Please enable JavaScript.

Coggle requires JavaScript to display documents.

PBIS In the Classroom Kelsey Defosse (Scenario 1: The Disrespecter …

- - - - Tier 1
        
        Positive Praise
        -4:1 ratio of positive praise to criticism for each student
        -acknowledge positive behavior
        -praise when good attitude and involvement occur
        
        Speak with student in hallway
        Make sure you are out of eyesight from students in class.
        Use "I" statements: I would like for you to stop distracting the other students.
        Can also use hallway talk for praise.
        
        Avoid power struggles
        -State expectation then walk away
        -Offer several choices, a decision timeline, walk away
        -state expectation and consequences, tell student the choice is theirs
        -Use reflective listening
        -Use humor
        -Validate students' feelings
        -ask student trying to engage in power struggle to go back to their seat and write their concerns on paper and put it on teacher's desk when finished.
        -re-direct if possible
        
        Acknowledge positive behavior
        
        Give choices
        
        Clear, consistent, predictable consequences
        
        Tier 2
        
        Reflective sheet
        
        Praise Game
        Team activity "played" throughout class
        Write each table "score board" on board
        -Set 3 key expectations
        -set a timer for 3-5 minutes and reward/praise teams that have met all 3 expectations when timer goes off
        -if one student was missing an expectation, the team/table doesn't receive a point.
        -they can try again in just a few minutes
        -team with the most points at the end of class is rewarded class prize, incentives set in place
        
        Teach skills
        
        Focus more on this step and incorporate it into daily interactions with student
        
        -Conflict resolution
        -Relationship skills
        -Coping skills
        -Social skills
        -Relaxation techniques
        
        Social Stories
        
        Create list/ outline of steps or routine that student is having a hard time grasping/ needs reinforcement
        -develop simple sentence+image for each step
        -review the story with student daily before they preform the task, procedure, routine, activity
        -wean the student off social story as they start to naturally implement it into their behavior in class
        can be done individually or with whole class
        
        Practice Anger Coping Skills
        
        -Create calm down poster
        -develop feeling vocabulary
        -teach anger control strategies
        -model calmness
        -Exit and Calm Down
        
        Practice Social Skills
        -use any opportunity to model and role play relationship skills
        -teach lessons on relationships
        
        Alone Time
        -sort of time out
        -Have student take some time to be alone and reflect on what they did wrong
        
        Tier 3
        
        Behavior Meetings
        -plan formal meeting with student
        -politely state expectations for conduct during the meeting
        -try to remain on topic
        -set time limits
        -have all relevant parties present
        -keep notes of meeting
        -have relevant documents ready
        -always highlight something positive about student
        
        Individual and visual schedules
        -lays out students daily routines and procedures
        -remind students to refer to their schedules when they don't know what to do, off task, finished with current task, inattentive, unfocused
        -refer to schedule as the authority on why and what they are to be doing
        -For confrontational/ defiant students: "blaming" the schedule can help by making the schedule the authority rather than the teacher directly challenging student
        
        daily behavior form
        -decide main problem behaviors and put them on the chart
        -explain procedure with student
        -rate thes tudent for each period, hour etc in areas you decide to put on the form/chart
        -send copy home for parents
        -review student's daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day
        [Daily Behavior Report Card]
        https://edbrc.tamu.edu/resources/reportcardnumber.pdf
        
        Talk one on one with student
        
        Review PBIS expectations and rules
        
        Card flip
        (or use whatever classroom behavioral tracking system you have set in place)
        I would probably use a color coded bad behavior binder. Each page is a different color, associated with a certain behavior (Red= Talking/ Yellow= Bad language/ Blue= Disrepectful etc)
        Have students write their name on the correlating behvioral problem page when they act out. This is a combination of acknowledging to the bad behavior, and data tracking
- - - - Tier 1
        
        Tier 2
        
        Peer Tutoring
        -Peer tutors should be given ground rules before being allowed to serve as peer tutors
        -- don't do all the work
        --keep focus on assignment/work
        --avoid arguments
        --tutors should use active listening skills
        --avoid name calling and diminishing behaviors
        --tutors should model good behaviors
        -peer tutors may be assigned or chosen by student
        -have peer tutors frequently whenever needed
        
        Non-verbal cues& signals
        -meet with student individually to identifity with student how you can communicate in a special way
        -practice with student and explain why: to refocus and then show them the sign
        -set up cue for student for when they want to participate, volunteer, or when they want to be called on to speak
        -use cues like smiling :smiley: thumbs up :+1: shaking head yes/no, directive signals
        
        Tier 3
        
        Individual and visual schedules
        -lays out students daily routines and procedures
        -remind students to refer to their schedules when they don't know what to do, off task, finished with current task, inattentive, unfocused
        -refer to schedule as the authority on why and what they are to be doing
        
        Time out
        
        In Class time out and out of class time out
        -choose specific spot in the classroom and always use the same spot
        -provide some kind of timer
        -provide rules for during time out
        -explain why they received time out
        -maybe complete a think sheet while in time-out
        keep log of time outs
        
        Proximity to students
        
        Praise when on task
        
        Ignore
        
        Explain directions and assignment clearly and easily
        
        Have students repeat directions back
        
        Logical consequence
        
        non-verbal cues
        
        take away privileges
        
        Teach skills
        -Conflict resolution
        -Relationship skills
        -Coping skills
        -Social skills
        -Relaxation techniques
        
        Take away free time
        
        Turn desk around
        
        More structured routine
        
        Help student start assignment
        
        Rewards and incentives:
        ClassDojo