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PBIS (Lying/Cheating ((Quick and easy way to deal with behaviour problems…
PBIS
Lying/Cheating
- This should be used when a student is breaking the classroom rules.
- Teaches students to take responsibility for their choices and when an action occurs, a consequence will follow.
- Are never used to get revenge.
- Leaves the student with a feeling of control.
- Be calm and empathetic to the student, state the crime then provide consequence.
- Provides parents with direct and accurate info on child's behaviour.
- Gives parents power to enforce and follow through with limits and consequences.
- Encourages some students behaviour positively.
- This should be done when a child is exhibiting chronic habitual behavioural problem.
- When you need more support from home in address a behaviour.
- Reduces conflicts, arguing, and fighting.
- Helps students make and keep friends.
- Improves students' moods, affect, and emotional stability.
- Teaches students important life skills for dealing with others.
- This should be done with students that are frequently involved or starting or taking part in drama.
When students cannot get along with others.
When students instigate, annoy, bug, etc, others.
When students create or spread rumours.
- Quick and easy way to deal with behaviour problems and disruptions.
- Provides student with a consistent and predictable consequence that is structured and always the same procedure.
- Easy to set up and implement.
- Can be carried over in the home.
Increases structure for student.
- This should be done when a student exhibits frequent behaviour problems and disruptions.
- When a student doesn't respond to other consequences.
- When a consequence needs to be consistent between the school and home.
- Improves students accountability.
- Provides feedback and adult support on a daily basis.
- Helps students to self monitor and correct.
- Leads to maintenance free responsible behaviours, habits, and effort.
- Improves and establishes daily home/school communication and collaboration.
- This should be used when a student has failed to respond to other interventions and general class management techniques and interventions.
- When a student is exhibiting behavioural problems.
- Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc.
- Promotes maturity.
- Reduces tattling, bickering, and disruptions.
- Reduces teacher's time "putting out fires".
- This should be used when students bicker, argue, and fight a lot.
- When students have trouble compromising, taking turns, sharing, etc.
- When you lose time due to student conflicts and disagreements.
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- Tattle often.
- Involved in a lot of conflict.
Tells unlikely or inflated stories.
- Blame others.
- Have difficulty taking responsibility.
- Have frequent reports from others.
You are in class overseeing a team activity with your class and Judy begins to cry. You ask Judy what happened and she says Jay pinched her. Jay says it wasn't him, it was Logan. Judy continues to say it wasn't Logan, it was Jay. The other students in their team agree with Judy as say it was Jay who pinched Judy. Jay insists it wasn't him and gets angry and accuses everyone of never believing him and being against him. This is something that regularly occurs between Jay and other students and he always insists he did nothing wrong.
Disruptive
- If a student is not posing a danger to others, simply ignore their behaviours and continue instructions - don't give them any special attention.
- Some students are disruptive due to trying to get attention, therefore addressing them when they do this is giving them what they want and reinforcing undesired behaviours you don't want.
- Reduces disruptions/outbursts.
- Teaches kids to seek attention in more appropriate ways.
- Talking to parents avoids students positions parents against teachers and helps to get everyone on the same page.
- It helps provide parents with accountability.
- When speaking to parents, teachers should use a calm, neutral and non-threatening tone.
- Provide parents with examples of whatever you are talking about with them regarding the students.
- The most effective tool for managing and correcting undesired behaviours in by recognising students for following the classroom expectations.
- Children respond better to positive reinforcement than negative
- Give praises more frequently to problem students
- Display a positive demeanour when giving students praise in order to increase the effectiveness of the technique.
- Studies show a 5:1 ratio of praise to criticism
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- Speak out of turn, blurt out.
- Try to engage others while they are working.
- Bother other students.
- Out of seat, walking around class, getting drinks, sharpening pencils, etc
- Find fault with everything others say.
Impulsive.
You teach an advanced Kindergarten class. You are having a whole class discussion about animals and what they can eat. Simon continuously interrupts the class with silly remarks like 'They eat poop' etc. You try to ignore it at first but the entire class finds it funny and begins to copy Simon by saying silly remarks about what animals eat. Simon frequently disrupts class discussions with silly remarks and distracts other students who were previously paying attention.
- Provides students with more one on one help, support, and intervention.
- Holds students accountable.
- Promotes self responsibility.
Improves school/home communication.
- This should be done when students exhibit persistent behaviour problems.
- When students are defiant and oppositional.
- Decide on the main problem behaviours and put these on the behaviour form.
- Explain the procedure with the student and send a copy of the form home for the parent to sign and review with the student, either daily or weekly.
- Creates a working relationship with student without calling attention to the student in a negative manner.
- Saves class and instructional time.
- Is discrete and quick.
- Easy to do and effective.
- This should be done as a form of redirection for misbehaviour, talking, off task behaviours, etc.
- When a student is not following classroom/school procedures.
- Meet with student individually to identify with student how you and they should communicate in a special way.
- Have student, as much as possible, pick the sign to use.
- Helps reinforce positive behaviours and expectations.
- Creates incentive.
- Improves behaviour and academics.
- Students respond to positive reinforcement.
- This should be done when students exhibit chronic behavioural problems.
- When a student refuses to do work or follow behaviour guidelines.
- When students frequently break the school and classroom rules.
Tier 1
- Sets clear daily goals.
- Target behaviour is shown and teachers are able to rate student between 1 and 5 for each period of the day.
- Students can clearly see where/how much they need to improve and at which period.
- Student needs to sign and take responsibility of their behaviour.
Tier 2/3
- The log is able to the area in which the student is currently struggling and what the target behaviour is.
- It records which activity the student is doing, what the consequence to their action was and what was their reaction to it.
Tier 1
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- Records positive reinforcement and corrective feedback.
- Real time dashboards give administrators key insights about students and teachers in their school.
- Allows school to see and track students behaviour/trends over time.
- Able to see whether students are behaving consistently throughout the day and identify any potential problems.
Tier 2/3
- Behaviour intervention data tracker allows teachers to monitor multiple behavioural issues of a student over the period of a month.
- Open office software allows teachers to share information with each other in order to track students behaviour in each class.
- Data is able to be effectively collected and the overall monthly outcome can be shared with parents.
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