Upload
steven-vitto
View
2.833
Download
0
Tags:
Embed Size (px)
DESCRIPTION
A ONE DAY TRAINING BY SUSAN MACK AND STEVEN VITTO AT THE 2010 MIBLSI STATE CONFERENCE
Citation preview
Susan L. Mack, MASteven N. Vitto, MA
Muskegon ISD
Be ResponsibleParticipate in activitiesAgree try at least 3 things from today’s
session Be Respectful
Turn off cell phones and take calls in hallwayLimit sidebar conversationsFollow Attention Getting Signal
Be SafeTake care of personal needs
Acknowledgements Brandi
Simonsen Rob Horner George Sugia Ed Kame’enui Geoff Colvin Randy Sprick Marzano
Steve Goodman
Mary Bechtal
Brandi Simonsen Rob Horner George Sugia Ed Kame’enui Jeffrey Colvin Randy Sprick Marzano
Partners A and B
First A tell B your name,District you work for and it’s location Your educational role, grade level, Why you are here/ what you hope
to take back from today
Switch and B tell A Share with others at your table
“A Leader is best when people barely know that he exists;…
Not so good when people obey him or acclaim him;….
Worse when they despise or don’t respect him.
Fail to honor people you lead, they fail to honor you…
But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say:
We did this ourselves!”Lao-Tsu, 604 BC
Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school?
Consider your upbringing. How did your parents deal with inappropriate behavior?
Scale of 1-10
1 10
Through what lens do you see your students, classroom, behavior?
Is teaching more or less stressful than in the past or than you thought it would be?
How do you handle frustration? How SHOULD students act?
ParaverbalsPosturePositioningFaceTone of VoiceWhat You Say
MindfulnessHeightened sense of situational
awareness A conscious control over one’s
thoughts and behavior relative to the situation
Read the sentence on the next slide only once and count the number of F’s in it
FINAL FOLIOS SEEM TO RESULT FROM YEARS OF
DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE
DID YOU FIND 8?
With-it-nessThe disposition of the teacher to
quickly and accurately identify problem behavior or potential problem behavior Scanning Roaming Eye contact
Emotional ObjectivityRealistic attitudes toward students
and student teacher relationshipsCalm approach toward student
behaviorA nonpersonalized perspective of
the behavior of student(s)Professional view of students as
young learners Not warm and gushy Not distant and aloof
Eulogy
Why? “They can’t get your goat if they don’t
know where it’s tied” If you exhibit an emotional reaction, it is
highly likely to be reinforcing to certain students ESPECIALLY for students who like power and
control
How? Self-awareness & Self-talk – REHEARSE
“I am the adult” “I am the professional” “I will stay calm” “This is a troubled student and I need to help
him/her” “Hmm, what is the function of this behavior?” “5 cleansing breaths” “Self time-out” “I don’t really like what this kid is doing, but
it’s my job to help him be successful” “What a challenge. I love challenges”
Write down 7 things you know about PBS
A and B compare and explain your list,
Share list with others at your table
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior
Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
ALL
SOME
FEW
1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-
wide expected behavior5. Continuum of procedures for encouraging
expected behavior6. Continuum of procedures for discouraging
rule violations7. Procedures for on-going data-based
monitoring & evaluation
School-wide
Sugai, Horner
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation )
Develop Predictable Routines Teacher routines: attention getting signal,
volunteers, communications, movement, planning, grading, etc.
Seven critical times: Student routines: personal needs,
transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)
The level of student freedom should not be based on teacher preference or familiarity.
The level of student freedom should be based on student need.
When in doubt, always start with a higher level of direction and restriction.
High Level of Freedom Classroom Management Plan
Small class size (22 or less) Students demonstrate a higher level of maturity Students tend to enjoy school Parents are involved and supportive in education No students with behavior problems or emotional
impairments
Medium Level of FreedomClassroom Management Plan
Medium class size (22 to 30) Students demonstrate a moderate level of maturity A mixture of attitudes toward school – most feel “okay”
about it Most parents are somewhat supportive of school One or two students with behavior problems or
emotional impairments
Low Level of FreedomClassroom Management Plan
Larger class size (30 +) Students demonstrate a lower level of
maturity Students tend to feel apathetic or negative
toward school Parents are uninvolved or antagonistic Three or more students with behavior
problems or emotional impairments
Level of Student FreedomExample: Sharpening your pencil High Level of Freedom
1) When someone is not teaching or speaking to the class.2) When you need to sharpen your pencil
Medium Level of Freedom1) When there is no line at the pencil sharpener.2) Sharpen quietly with no talking.3) Respect personal space of others along your way.
Low Level of Freedom/High Direction & Restriction1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.
Establish
Teach
Prompt
Monitor
Evaluate
Establish Expectations 3-5 Expectations
Positively statedShort and simpleAligned with School wide Expectations
Define ExpectationsWhat does it mean to Be Prepared?
MatrixWhat does each behavior look like during
different routines of the day?
Too often, many assumptions are made about what students already know.
Good rule of thumb is to always assume ignorance
Therefore, whenever there is doubt, make sure part of the intervention is a teaching intervention!
Expectations
Teach Expectations Teach expectations in the context of
each classroom routineDefine the rule and explain whyProvide examples and non examplesRole PlayPracticeProvide visual prompts
Actively involve students in the lessonsCheck for understanding
Provide students with visual PROMPTS (posters, illustrations, etc.)
Use PRECORRECTION which includes verbal reminders, behavioral demonstrations rehearsals, or examples of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely (Colvin, Sugai, Good, Lee)
Monitor students’ behavior in natural setting Move around Scan Interact
ReinforceCorrect
Evaluate the effect of instruction Are the rules being followed? If there are errors:
Who is making themWhere are the erros occurringWhat kind of errors are being madeLook for patterns
Establish Behavioral Expectations/Rules
Teach Rules in the Context of Routines
Prompt or Remind Students of Expected behavior
Monitor Student's Behavior in the Natural Context
Establish Procedures for Encouraging Rule Following
Establish Procedures for Responding to Rule Violations
Evaluate the effect of instruction
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
StudentsThese are things you should do in any school environment!!!
Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm,
laughter) Consider various observable ways to engage
students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________
Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement