Behavior Management PBIS &CKH Staff Development Day November 24, 2008 PAA. WELCOME 9:00 Warm up/Create a Social Contract 9:15 - 9:45 Review of Behavior Matrix Brainstorm needs Building Discussion Groups
9:00 Warm up/Create a Social Contract
9:15 - 9:45 Review of Behavior Matrix
9:45 - 10:45 PBIS/CKH Cool Tools, Strategies and
11:00 - 11:30 Using Cool Tools, Strategies, and Techniques
Please respond to the following questions (by table):
1 How do you want to be treated by leaders?
2. How do you want to be treated by colleagues?
3. How do you think leaders want to be treated?
4. How should people treat each other during times of conflict?
In your building group:
1. Review the building matrix and make notes on any:
2. Group share and discussion
3. Brainstorm a list of situations that routinely come up in your position which we can help you approach in a practive and supportive manner.
MS – voice levels aren’t followed
MS – agenda are not in their hands
HS – dress code not followed
MS – dress code not followed
MS – home base activities not be followed
HS – time to meet as a team for students – consistency
HS – shoving in the halls, throwing things at each other
HS – public display of affection in hallways
AR- consistency with the matrix
DEL – students bring questionable items to school
AR – cafeteria and serving lines loud and pushing
AR – noise in hallway and classroom very high
This first step is essential to the success of your time with the students. It begins when you greet students and draw them into a relationship.
58% body language
35% tone of voice
7% what you say
Classroom Hand Signals
Pioneer Central School
Teacher to Class - to quiet down and pay attention
Student to Student - to tell another student to check their behavior
Putdowns/Fouls - to tell another student that they putdown another student and need to give 2 put-ups
The 4 questions should be first used with the whole group to hold them accountaable to self manage thier behavior.
1. What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?
Make the questions work for you.
Teaching Voice Level adult
Why it is important: Explain to class why different voice levels are important and necessary at different times and places throughout school. Five some examples from everyday life: playground, hallway, lunch room, school bus, church, football game, movie theater, cell phones in public places, etc.
0 = Silent
1 = Whisper
2 = Conversation: One – to – one, or small group – can’t be
heard on the other side of the room.
3= Presentation: Speaking to a whole room
4= Emergency/Shouting: Outdoors, speaking to a very large
group, or maybe gym class only!
The launch has to do with the way we end and send the students. This is vastly different from just having students rush out the door when the bell rings.
This gives you the opportunity to end your time with students on a postive note and paves the way for the next encounter you have with the student.