behavior
from occurring than to deal with
it after it has happened.”
Smallest change = biggest effect
Always expect the best, but
prepare for the worst…
How do you teach behavior?
(must all be done; cannot pick and choose)
1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model, teach, &practice appropriate behaviors
4) Reinforce appropriate behaviors
5) Develop an array of consequences &
interventions
6) Evaluate in order to make data-based
decisions
Expectations
What is the difference between an
expectation and a rule?
*Expectations are BROAD and apply to EVERYONE
in ALL SETTINGS
– Be Safe
– Be Responsible
*Rules are specific to a setting
- Place food items in proper container (specific to a cafeteria)
- Keep all 4 legs of chair on floor (may not apply in gym, recess)
1) State behavioral expectations
*Have your expectations posted (usually 3-5)
*May want to use an acronym (PRIDE, CATS);
align with school-wide if possible
*Works best when expectations are school-wide,
but you could consider as a grade level or
independently
*Look at your most frequent problem behaviors
and then turn them into positive statements
Examples:
- If disrespect is a problem, then use “Be Respectful”
- “Be Responsible”
- “Be Safe”
Expectations Do Not Have to
Fit an Acronym!
Rules
2. Specify student behaviors (rules)
What do your classroom rules
look like?
When developing rules..
*Should align with expectations and be printed as such
*Limit rules to a few per expectation
*Target areas of need
*Discuss with grade level
*Different than “routine”
*Must be positively stated
• Instead of “DON’T TALK”, consider:
~Maintain low noise level
~Remain quiet until given permission to speak
Even if your school does not have
the same classroom rules, yours
should be…..
• Written in alignment with expectations
• Positively stated
School-Wide Example
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
Classroom Example
EXPECTATIONS
PREPARED
RESPECTFUL
INTEGRITY
DETERMINED
EXCELLENT
CLASSROOM RULES
•Have pen, pencil, binder everyday
•Uniform & ID worn appropriately
•Treat others the way you want to be treated
•CLAYGO (Clean as You Go)
•Be HOT! (Here on Time)
•Complete assignments & meet deadlines
•Ask for help if I don’t understand
•When I do P, R, I & D!
Discipline and Rules vs.
Procedures and Routines
• Discipline concerns
how students behave
• Discipline plans have
rules, consequences
and are reinforced
• The purpose of rules
is to set boundaries or
limits
• Procedures concern how
things are done and are
statements of student
expectations
• Routines are what the
students do automatically
• Procedures and routines
teach what students are to
do or work at.
• Classroom management
plans have procedures
Classroom Routines
Routines are more individual and reflects the teacher’s preference in
maintaining a well-run classroom
•
•
•
•
Movement
– Entering/exiting
– Whole class to small group
– Sharpening pencil
Non-instruction tasks
– attendance,
•
– collecting permission slips,
– making participation counts
– keeping the classroom neat
Materials Management
– routines are developed for the distribution,
collection and storage of instructional
materials
Transitions
– materials might be listed on the
daily schedule so students will
know what they need and can
prepare for one activity as
materials for the previous activity
are stored or collected
Group Work
– Each team member within a
group should have a job, and
over time each student should
have an opportunity to do each
job
– Develop job descriptions and
routines for assigning the jobs.
Jobs might be facilitator, timekeeper, reporter, recorder,
encourager, questioner, materials
manager or taskmaster
Rules within Routines Matrix
Routines
Expectation
Be Safe
Be Respectful
Be Responsible
Entering
Classroom
Seat Work
Small Group
Activity
Leaving
Classroom
Establish a Predictable Environment
• Define and teach classroom routines
•
•
•
•
•
•
•
•
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you
Signals for moving through different activities
• Establish a signal for obtaining class attention
• Teach effective transitions
Remember…
• It is useless to have a pretty poster on
a wall with rules if behaviors are not
clarified by the teacher
Ex: Being Good
• Are your exp/rules considerate of your
student’s culture? (ex: eye contact,
etc.)
Teach & Model
3) Model, teach, & practice appropriate behaviors
*Adults have to model how they want the kids to act (gum
chewing, respect, speech)
*Bigger body doesn’t mean bigger skill
*Show them what the action looks like
-For younger kids, you may want to include pictures by your
rules
-“Zip and Flip”: quiet & fold arms
-“HOT”: here on time
- “SALAMI”: stop and look at me
- “CLAYGO”: clean as you go
- “Hips, Lips, Ears”: hands by your side, quiet, ears
open for instruction
Teach Social Behaviors Like
Academic Skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
*Take them to the area you are
referring to--it helps kinesthetic
learners
– At the beginning of school, most
problem behaviors occur in areas
because students are unsure/not
familiar with the environment
– Refer to the posters, model the
behavior, practice the behavior!
– If the majority of your class cannot
behave appropriately during a task
(lining up, beginning routine, etc.), you
may must re-teach because they didn’t
get it the first time! (Just like
academics!)
Considerations for Classroom
•
•
•
•
Re-Teaching & Follow Up
Frequency of Lessons
Communication with parents
New students
Throughout the School Year….
• PBIS should not be a “beginning of the year activity”
• Embed PBIS in Academics
– Choose books that have respect or responsibility as the
main theme (English)
– Have students chart/graph # of reinforcements received or #
of referrals, tardies,etc. (Math/Science)
– Study different cultures and their ideas of respect (Social
Studies)
Website Resources
• http://www.pbismaryland.org/schoolexamples.htm
• http://www.modelprogram.com/
• http://www.pbis.org/training/student.aspx
Video Examples
School-Wide
• http://www1.schooltube.com/Organization/Organizatio
nHome.aspx?oid=152262
Classroom
• http://www.schooltube.com/video/ae8d79a636514cf40
efd/SMSH-PBIS-Video-Classroom-Expectations
CHAMPs Overview
• Conversation: Discuss CHAMPs classroom
management modular series.
• Help:
Raise hand or speak up.
• Activity:
Understand the eight modules and
the Classroom Management Plan.
• Movement:
At your discretion and as needed.
• Participation: Active discussion and activity; ask
lots of questions.
Practice SLANT!!
60
SLANT
•
•
•
•
•
S = Sit up tall
L = Lean Forward Slightly
A = Activate Your Thinking
N = Nod
T = Track the Talker
61
Reinforce
4. Ways to Acknowledge or
Reinforce Appropriate Behavior
Imagine your students on a spectrum…
HONOR ROLL/PERFECT
ATTENDANCE
AVERAGE KIDS
FREQUENT
FLYERS
*In terms of attention, students have a choice which way to go
*What is the payoff for students to behave/follow your rules?
*We have to start directing our attention to positive behaviors
rather than negative behaviors!
Examples of Reinforcement
• Praise
• Token Economy
• Raffles
• Social Time
• Food
School-wide
vs.
Classroom
Praise
*Use praise as often as possible
*Should try to maintain a 4:1 ratio (4
praise/positive statements for every 1
correction)
*Re-teach if you see the same undesirable
behavior with the majority of your class
Praise Should Be….
– contingent: occur immediately following desired behavior
– 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 being RESPECTFUL by
showing me active listening and having quiet
hands and feet with eyes on me” (specific)
Adjustments for Individualizing
•
•
•
•
•
Whole class
Quiet
Loud
One-on-One
Written
“John, I really like the
way you came in before
the bell today and got
started on your work.
Thank you for being
PREPARED”
OR
“Great answering
class. Thanks for being
ACTIVE LISTENERS!”
Token Economy
• designed to increase desirable behavior and decrease
undesirable behavior with the use of tokens
– Individuals receive tokens immediately after displaying
desirable behavior
– The tokens are collected and later exchanged for a
meaningful object or privilege
– Biggest concern: Students are getting bucks/tokens but
have no idea why
Ticket System Considerations
*Be consistent as possible when delivering
tickets
*Always tell the student WHY they are
getting it (relate to expectations) May
want to have your expectations on the
tickets (student could write why they got
it)
*Give out for social and academic reasons
*Give throughout the day
*Find a balance in numbers! (Set a goal)
*How can you ensure fair distribution?
(cup-popsicle sticks)
Considerations (cont’d)
*Teach them that they can’t ask for them or “stage”
acts of kindness (a ticket should be an option on
your reinforcement menu, not an automatic
reinforcement for every behavior)
*Everyone on campus should have access to tickets
if school-wide (cafeteria, secretary, bus, etc.)—
sometimes subs get a different color
*Start a focus group!
*#1 way to increase faculty buy in about
reinforcements, is to use it on them first! 
What is a buck/ticket worth?
*Could trade in tickets for a privilege
(consider your grade)
*Stagger your costs
*Front of line
*Class Responsibilities (leadership)
*“Class Store” visited once a week (supplies)
*Extra time
*Don’t take away the incentive as punishment; it’s
like taking away a compliment! Or a paycheck! 
Classroom Reward System Example
DAILY
If Tim earns 2 “Bronco Bucks” he can participate
in the review game/get a positive note sent home
Everyone that received 2 (or other set #) daily
WEEKLY rewards during the week receives preferred
activity time at the end of the week.
If the entire class reaches their goal of earning a
MONTHLY specified amount of “Bronco Bucks” by the end of
the month, the class gets to watch a movie.
There is a competition between all of Mr. Smith’s
9-WEEKS classes. The class earning the highest number
of “Bronco Bucks” earns a pizza/ice cream party.
Reinforcement Ideas…
*Are yours posted?!
*Verbal praise needs to be #1
*Certificates/Caught Being Good/Kodak Moments!
*Posted on Bulletin Board
*Rolling store, raffles
*Class Competitions/School Safety Count
* Positive Referrals
*Positive Phone Calls/Contact
Consider “Levels” of Reinforcement
 It’s not all about a buck!
 Not every well behaved student will get a tangible
reinforcement (cup/popsicle stick)
 May want to consider every few weeks recognizing a
different behavior (EX: being on time to class, no
tardies, dress appropriately, no dress code
violations)
 This way everyone has a better chance of getting
reinforced!
 Have your classes compete against each other
 Teacher Blitzes
Example
*Good visual reminder for teacher too
Additional Suggestions
• Highlight a different behavior every few weeks (no
tardies, no dress code violations, no referrals, no gum,
etc.)---relate to expectation (Be responsible, Be
prepared, etc.)
• Have classes compete against each other
• Consider individual, small group, and class
• Inventory students
Consequences &
Interventions
5. Consequences & Interventions
What if a student does not comply?
• Consequences will not be effective until
we know the function of the behavior!
• Sometimes we reinforce students for
behaving inappropriately (Band-Aids)
• Behavior is a result of trying to GET
SOMETHING or GET AWAY FROM
SOMETHING!
BEHAVIOR IS CLASSIFIED IN 2 WAYS:
• Minor Behavior (handled in the
classroom)
• Major Behavior (handled in the office)
Has your school defined crossover
behaviors?
• Tardies
• Fighting
• Cursing
Minor Behavior Consequences
*Should be aligned with school-wide system
*Should be posted in a classroom!
*Should include expectations
*Offer step-by-step process (example)
– 1st infraction: warning/restate expectation/rule
– 2nd infraction: restate exp/rule; give consequence
– 3rd infraction: restate exp/rule; give different
consequence than above
– 4th & each additional infraction: referral to office
No
Yes
Is the
Incident Major?
1st Offense
Verbal Feedback & Re-teach
Clarify Consequences
2nd Offense (same behavior)
Complete Tracking Form
Intervention & Consequence
3rd Offense (same behavior)
Complete Tracking Form
Intervention & Consequence
Contact Parent
4th Offense (within 3 weeks)
Follow Referral Procedure
Write Referral
Attach all applicable
minor incident forms.
Send student with referral
to Room 145
Behavior
Ceases
Administration will follow-up
with course of action
and/or consequences
Reinforce
Appropriate
Behavior
1.
2.
Parent contacted (1 day)
Teacher provided
administrative action (1 day)
3. Incident recorded in
data management system (2 days)
Teach consequences and
appropriate responses at the
beginning of the year during
calm phase, not in heat of
battle
Do we need to keep track?
*Do you currently keep track of minor infractions?
*If you do have to write a referral, having a tracking form
attached shows your interventions PRIOR to the referral
*You will mostly track yellow/red students
*Tracking is proactive
*Do not stop class to write an infraction!
*If forms are used, they need to include the school-wide
expectations on them
NOTE: It is not required to track minor infractions
Tracking Considerations
• How often should you start over when tracking
minor infractions? (Be considerate of students’
age)
• Some schools have the students initial or sign
off on every offense for documentation
purposes
• Send in a copy when you write a referral so that
principal and parents will know the
interventions you have taken BEFORE
WRITING A REFERRAL!
• Some schools track minor infractions on the
computer/paperless system
• Other schools put their minor infraction forms
on NCR paper and the principal gets a copy of
each form at the end of the week
Major ReferralsWhole Group Quick Check
“Rosie was trying to aggravate Mark so she threw a pencil at
him.”
“Juan picked up the desk and threw it across the room. It hit
the wall and broke into pieces.”
“Shanda was disrespectful and sarcastic when the teacher
asked her to do her work.”
“Brandon made a rude comment to Joey and then he cursed
at him.”
How do you teach your faculty
about major ODR’s?
• Consider having your administrator give a
brief session on how to correctly complete
an office discipline referral (ODR)to all staff
(not just teachers)
– Avoid “The student was disrespectful” or
“bad” or “being rude” because everyone
defines those differently
– Instead use concrete, factual statements
• Have the administrator communicate to the
staff that they have a right to return a
referral for clarification purposes
• May serve as support in administrative or
due process procedures
Other Considerations of Major ODR’s
• It is helpful for a team/administration to view all of the
possible consequences on a hierarchy
• What is the consequence for the 1st infraction, 2nd, and
so on
• Remember to brainstorm other consequences besides
detention, suspension, expulsion since those do not
always deter behavior
• Administrators should keep in mind that there may need
to be alternatives to the traditional approach to discipline
and other resources/personnel may be utilized
How much does a referral cost us?
• The loss of instructional time due to referrals at some
schools is devastating
• How long does it take you to write a referral and
handle it? (on average)
• Calculate that time by how many referrals you or your
school’s faculty are generating
• It’s not about stopping to write referrals altogether; it
is about writing a referral for the right reasons on a
consistent basis
RESOURCE: Excel Example
…….but I did punish and
he/she still keeps
misbehaving!
Remember that punishment
should decrease behavior
Discipline means
“to teach”…..Think about
your own kids and how they
learn
If there is no established, organized
process to handle behavior, then
most teachers will give consequences
based on their mood, not based on
the behavior.
Parents don’t have a problem with
consequences, they have a problem
with unfair consequences.
Why Don’t Aversive Techniques or
Punishment Work?
• Not aligned with the function of the
behavior, so the student is allowed to
escape what they want to avoid or the
student may obtain desired
attention/activity/item
• Student is not being taught
replacement skill/desired behavior
• May agitate student even more
• More use = less effect
• May embarrass the student
• Student/Teacher Relationship affected
• Punishment can’t always be
immediate
Common Goals of Student
Misbehaviors
GOAL
FAULTY BELIEF
BEHAVIOR
TEACHER
FEELS
ATTENTION
“I am only cared about
when I am being
noticed”
Interrupting
Forgetting
Clowning
Angry
Ignored
Embarrassed
POWER
“I am only important
when I am in control or
when I am proving that
no one can control me”
Aggressive
Defiance
Stubborn
Refusal
Anger
Provoked
Revenge
REVENGE
“I want to hurt you the
same way I have been
hurt”
Saying hurtful things,
Rude, Bullying,
Withdrawal
Hurt
Pity
Retaliation
DISPLAY OF
INADEQUACY
“I am incompetent and
I will prove it to you”;
“Don’t expect anything
from me”
Acts out, Fails or
refuses to complete
work, Low participation
Frustrated
Gives up
Lowers expectations
In the
classroom……
Do you know your buttons?
•
•
•
•
•
•
•
Tapping a pencil excessively
Talking while you are talking
Rolling eyes/having an attitude
Not having a pencil/paper
Not having homework
Putting head down on desk
ETC.
“They can’t get your
goat if they don’t
know where it’s tied”
*Bill Jenson
Remember…..
• The behavior you attend to the most will be
the one that you will see more of in the future.
• What behavior do you attend to? Positive
student behavior or negative student
behavior?
When handling problem
behavior…
• Do you escalate or de-escalate a situation based
on your actions, attitudes, and speech?
• Others are watching!
• Do not give consequences based on the “issue” a
student has (EX: A student with ADHD, there is not
one intervention that will always work;
interventions should be specific to a student
because each function may be different)
• Always correct a student by connecting it to a
school-wide expectation
When communicating with
students….
• Most communication success is determined by the
delivery style
• People generally prefer to speak/be heard rather than
listen/hear
Tone & Proximity
• Sometimes it’s how you say it, not what you say
• It is difficult for people to hear their own tone when
they speak
• Be respectful of a student’s space; some students are
defensive when a teacher is standing over them in a
desk
Using the “Sandwich” Approach (+, -, +)
• Kneeling down & facing the student, the teacher quietly
says: “Fran, during the last 10 minutes, you were really
focused. It shows in the quality of your work. We all take
short brain breaks, but we need to draw those eyes back
to your paper. I look forward to reviewing your work with
you later.”
• Luis, I appreciate your help in keeping Rodney on task.
However, prodding someone to finish so that you can
copy his answers deprives you of true learning. From
now on, I look forward to seeing you working hard on your
own assignment in-between the reminders to Rodney.
Tips for Handling
Minor Rule Violations Efficiently
 Quickly: every time misbehavior is addressed in
the classroom, you are losing instructional time
 Privately: addressing problem behaviors in front
of peers will sometimes escalate the original
problem behavior
 Neutrally: sometimes we take offense to a
student, when it may not even be about us (lack
of sleep, problems at home, etc.)
 Follow-up with positive
Be Prepared When Working With
Students
Draw 4 straight lines to connect all the dots
without taking your pencil off the paper
You may have to think outside the box
I Will Always Be Fair,
Therefore I Won’t Always Treat
People The Same
Fairness
Equity
NEED
•If all of you were sick, but each with a different illness, how can I help each of
you individually, but yet meet all of your needs? (Tylenol, band aids, sling, etc.)
•When students feel their needs are met on a regular basis, they do not often
complain when you are giving a student something different
NOTE:
• There is not one intervention that is going to work with
all students or all classes
• There are a ton of interventions for students, but they
will not all be effective if a positive relationship does
not exist between the teacher and the student
• Think about those teachers who have great classroom
management; no magical intervention, just some
organization, structure, and a good relationship with
students
• It is better to build your strategy tool box so that you
can be flexible, depending on what the student may
need
Effective Interventions for
Handling Problem Behavior
– Re-teach the expectations/rules
– Change seating arrangements
– Conference with parent and/or student
– Peer mediation
– Student contracts
– Provide choices
– Remove tempting items from the classroom
– Proximity
Effective Interventions for Handling
Problem Behavior (cont.)
–Humor (be careful!)
–Let the student “save face”
–Re-direction
–Failure to earn a privilege
–Restitution/Apology
–Prompt & cue both verbal & non-verbal
–Reward alternate positive behavior
Conflict Resolution &
Mediation
Neither one is wrong, just different!
Neither one is wrong, just different!
Steps to Mediation
• Introduction
• Listening (avoid
assumptions)
• Problem Solving
• Choosing a Solution
• Conclusion
Strategies to Resolve Conflicts
• Assume you do not have
all the answers.
• Ask questions to
understand the other
person(s).
• Be prepared to
compromise or make a
deal.
Restorative
Practices
A student misbehaves in class and her teacher
asks her to leave. The student is suspended
from school and comes back. Nothing is
resolved; nothing is restored.
But with restorative practices, the student is held
accountable and given support to resolve the
issue, repair the harm and make a plan to
ensure that the misbehavior doesn’t happen
again. Relationships are restored and
community is built.
-Ted Wachtel, International Institute for
Restorative Practices
125
When you were a victim…
Think of a time when you’ve been wronged, intentionally or
unintentionally, by someone else.
• How did you feel?
• What questions did you want to ask the offender?
• What else did you want to say to him/her?
• Who or what could make things right for you?
• What would justice have looked like for you?
126
When you were an offender..
Think of a time when you did something wrong –
something you’re not proud of, and for which you got
caught.
• What did you do?
• How did you feel?
• What would you have liked to say to the victim?
• Who or what would have made things right?
• What would justice have looked like for you and for the
victim?
127
Restorative Justice: Misbehavior is an
Opportunity to Learn
• I am more than my mistakes, and I am not a bad
person
• My actions affect people and relationships
• There are consequences for breaking rules
• “Owning” my mistakes is worth doing
• I can change my behavior in the future, and am
likely to do so once I understand how my actions
hurt others, the community and myself
Restorative Justice: Misbehavior is an
Opportunity to Learn
• If I make mistakes, I am still part of the
community and I will have opportunities to repair
the harm I have caused
• I am capable of finding ways to fix what I have
done
• I will be supported and guided by adults in
repairing the harm and changing my behavior.
Adults care about me and will not give up on me
when I make mistakes
Analyzing Your
Data
6. Evaluate plan to make data-based decisions
• If there are behavioral errors (this is why tracking behavior is
important)
– Who is making them?
– Where are the errors occurring?
– What kind of errors are being made?
• Don’t rule out academic issues
• Look for patterns
– What kind of instruction is happening when student is misbehaving
(lecture, small group, unstructured activity, etc.)
– Certain days, medication, etc.
– What consequences and reinforcement have I used that
have/have not worked
– What is the motivation? (peer attention, get out of work)
– What is the student getting or what are they getting out of when
engaging in inappropriate behavior
Problem-Solving Process
Step 1: Identify and Analyze the Problem
What’s the problem and why is it happening?
Step 4: Evaluate the Plan
Step 2: Develop the
Plan
Is it working?
What do we do about it?
Step 3: Implement the Plan
How do we do it?
RESOURCES:
*Classroom Management Checklists
*PTR Forms
Relationship
& Trust
Understanding Rapport
•Students don’t care how much you know, until
they know how much you care
•Rapport involves establishing a trusting
relationship with each of your students
•All kids will “let you in”…even the one’s that
appear most resistant to letting you in…but
they will only let you in on their time frame
based on when they feel they can TRUST you
What do we do when ……
• We see other adults that we like?
– Faces, smiles
– Close proximity, possible touch
• We see other adults we don’t like?
– Little eye contact, no smile
– distant
Students exhibit these same
behaviors with us!!!
What if
this was
your own
child?
How do you view your class?
Remember….
• Every teacher has “favorites” whether you or
conscious of them or not
• It’s okay, we’re human
• Key is to acknowledge it in order to manage your own
behavior
Stay Close to Build Rapport







Be physically close
Use Appropriate touch
Show appropriate facial expression
Use appropriate tone of voice
Show appropriate body language
Listen while the student speaks
Show empathy
 Engage students in conversation during “non-instructional time” also
Examples of Establishing a Positive
Atmosphere in the Classroom
Other IDEAS:
•“I Knew I Liked You for Some Reason” Activity
•Teacher Letter to Students-Students Write Back
•Power of Positivity Activity
•Learning How to Give and Accept Compliments
Remember….
• Learning is not a spectator sport
• High motivation for learning in school most often occurs
when adults treat students with respect and dignity
• Students are inherently motivated to learn but learn to be
unmotivated when they repeatedly fail
• “No significant learning occurs without a significant
relationship.” – James Comer
• Always need to assess the “lazy” kid
Can’t do (skill deficit)
or
Won’t do (motivation issue)
• Be careful!! Your “lazy” student can be very smart!
• If I had been a student in my class today, would I
want to come back tomorrow?
www.cartoonstock.com/directory/g/googling.asp
A lesson from Sports
• Why are some students not motivated in school,
yet they work hard in sports?
1. Teamwork (need for belonging)
2. Enjoyment of Success (individually and/or as a
group) (esteem needs)
3. Active
4. Flexible & Creative
5. Tangible & Fun
6. Outside the Classroom
Making Content Meaningful
• Learning occurs more often when students
“connect” the content
• Always consider learning styles
• For your advanced students, consider giving 2-3
challenging problems vs. 30 simple problems
• Students often ask:
– Why should I care?
– How does this relate to my life?
– When am I going to use this?
I do
We do
You do
Need a little R & R?
Relevance makes rigor
possible
Learn to Do
(back to front)
Vs.
Do to Learn
(front to back)
If we don’t teach kids to apply
information to various scenarios…
• http://www.youtube.com/watch?v=oRBchZLkQR0
• http://www.youtube.com/watch?v=GHX2mvFVQMs&fe
ature=related
Perception
• What do you see?
• What number do you see?
• What letter do you see?
Perception is when we bring meaning
to the information we receive, and
it depends on prior knowledge and
what we expect to see. (Wolfe,
2001)
Are we teaching so that students
perceive, or just to present
curriculum and leave it up to the
student to perceive it?
OTR
• Vary Opportunities to Respond (OTR)
– If you ask the students to raise their hand if they
have an answer, then only that one student has an
OTR
– If you ask the students to write their answer on their
individual papers and hold it up, then every student
has an OTR
– Could use colors to express understanding or ready
to move on (green vs. red)
– Vary response type (oral, written, gestural)
– Higher OTRs tend to increase student engagement
Culturally Responsive
Teaching
What is Culturally
Responsive Teaching (CRT)?
“It is an approach that empowers students intellectually, socially,
emotionally, and politically by using cultural referents to impart
knowledge, skills, and attitudes”
-Gloria Ladson-Billings
Why CRT?
• Builds on what students already know
• Help students understand there is more than
one way of knowing
• Encourages students to embrace their culture
and develop a love of learning
• Highlights students’ strengths and gives them
the confidence to confront their weaknesses
In-Depth
Knowledge of
Different
Cultural Groups
Determination
and Desire to
Establish a
Strong StudentTeacher
Relationship
with Each
Student
Ability and
Strategies to
Build Bridges
Between the
Community
Culture and
School Culture
Extensive
Variety of
Instructional
Strategies
A Culturally
Compatible
Classroom
Classroom Activities
Activities to increase cultural
sensitivity:
• Autobiographical writing
assignments
• Oral presentations on students'
native countries
• Discussing current events from a
multicultural viewpoint
Classroom Activities
More activities to stimulate cultural sensitivity:
•
•
•
Organizing students that are ESL to provide peer tutoring to other
students studying their native language
Organizing a cultural bazaar to showcase student cultures with the
larger community
Participating in a school talent show to share culturally unique skills
and dances
Classroom Appearance
Classrooms should be
filled with
photographs and
artwork
representing the
wide range of
humanity and daily
life
Foster a Sense of Belonging
There is an ongoing dialogue
with students, parents, and
community members on
issues important to them,
along with the inclusion of
these individuals and issues
in classroom curriculum and
activities.
For new students or students who
seem isolated, a teacher can assign
a buddy who will help them to feel
at home
Sharing Cultures
•
Christmas, Kwanzaa, Easter, Yom
Kippur, Passover, Hanukkah, St.
Lucia Day, Chinese New Year,
Songkran, Aboakyere, Midsummer
Day, O-bon, Basanth, New Year,
Holi, May Day...
•
There are many holidays in the
world. In a culturally responsive
curriculum students will learn
about many different holidays and
traditions.
Don’t forget
about gender
differences as
well
Example-Diversity BINGO
• Ask each other questions around the room
• Get someone to initial in the box if the statement is
true about them
• Yell BINGO when you get a complete horizontal or
diagonal line
B-I-N-G-O
Developmental
Theories
Lots of Theories!
•
•
•
•
•
•
•
Freud
Erikson
Watson
Skinner
Lorenz
Maslow
Piaget
All can offer important information to apply in the classroom; due to
time, we will discuss only one theory
Erik Erikson
Psychosocial Theory
• Expanded on Sigmund Freud's theories.
• Believed that development is life-long.
• Emphasized that at each stage, the child
acquires attitudes and skills resulting from
the successful negotiation of the
psychological conflict.
• Identified 8 stages:
–
–
–
–
–
–
–
–
Basic trust vs. mistrust (birth - 1 year)
Autonomy vs. shame and doubt (ages 1-3)
Initiative vs. guilt (ages 3-5)
Industry vs. inferiority (ages 6-11)
Identity vs. identity confusion (adolescence)
Intimacy vs. isolation (young adulthood)
Generatively vs. stagnation (middle adulthood)
Integrity vs. despair (the elderly)
Stage 4: Industry vs. Inferiority
• Ages 6-11
• Child develops cognitive abilities to enable in task
completion (school work, play)
• If parents/teachers do not support child’s efforts: child
develops feelings of inferiority and inadequacy
• Basic strength: Competence (can I do it?)
– Exertion of skill and intelligence in pursuing and completing
tasks
Application of Stage 4
(industry vs. inferiority)
• Students need to master the formal academic skills in order to feel as though
they are capable of accomplishments
• The child must learn teamwork, an understanding of their potential
contributions, and continue to learn to self-discipline to achieve
• The teacher and classroom play a vital role in this stage and competence
can be fostered through:
– collaborative approach to classroom expectations and rules of interacting with others (all
students make a contribution to this)
– group projects and assignments that teach students how to contribute to a group working
towards a common goal
– providing a variety of learning opportunities for fundamental skills including addressing all
learning styles
– assigning appropriate levels of homework to give students a sense of accomplishment
without overwhelming them- too much homework means students will be unable to finish it,
causing them to develop a sense of inferiority
– hands on projects that emphasize the individual’s strengths
Stage 5: Identity vs. Identity
Confusion
• Ages 12-18
• Form ego identity: self-image
• If they develop a strong sense of identity: face
adulthood with certainty and confidence
• If they have an identity crisis: confusion of ego identity
• Basic strength: Fidelity
– Sincerity, genuineness, sense of duty in relationships with
others
Common Developmental Traits That Can Lead To
Non-Compliance (Ages 6-12)
•
•
•
•
Wants to determine behavioral boundaries (for psychological comfort).
– Tests behavioral boundaries and constraints placed by authority.
– Asks “Why?” often
Ego-centric: Sees self as center of the universe.
– Wants desirable things NOW.
– Wants to do non-desirable tasks on own schedule
– Difficulty seeing the view/rights of others.
– Often doesn’t want rules, turn-taking, sharing to apply to him/her.
– Thinks people (including teachers) often pick on him/her.
• Reacts to perceived unfairness or lack of support by
withdrawing or complaining.
Possessive & Impulsive
– Thinks his/her needs & desires should come before those of
others.
• “It’s mine.”, “I had it first.”, “I want it!”
Wants success at meeting goals to come easily
• Complains that tasks are “too hard”.
• Expects to win games/raffle.
Common Developmental Traits That Can Lead To
Non-Compliance (Ages 13-18)
• Wants to make decisions influencing his/her life
• Peer group influence exceeds that of adults
• Engages in actions to earn acceptance of highly perceived
peers
• Attempts to gain positive attention from those to whom they
are romantically attracted
• Highly concerned about personal appearance
• Unconcerned about neatness of surroundings
• Needs to project appearance of competence even if not so
– “I know it already” attitude
• Views education unrelated to interests as “boring”
• Frontal lobe in boys probably poorly developed in
comparison to girls
– lowered sensitivity to feelings of others
– less awareness/concern for safety of self & others
How can this help me?
• When we as educators understand and are aware of
normal changes and stages of development, we can
be responsive to students’ needs and provide the
emotional, social, and academic support needed for
them to be successful
• We were all students at one time, and went through
much of the same things……how can we use our
experiences then to help us now?
Based on Act 136 Elements, what are
your goals as a school?
• Discuss/Identify thoughts regarding:
– Re-delivery schedule/Timeline?
– During what time frame?
– Method? (grade level, whole faculty, etc.)
Attitude is Everything!
Attitudes are contagious!
When reacting to problem behavior, ask “Is this going to
escalate or de-escalate the problem at hand?”
Don’t take it personal!!
And remember….
• We can’t control what people say or do (actions)
but we can control our reactions
• Always treat your students how you would want
your own child to be treated in a classroom!
References:
Louisiana Department of Education
http://www.doe.state.la.us
National Positive Behavior Support Website
www.pbis.org
Iris Media
http://iris.peabody.vanderbilt.edu/resources.html
Resources
• http://www.behavioradvisor.com
• http://flpbs.fmhi.usf.edu/
• http://www.slideshare.net/JuicyUniverse.com/culturally
-responsive-teaching
• http://www.nccrest.org/Briefs/Diversity_Brief.pdf
• http://education.uncc.edu/gcampbe1/Innovation/ECRT
/culturally%20responsive%20pedagogy.pdf
• http://www.restorativejustice.org/leading/ted-wachtel
• http://www.safersanerschools.org/
• http://www.fcps.k12.va.us/ss/SSAW/
www.laspdg.org
Wendy Allen [email protected]
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