Upload
liana-herold
View
212
Download
0
Tags:
Embed Size (px)
Citation preview
STRUCTURING THE SCHOOL ENVIRONMENT FOR SUCCESSHalifax CountyAugust 3, 2010Heather Reynolds, DPI PBIS ConsultantCorrey Watkins, Region 3 PBIS Coordinator
STRUCTURING FOR SUCCESS
Engineer the Physical Environment
Estimate Academic Demands
Establish Behavior Norms
Embed Support for Desired Behavior
Evaluate and Adjust
ENGINEER THE PHYSICAL ENVIRONMENT
ENGINEER THE PHYSICAL ENVIRONMENT
Reduce congestion in high-traffic areas Ensure everyone can see and be seen Devote some display space to student
work Make teaching materials and student
supplies easily accessible
PHYSICAL ENVIRONMENT CONSIDERATIONS
What type of activities will students typically be doing?
What type of student interaction is desired? What arrangements will foster these
activities and interactions? Is the arrangement hindering the desired
activities and interactions in any way? What changes to the physical environment
might improve functionality?
ACTIVITY
Morning Madness
ESTIMATE ACADEMIC DEMANDS
EFFECTIVE INSTRUCTION
Effective instructionincreases the likelihood
of correct student responses
Correct responding is correlated with positive
teacher interactions
Leading to increased academic achievement of students and positive behavioral exchanges
between students and teachers
Gunter, Hummel, & Venn, 1998
ESTIMATE ACADEMIC DEMANDS
Evidence-based instructional practices are utilized
Instructors are enthusiastic Directions are clear Instruction is well-paced Curriculum is taught to mastery
WHAT IS THE SINGLE BEST PRACTICE TO REDUCE PROBLEM BEHAVIOR IN THE CLASSROOM?AN
EFFECTIVEEFFECTIVE AND ENGAGING ENGAGING
LESSON PLAN!
ESTABLISH BEHAVIOR NORMS
Students learn appropriate behavior in the same way a child who doesn’t know how
to read learns to read—through instruction, practice,
feedback, and encouragement.
ESTABLISH BEHAVIOR NORMS
Determine & post desired behaviors Teach explicitly to Fluency Provide consistent feedback Create and teach routines based on desired
behaviors
DETERMINE & POST DESIRED BEHAVIORS
Annoying vs. Deal-Breakers Stop vs. Replace Work Backwards Observable Positively Stated
TEACH EXPLICITLY TO FLUENCY
Repeat as
needed
TWO TYPES OF SOCIAL SKILL DEFICITS Skill deficits (cannot do)
Test by providing strong incentive Direct teaching approach
Coaching, modeling, behavior rehearsal Performance deficits (will not do)
Test for motivation or discrimination deficit Motivation deficit if student performs skill following
introduction of motivational strategy. Discrimination deficit if student sometimes performs
but is oblivious to social cues or social demands of situation
Incentive-based management approach Prompting, cuing, reinforcement Prompted social initiations Home and school rewards Individual and group contingencies
TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS Discuss rationale for the critical rule What would happen if you do or do not follow
directions? If you follow directions, your parents may see you
as more responsible and cooperative which could lead to more privileges.
Your teacher will view you as a learner because you follow through.
If you don’t follow directions, an adult might think you are deliberately misbehaving or ignoring them.
Elicit responses from students: when, where & with whom they would use this skill.
TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS
Teach/describe the skill and skill steps. Look at the person. Acknowledge (verbal or nonverbal). Decide if you need to ask any clarifying
questions. Do the task immediately. Check back if appropriate.
TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS
Model examples and non-examples. Provide an example from your life when you
followed directions. Provide more examples than non-examples.
TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS
Role play / practice with feedback Students role play scenarios elicited from
the group Students and teachers observing can
provide specific feedback Review and test:
Identify a time when you did not follow directionsIdentify a time when you did follow directions
CRITICAL COMPONENTS OF BEHAVIOR INSTRUCTION
Teach the skill. Demonstrate the skill. Provide multiple
opportunities for practice with feedback.
Reinforce and encourage when students demonstrate the skill.
KEY POINTS
Teach the behavior you want to see It’s not what they know, it’s what they do Behavior can be taught Students need multiple opportunities to
practice behavioral skill deficits Teachers need to reinforce students when
they demonstrate targeted skills
ESTABLISH PROCEDURES BASED ON EXPECTATIONS
Teach an Attention Signal Develop a Schedule Teach Routines for Repetitive Tasks
TEACH ATTENTION SIGNAL
Always use a simple, portable cue Avoid starting instruction until all
students are attending Reinforce students who attend
immediately Provide specific verbal praise to peers to
redirect students Consistency, consistency, consistency!
THINK, PAIR, SHARE
What are some effective attention signals you have used in the past?
How could you share with your colleagues? Do you have a school-wide attention signal?
DEVELOP CLASSROOM SCHEDULE
Establish predictable schedules illustrate with icons, time, etc.
Schedule non-instruction time administration time personal time
Evaluate the variety and time for each activity.
DEVELOP A SCHEDULE...DOWN TIME CAUSES PROBLEMS
Time unscheduled in a classroom is an open invitation to disruptive behavior.
Scheduled time is one of the basic proactive variables that is under teacher control.
70% of the school day should be scheduled for academic activity.
SAMPLE SCHEDULE
10 Min Teacher directed review of
previous concepts 5 Min Homework review 20 Min Teacher directed new concepts 15 Min Teacher directed guided practice 30 Min Independent work 10 Min Teacher directed guided practice
and review
EFFECTIVE ROUTINES:WHY THEY HELP MANAGE BEHAVIOR
Support for transition times and basic activities that happen on a regular basis
Establish predictability Clear Expectations for Student Behavior Clear Expectations for Adult Behavior
Plan, post, and teach the routines you value
EFFECTIVE ROUTINES - RATIONALE
The number one problem in the classroom The number one problem in the classroom is not discipline; it is the lack of is not discipline; it is the lack of procedures and routines. A vast majority procedures and routines. A vast majority of the behavior problems in the classroom of the behavior problems in the classroom are caused by the failure of students to are caused by the failure of students to follow procedures and routines.follow procedures and routines.--Harry WongHarry Wong
TEACH ROUTINES
Think through and establish procedures for transition times and basic regularly scheduled activities
Break down each step necessary in sequence Define what students and teachers do at
each step Teach as you would any other behavior Practice, Practice, Practice Reflect: Are procedures working? Why or why
not?
EFFECTIVE ROUTINES
Use Think-Pair-Share to brainstorm a list of procedures teachers need to teach
You have 2 minutes Share your list!
EMBED SUPPORT FOR DESIRED BEHAVIOR
EMBED SUPPORT FOR DESIRED BEHAVIOR
Increase Desired Behaviors Specific Verbal Feedback Positive Interactions Reinforcement Strategies Precorrects Visual Cues
Decrease Problem Behavior Active supervision Techniques to Improve Compliance Correct Behavior Errors Consequences
INCREASE DESIRED BEHAVIORS: SPECIFIC VERBAL FEEDBACK
Providing praise for correct academic responses and appropriate social behavior lead to:
Increases in student correct responsesIncreases in on task behaviorDecreases in disruptive behaviors
(Sutherland, 2000)
INCREASE DESIRED BEHAVIORS: SPECIFIC VERBAL FEEDBACK
Timely and Accurate Specific and Descriptive Contingent Age-appropriate Given in a Manner that Fits Your Style
INCREASE DESIRED BEHAVIORS: POSITIVE INTERACTIONS
Strive to keep an 4:1 ratio of positive-to-negative statements
Each time you have a negative interaction with a student, tell yourself you owe that student positive interactions
Identify specific times during the day you will give positive feedback
Schedule individual conference time Scan the room searching for appropriate
behaviors Engage in frequent positive interactions with
all students
THINK, PAIR AND SHARE Think about what you need to do to increase
your positive interactions with students Pair up with another person One person shares Listen for signal The second person shares
INCREASE DESIRED BEHAVIORS: REINFORCEMENT STRATEGIES
Behavior(s) are determined and taught Reinforcement is contingent upon
appropriate behavior Be generous with reinforcers at the beginning Group contingencies or individual systems
“Yes/no” bag Compliance matrix Lottery tickets
INCREASE DESIRED BEHAVIORS: PRECORRECTS/VISUAL CUES
Function as reminders Opportunities to practice Prompt for expected behavior Especially helpful before teacher anticipates
behavior learning errors Visual cues offer opportunity to precorrect
nonverbally Visual cues especially helpful for non-readers
INCREASE DESIRED BEHAVIORS: PRECORRECT EXAMPLES
“ Remember, before you leave class, collect all your materials, put your papers in the bin, and quietly walk out of the room.”
“ Sam, show us how to be respectful and line up quietly for gym.”
WHAT SHOULD BE YOUR FIRST STRATEGY TO ADDRESS REPETITIVE STUDENT BEHAVIOR ERRORS?
DECREASE PROBLEM BEHAVIORS:ACTIVE SUPERVISION & PROXIMITY
More than adult presence in vicinity More adults not automatically more effective Adults interacting with students Students less likely to misbehave in close
proximity to adults Provides opportunity to nonverbally prevent
and/or correct behavior
DECREASE PROBLEM BEHAVIORS: TECHNIQUES TO IMPROVE COMPLIANCE
Avoid a question format Use a quiet voice Make eye contact Give them time Tell them only twice Give one direction at a time Tell students what you want them to do
(rather than what you don’t) Verbally reinforce compliance
DECREASE PROBLEM BEHAVIORS: CORRECT STUDENT BEHAVIOR ERRORS
“Emotion Free” response More effective if students have been taught
expected behaviors Minimize attention other than to signal an
error has occurred Praise for appropriate behavior
DECREASE PROBLEM BEHAVIORS: CORRECT STUDENT BEHAVIOR ERRORS
Signal that an error has occurred “What are you doing?”
Check for understanding of the rules “What should you be doing?"
Provide an opportunity to practice the skill “Show me what that looks like.”
Provide feedback "That's much better, thank you for showing
respect toward others by walking quietly down the hall.”
DECREASE PROBLEM BEHAVIORS: CONSEQUENCES
Meant to teach Different from punishment Most effective if natural fit with problem
behavior Avoid producing desired effect of
misbehavior Need to be evaluated for effectiveness; if
consequence doesn’t change behavior try something else
EVALUATE AND ADJUST
EVALUATE & ADJUST
What data will be collected about behavior? How can you use this to evaluate the system
you have implemented? How frequently should you assess? How much time should you give a new
intervention?
APPLICATION
EFFECTIVE TEACHING PLANS… Are for all teachers
Support struggling teachers Boost teachers in a rut
Become fluid, living, breathing documents Support reflective, thoughtful, well-planned
teaching & use of effective strategies (academic and social)
Provide direction for needed PBIS system supports
COMPONENTS OF AN EFFECTIVE TEACHING PLAN
Define classroom rules based on school-wide expectations
Outline routines (attention signal, etc) Establish schedule for teaching routines and
procedures Decide strategies for encouraging appropriate
behavior and discouraging problem behavior Plan a variety of instructional strategies Establish effective classroom environment
PLANNING FOR IMPLEMENTATION
Using the Classroom Management Checklist and the Effective Teaching Plan in your handouts, think about how you typically manage your classroom/area and how you plan to implement the structures discussed today.
“I have come to the conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that influences whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”
Haim Ginott