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Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Teaching a Behavioral Curriculum

Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Teaching a Behavioral Curriculum. Objectives. Understand the importance of a Behavioral Curriculum Develop a plan for teaching Expectations and Rules Establish a plan for when to teach Expectations and Rules.

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Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Teaching a Behavioral Curriculum

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  1. Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom:Teaching a Behavioral Curriculum

  2. Objectives • Understand the importance of a Behavioral Curriculum • Develop a plan for teaching Expectations and Rules • Establish a plan for when to teach Expectations and Rules

  3. Once you have developed classroom expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!

  4. Behavior in the Classroom • More often Behavioral Errors in the classroom occur because: • Students do not have appropriate skills • Students do not know when to use skills • Students have not been taught specific classroom procedures and routines • Skills are not taught in context

  5. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

  6. Why Develop a Behavioral Curriculum? • To proactively address skill deficits • To facilitate a positive and unified classroom culture

  7. Two Levels of Instruction • Level 1: Concept Development (Expectations) • Broad expectations • Applicable to all settings • Developed at a school-wide level • Level 2: Skills (Rules) • Observable behaviors • Rules for specific settings

  8. Instruction Level 1 • Concept Development (Expectations) • Broad expectations • Applicable to all settings • Developed at a school-wide level

  9. Guidelines for teaching concepts (expectations)? • Teach Like You Teach Academics: • 1. Define in terms that students will understand • 2. List critical attributes • 3. Provide examples and non-examples • 4. Enhance concept development • 5. Check for understanding • 6. Extend concept development • 7. Acknowledge efforts • 8. Re-teach and restructure teaching

  10. Expectations and Rules:Ms. Apple’s Class

  11. Sample Lesson Plan • Identify the concept: Respect • Define the concept and list critical attributes: To show concern or consideration: Behaviors that help people feel calmer, safer, friendlier, and more cooperative. • Use prior knowledge: Ask students to develop a list of 3-5 examples of respect. Examples can be written or drawn.

  12. Sample Lesson Plan • Enhance concept development: • A. Allow students to share examples. • B. Ask them to categorize examples by setting • C. Role play examples. • Check for understanding: Present examples and non-examples. Have students identify the examples. Examples and non-examples can be presented in pictures or in writing.

  13. Sample Lesson Plan • 6. Extend concept development: • Identify examples and non-examples of the concept in stories and videos. • Assign topics for journal entries related to the concept. • Ask students to keep frequency counts of examples and non-examples observed in a television program. Graph the results. • Discuss the benefits of increasing the frequency of respectful actions.

  14. Sample Lesson Plan • 7. Acknowledge efforts: • Students get a “Caught Showing Respect” ticket from back counter. They fill out their name, the date, and a brief description of the respectful behavior they observed in the classroom. Then they turn the ticket in to Ms. Apple. When Ms Apple has collected 50 “CSR” tickets the class earns a ice cream party.

  15. Embedding Concepts into Curriculum • Language Arts and Reading • Character analysis • Examples and non-examples of behaviors that characterize classroom expectations • Story mapping • Identification of setting, characters, problem(s), and resolutions • Creative writing • “What If” stories, new endings to stories, journal entries on selected topics

  16. Embedding Concepts into Curriculum • Math, Science, Social Studies • Data collection • Frequency counts of specific behaviors • Graphing • Goal setting • Establishing goals based on data collected • Problem-solving • Determining contributing factors and potential solutions • Developing and implementing a plan

  17. Strategies to Success • Take time in the classroom to discuss concepts related to the classroom expectations. • Link classroom expectations to other curriculum such as literature, multicultural information, and programs endorsed by Safe and Drug Free Schools, etc. • Include strategies that can be used by families and the community to reinforce the understanding and use.

  18. Strategies to Success • After developing the broad concepts, help students identify classroom applications • Acknowledge student efforts • Plan to adapt specific lessons if necessary

  19. Activity: Lesson Plans for Expectations • Using your school-wide expectations, develop a lesson plan on how you would teach them to your specific class.

  20. Instruction Level 2 • Skills (Rules) • Observable behaviors • Rules for specific settings Can I measure it? Can I observe it?

  21. Guidelines for teaching classroom skills/rules • 1. Review classroom expectations. • 2. Review the rationale and/or application cues for the rules. • 3. Describe the specific, observable skill(s) for the classroom and provide examples and non-examples. • 4. Engage students in an activity that will allow them to practice the desired behavior. • 5. Acknowledge appropriate behavior.

  22. Expectations and Rules:Mr. Michael’s Class

  23. Sample Lesson Plan • Topic: Classroom Rules for Respect: Accept other’s thoughts and feelings, and Use a positive voice and language • Goal:Students will understand and exhibit classroom rules independently • Specific Objectives: Students will understand the classroom rules for respect, be able to show examples and non-examples of respect, and practice respectful behavior in the class and across school campus • Required Materials: Use separate pieces of chart paper labeled at the top with the school-wide expectation, and markers • Step-by-Step Procedures: • Students will review the examples and non-examples of respect and write these on the chart paper • Students will talk about what respect looks like in the classroom and write these on the chart paper • Students will get in groups and create skits depicting the classroom rules for displaying respectful and disrespectful behaviors in the classroom

  24. Sample Lesson Plan Extension Activity: Students will write position papers on why they think accepting other’s thoughts and feelings is important for the classroom morale or why they think it is not important. Possible Connections: Students will start a monthly goal chart for the Tiger Tickets received as a class. Each month the class goal will increase Plan for Independent Practice: Classroom mural - each student draws, on huge butcher block paper, pictures representing the rules for being respectful in the classroom. They mural will be posted in the classroom or hallway Closure: Whole group discussion on classroom rules and how they tie into the school-wide expectations and rules Evaluation:Have students pair up with a partner and categorize a list of actions into two piles: respectful actions and disrespectful actions Adaptations (if needed): Provide a written copy of directions for Britney and Mary. Allow Britney to work with Billy and/or Sara

  25. Strategies to Success • Describe specific, observable behaviors for each expectation • Expect to model the desired behaviors • Provide students with written and graphic cues in the setting where the behaviors are expected • Acknowledge efforts • Plan to re-teach and restructure teaching • Allow students to participate in the development process

  26. Strategies to Success • Assist students in understanding the importance of proper behavior through role plays and simulations. • Concepts should be taught and reinforced during academically focused lessons and through school-wide initiatives such as Character Education, Skill Streaming, etc.

  27. Embedding Concepts and Skills within Social Skills Curriculum Sopris West: CHAMPS Stop and Think Program (multiple grade levels) Tough Kids Social Skills Book Cool Kids K-3 and 3-8  Committee for Children: Second Step:  A Violence Prevention Curriculum   Jossey-Bass: Ready to Use Social Skills Lesson and Activities 1-6 & 7-12  Research Press: PASSPORT Program: A Journey Through Emotional, Social, Cognitive and Self-Development (multiple grade levels) Skill Streaming  (multiple grade levels) Connecting with Others: Lessons for Teaching Social & Emotional Competencies (multiple grade levels) Thinking, Feeling, Behaving 1-6, 7-12 Bully Busters (multiple grade levels)

  28. Activity: Lesson Plans for Rules • Using the format provided, develop a lesson plan for one of your classroom rules Lesson Plan: Rules __________ __________ __________

  29. “I Love It When a Plan Comes Together”MR. T, 1984 Plan A Plan B

  30. Guide for When/What/How to Teach

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