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Storm Academy PBIS Team. 2011-2012. CHAMPS. Three-Tiered Model of Supports. RtI Behavior. Targeted (FEW). (High-Risk Students) Individual Intervention 5-10% of Students. Selected (SOME). (At-Risk Students) Classroom/Small Group Strategies 15-25% of Students. Universal (ALL).
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Storm AcademyPBIS Team 2011-2012
Three-Tiered Model of Supports RtI Behavior Targeted(FEW) (High-Risk Students) Individual Intervention 5-10% of Students Selected (SOME) (At-Risk Students) Classroom/Small Group Strategies 15-25% of Students Universal (ALL) (All Students) School-wide Systems of Support 75-80% of Students
Imagine………….. • You have made reservations to your favorite restaurant. • It is packed, full of anxious people, waiting to be seated. • It takes you 10 minutes to squeeze through to the host. • He is so busy, he does not hear you politely stating that you have reservations.
Imagine………….. • After 10 minutes of being polite, you begin to raise your voice and finally catch his attention. • He checks the reservation book and informs you that your reservation was for 20 minutes ago and cannot seat you at this time. • You angrily state that you had arrived 20 minutes ago, but were only now able to get his attention.
Imagine………….. • You are finally seated but are so agitated that you do not notice the excellent food and wait staff.
Imagine………….. • Imagine the same scenario, but this time you find that the restaurant is so organized, you easily get to the host, who politely greets you and leads you to your seat. • You find the service, food, and price to be fantastic.
Imagine………….. • Notice how the degree of organization has affected no just your behavior, but your attitude toward the setting. • Can this be true for our students’ behavior and their attitude about their classroom and school?
Chapter 1: Vision • To effectively manage and motivate a class of students, you need a clear vision of your ideal classroom. • What should it look like? • What should it feel like? • What do you want your students to accomplish? • Once you have a clear idea of what you want for your classroom, you can design procedures that will ensure that you achieve those goals.
Chapter 1: Vision • Task 1-Understand How to Shape Behavior • Task 2-Understand Motivation • Task 3-Identify Long-Range Classroom Goals • Task 4-Develop Guidelines for Success
Chapter 1: Vision • Task 5-Maintain Positive Expectations • Task 6-Implement Effective Instructional Practices • Task 7-Initiate and Maintain Family Contacts
Task 1-Understand How to Shape Behavior • Objective: I can develop an understanding of fundamental management principles so that I can make effective decisions and take appropriate actions to help students learn to behave responsibly.
Task 1-Understand How to Shape Behavior • Objective: I can develop an understanding of ________________ so that I can make effective decisions and take appropriate actions to help students ____________.
Task 1-Understand How to Shape Behavior • Some tendencies and personality traits seem to be present from birth. • However, most human behavior is learned, which means it can also be unlearned, or shaped into a more desirable form.
Task 1-Understand How to Shape Behavior • When a student frequently behaves irresponsibly, it’s likely that the student hasn’t experienced the benefits of responsible behavior enough, or even at all. • It’s also likely that this student has learned that irresponsible behavior is a more effective or efficient way of getting his needs met……power, control, admiration from peers • Even your best students can behave irresponsibly when no one notices that they are on task, works, hard, and is respectful to others.
BEHAVIOR MANAGEMENT PRINCIPLES • Structure your class to promote responsible student behavior. • Effectively acknowledge responsible student behavior. • Effectively respond to irresponsible student behavior.
Variables That Affect Behavior A-Antecedents B-Behavior C-Consequences
Variables That Affect Behavior • Effective teachers spend more time promoting responsible behavior than responding to irresponsible behavior. • Effective teachers recognize that misbehavior occurs for a reason, and they take that reason into account when determining a response.
PROMOTING RESPONSIBLE BEHAVIOR • You will prevent most misbehavior from ever occurring when you focus the majority of your time and energy on these three major categories of teacher based actions for promoting responsible behavior. • Conditions • Implement pleasant consequences. • Eliminate unpleasant consequences.
Conditions-Use effective instruction and set up conditions for students to be successful • Make sure students understand what the behavioral expectations are and how they can meet them. • Physical space. • Fast paced schedule and provide interesting lessons. • Run efficient transitions between activities. • Interact responsibly and respectfully with all students. • Show an interest in student work.
Implement Pleasant Consequences-Ensure that students experience appropriate positive feedback. • Give verbal praise. • Write positive notes. • Encourage students to praise themselves. • Contact parents regarding students’ responsible behavior. • Occasionally reward individuals or the whole class with a special activity.
Eliminate Unpleasant Consequences-Ensure that students do not experience negative results from exhibiting responsible behavior. • Avoid embarrassing students with praise. • Ensure that no student is the target of laughter for making a mistake during class participation. • Ensure that no student ever feels like a geek for behaving responsibly. • Ensure that no one is ridiculed as a teacher’s pet for behaving responsibly.
Misbehavior Occurs for a Reason • Often difficult to understand why a student behaves irresponsibly, even when the consequences of that behavior are unpleasant.
Determine the possibilities…… • Student doesn’t know exactly what you expect. • Student doesn’t know how to exhibit the responsible behavior. • Student is unaware that he or she engaged in the misbehavior. • Student is experiencing some pleasant outcome. (likes the attention) • Student is successfully avoiding some unpleasant outcome by exhibiting the misbehavior. (avoiding assigned work) • Once you have determined the reasons, you can take action.
Conditions-Modify any conditions that may be perpetuating the misbehavior • Provide lessons to teach the student how to behave responsibly. • Assign different seats to two students who talk when they sit together. • Modify work that is too difficult for the student who is not completing assignments. • Pace lesson more quickly so student are less likely to get off task. • Provide something for students to do when they complete classwork.
Eliminate Pleasant Consequences-Remove any pleasant outcomes that might be resulting from the misbehavior. • Ignore misbehavior that is designed to get attention. • Respond calmly to a student who likes to make adults angry. • Ensure that a student is not excused from assigned work, as a result of the misbehavior.
Implement Unpleasant Consequences-Implement corrective consequences that will make exhibiting the misbehavior more unpleasant . • Use a system of demerits. • Timed owed. • Use a classroom point system. • Contact student’s parents about problem behavior. • Contact Mr. Castillo
Assessment Time! Behavior Management Principles • Structure your class to promote _____________________________. • Effectively ___________ responsible student behavior. • Effectively ___________to irresponsible student behavior.
Task 2-Understand Motivation • Objective: I can understand that a person’s level of motivation on any given task is a product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful.
Task 2-Understand Motivation • Motivation = “to provide an incentive, to move to action, to drive forward.” • Behavior that is repeated is motivated-behavior does not reoccur when there is no motivation. • The student who repeatedly misbehaves is, at the moment, more motivated to misbehave than to behave. • The student who does nothing, is more motivated to do nothing than to work.
Motivation • Motivation may be intrinsic or extrinsic. • Intrinsic-a person is motivated because they find pleasure in doing something. • Extrinsic- a person is motivated because of pleasant consequences. • Motivation for most behaviors is usually a mix of intrinsic and extrinsic factors.
Motivation • As teachers, we must enhance both their intrinsic and extrinsic motivation. • The extrinsic rewards must be faded out in favor of more natural consequences. • Keep in mind……students who experience a history of failing are less likely to be motivated to learn something new.
Expectancy x Value =Motivation • Expectancy-the degree to which an individual expects to be successful at the task. • Value-the degree to which an individual values the rewards that accompany success. • Student….. Can I be successful at this?..... How much do I value the rewards?…….
Expectancy x Value = Motivation • Expectancy and Value can be calibrated using a scale ranging from 0 to 10.
Task 2-Understand Motivation • Objective: I can understand that a person’s level of motivation on any given task is a product of both _______________________________________________________________________________________________________________________.
