Help for Billy, Jim Sporleder & Heather Forbes
Best Practice Classwide Positive Behavior Intervention Systems
|
Traditional Classroom "Clip Charts"
|
|
|
- Professional: objective, neutral, impartial, unbiased
- Cultural: considerate of student’s learning history and life experiences
- Informed: data-based
- Fidelity-Based: implementation accuracy is monitored and adjusted if needed
- Educational: quality of design and delivery of instruction is considered
- Instructive: behaviors are explicitly taught, modeled, monitored and reinforced
- Preventative: environment arranged to encourage previously taught social skills and discourage anticipated challenging behavior
- - Review and recite classroom “do” rules every day with your students
- - Refer to those rules continually throughout the day during your instruction
- When responding to any Behaviors in the Classroom-Make it FAST!
- 5-10 points= Sticker, draw a picture, listen to music
- 11-15 points= Pick a classroom job, positive note home/phone call home, tell the class a joke
- 16-20 points= Time with a preferred person, preferential seating
- 21-25= Use of electronic, earn break cards
Clearly post rules, consequences and rewards in positive language. Work collaboratively with students to develop the classroom rules.
- “What rules do you think we need to make this a safe and successful classroom where everyone feels happy to come to school?”
- Also come up with a list of consequences with the students for unacceptable behavior that was posted next to the rules. Near the consequences list student suggestions for rewards for good behavior.
- For classes that with a large percentage of students struggling to meet classroom expectations, consider using a one-way clip chart. Every student starts at the beginning and works their way to the end by earning "steps up" for desirable behavior. They never get moved back down, they either stay where they are or continue to move forward.
- Please see below for a few examples from our very own Schenectady City School District:
-
For classes with the majority of students meeting classroom expectations, consider grouping students together so they earn points as a team. This way, they are more likely to reinforce the rules with one another, improve friendship skills, develop empathy skills and work collaboratively towards a common goal.
- Have the teams come up with a mascot/name for their team and they can develop a team poster on the wall that they earn from throughout the day.
- Check out a past Best Practice Blog on Group Self Monitoring (link) and Good Behavior Game Blog (link) for more details.
- Self-monitoring tools (please contact your building PPS team or district behavioral health consultant for more information on effective self-monitoring tools)
- Give students access to a “Complaint box” for them to voice concerns within the classroom that are not disruptive. At a later time, view the complaints and talk about them with the students.
- Incorporate mindfulness practices to create positive classroom environments by teaching self-regulation, reducing stress and increasing compassion
- Focus on behavior you want to see by engaging in 4 praise statements to every 1 corrective statement (4:1)
- When you see a desirable behavior, have the student do the “walk of pride” and add a marble to a classwide reward jar. When jar is full, the class earns a reward.
- Allow students to recognize their peers for positive behavior and earn marbles.
- Only use individual charts for students who need it. Discuss tier 3 behavior plans with your building PPS team. The goals will be different than the classroom depending on the student.
- Before students begin seatwork, provide a reminder about how to access help and materials, if needed
- Before the class transitions, a teacher states, “Remember to show respect during a transition by staying to the right and allowing personal space”
- Pointing to table as student enters room (to remind where to sit)
- Use brief, contingent, specific error correction to respond to problem behavior:
- For example, after a student calls out in class the teacher responds, “Please raise your hand before calling out your answer”
- For example, if students are too loud while working in groups, the teacher responds, “Please use a quieter whisper voice while working with your partner”
- For example, after a student is out of his or her seat, the teacher responds, “Please walk back to your seat to finish your work”
Students need structure around limit setting!
- If you choose a self-monitoring tool or class Dojo, you can share daily behavior with parents whether the day was full of desirable or undesirable behaviors. This teaches a student that you are consistent and will be reporting out no matter what.
- Consequences are still administered, they are gives collaboratively rather than punitively
- At this point the students know what the classroom rules are and you have collaborated with them on what the consequences should be. Remind them of their input of developing the consequences, refer to the classroom rules and why the student will be engaging in the consequence.
Tips for Limit Setting & Trauma Sensitive Consequences
- When an incident occurs that warrants a consequence, meet with the student when they are at baseline, explain that you care about him/her as well as all the other students in the building and as part of your job in ensuring everyone is safe and respected, you have to provide a consequence for the behavior. Be sure to discuss the consequence and build the students understanding of why they need to have a consequence.
- Be consistent with the consequences.
- Provide empathy and understanding when delivering the consequence.
- Adopt the true discipline definition of to “teach” not “to punish.”
- Hold students accountable for their behaviors.
- Meet with your building teams to identify systems for consequences and limit-setting. This ensures educators are following the same plan clearly and consistently with all students with the least opportunity for negotiations or variations of the building rules.
- Consider adopting Restorative Practices after an incident to facilitate building and maintaining classroom relationships.
- Teach positive self-talk and self-calming techniques.
- Facilitate responsible decision making skills by setting limits with the goal of teaching how behaviors have predictable consequences.
Program, I. t. (2015). Supporting and Responding to Behavior: Evidence Based Classroom Strategies for Teachers.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in Classroom Management for Research to Practice. Education and Treatment of Children, Volume 31, No. 3 pp. 351-380.
Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., . . . Putman, B. (2015). CLassroom PBIS Strategies. PBIS Technical Brief.
Supports, P. B. (2018). Retrieved from www.pbis.org