Essential Classroom Practices for Supporting Students - PBIS Training Overview

PBIS Staff Orientation: Tier 1 in the Classroom

Todays Agenda PBIS in the Classroom Essential Classroom Practices Wrap Up Reflect and Discuss

Our Tier 1 Team [Introduce your school s Tier 1 Team here]

[List your training expectations here] Training Expectations

PBIS in the Classroom

Typical Classroom What percentage of the school day is spent on the following activities? Direct instruction Seatwork Transitions Discipline/ other non-instructional activities 17% 33% 20% 30%

PBIS In The Classroom

Essential Classroom Practices

Essential Classroom Practices How do we support students in the classroom? ORGANIZE the physical environment CREATE a positive atmosphere ESTABLISH expectations and routines ENGAGE students in learning RESPOND effectively to behavior

Use the Classroom Practices Self-Reflection / Observation Tool to reflect on your current classroom practices Activity

Organize The Physical Environment

Organize The Physical Environment Designate areas for specific activities Access to all learners Consider seating Easy partners All students face forward Organize teacher and student materials for easy access Post materials that support instructional efforts

Seating Arrangements

Create A Positive Atmosphere

Create A Positive Atmosphere Building relationships Assuming best intentions Providing a sense of belonging Pairing yourself with positive experiences Maintaining a 4 to 1 ratio

The Power of Our Interactions Think-Pair-Share: How can this information affect how we interact with our students?

Establish Expectations And Routines

Consistency The development of clear rules and expectations for student behavior is arguably the single most important strategy because it provides clarity on the behavior that is expected. Kern & Clemens, 2007

Establish Expectations And Routines Expectations should be: Aligned to schoolwide values Positively stated Student-friendly Observable and measurable Explicitly taught Posted Teachers should use frequent pre-correction

In small groups, brainstorm as many routines as you can think of that may support the classroom environment and/or instruction Activity

Establish Expectations And Routines Is there a procedure for: Entering? Turning in homework? Transitioning to a new activity? Do students know how to: Get help? Access extra supplies? Request a bathroom break? Get a drink of water? What if: The schedule changes? There is a substitute? A student has been absent?

Engage Students in Learning

Engage Students In Learning How do you increase student engagement?

Engage Students In Learning Typical Instruction Delivery Input Input Input Effective Instruction Delivery Input Question Response Monitor Feedback

Opportunities to Respond Type Rationale Examples Action Stimulates learning through movement and discussion. This type of response can increase students' interest, attention, and enjoyment. Numbered Heads Together Show Me Four Corners Verbal Provides built-in support for reluctant learners. Students receive immediate feedback on their accuracy. Think-Pair-Share Choral Responding Look Lean Whisper Written Increases opportunities to respond for all students and improves on-task behavior Response Slates Response Cards Think-Write-Pair-Share

Stand up and find someone sitting at a different table than you, share one strategy (either action, verbal, or written) you already use and share one you would like to take into your classroom. Activity

Respond Effectively To Behavior

Respond Effectively to Behavior What does it mean to respond to behavior? An effective response to behavior is being prepared to respond to the behavior we want to see and the behavior we don t want to see

Active Supervision What do you notice about her Active Supervision? What seems effective? What tips might you suggest?

Active Supervision 5 Steps to Active Supervision 1. Move constantly and deliberately around the room 2. Visually scan the room for visual cues 3. Maintain high rates of positive contact 4. Provide behavior specific praise 5. Use redirections

Active Supervision Use active supervision to: Acknowledge the behavior we want to see Provide a continuum of consistent response strategies for contextually inappropriate behavior

Acknowledgment But don t we just want students to be intrinsically motivated?

Acknowledgment How we understand intrinsic motivation Motivation that comes from inside an individual Choosing to do something because it is the right thing to do Research definition of intrinsic motivation: Doing something because it is inherently interesting or enjoyable, with no expectation of it leading to a separate outcome Automatically maintained behavior

Acknowledgment Creating a better society for furture generations Seeing Student Success Parent and principal appreciation Paycheck

Aubrey is intrinsically motivated Acknowledgment Example: Aubrey is a student who works hard to turn assignments in on time. She follows directions the first time asked and regularly studies or works on homework in the evenings. Wants to make her parents proud Feels like a failure when she doesn t get an A Needs a 4.0 for her dream college

Kevin is intrinsically motivated Acknowledgment Example: Kevin is the star of the basketball team, he is always early for practice, is a role model for the team and frequently shoots free throws on the weekends. Self-efficacy Scholarship Social reinforcement

Acknowledgment I am making our school a better place It feels good to be successful My teachers/ peers notice me Access to desired item

Acknowledgment The way positive reinforcement is carried out is more important than the amount. B.F. Skinner

Wrap-Up

On the back of the Classroom Practices Self- Reflection / Observation Tool, reflect on how you could improve your current practices in each of the 5 areas based on the information we discussed today Activity

What are your biggest takeaways from today? What were the surprises? What are you most excited about? Any remaining concerns? Reflect & Discuss

Thank You! Any questions?