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Individual Student Tier 1

Individual Student Tier 1. Linda Watson PBIS Trainer-SRIP March 2013. HUMAN BEHAVIOR. Is functional Is predictable Is changeable. How Do I Prevent Problem Behavior in My Classroom?.

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Individual Student Tier 1

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  1. Individual StudentTier 1 Linda Watson PBIS Trainer-SRIP March 2013

  2. HUMAN BEHAVIOR • Is functional • Is predictable • Is changeable

  3. How Do I Prevent Problem Behavior in My Classroom? The reality is that you will be unable to prevent all inappropriate behavior from ever occurring within your classroom.

  4. Five Tips for Teaching Disruptive Students • 1. Know your student. • 2. Use a team approach • 3. Don’t embarrass any student • 4. Be a role model • 5. Speak with students privately

  5. What Can You Do? • Establish a few basic operating procedures that will enhance the learning environment • Problem behavior immediately stopped, student redirected • Inappropriate behaviors are not always equal and, realistically, you will never be able to control all student behavior.

  6. Positive Expectations Research has repeatedly demonstrated that when teachers hold low expectations for an individual student or a group of students, those students will achieve less than if the teacher has high expectations. Therefore, it is crucial for you to have and convey high expectations for all of your students in terms of their academic achievement and their ability to behave responsibly.

  7. The first step in ensuring that you have positive expectations for all students is to honestly and objectively consider the kinds of things you think to yourself and/or say to others about students. Whether or not you make disparaging remarks directly to students, if you let yourself think or talk about students in unproductive ways, you will be communicating low expectations.

  8. Classroom Management • 80% prevention, 20% intervention • Prevention- Rapport- Clear expectations- Reinforcement of expected behaviors

  9. Three legged stool

  10. Rapport • Think about how a teacher has touched your life or left an impression • One-Sentence Intervention • Reach out and connect with students who appear more distant in terms of personal comfort

  11. Clear Expectations • Focus your students’ attention toward what you want them to do instead of what you don’t want them to do

  12. Designing Classroom Routines

  13. Rules Within Routine Matrix

  14. Classroom Self-Assessment • Chart from Bldg Effective Classroom Mgmt from Horner, Sugai, Celeste Rossetto Dickey

  15. Reinforcement of Expected Behaviors • Be clear on expected behavior • Positive reinforcement- 4:1 ratio powerful in increasing students demonstrating expectations- Ways to measure: index card, paperclips, observational tallies, popcorn

  16. Classroom Management: Self-Assessment

  17. Positive to Negative Ratio • Positive feedback encourages us to continue doing what we have done so far • Negative feedack, acts as a warning signal that tells us to moderate or stop what we are doing

  18. Positive to Negative Ratio • Dr. Gottman predicted the rate of lasting marriages based on short observation tallying the number of positive to negative interactions. • After 10 years, couples that lasted had at least a 5:1 ratio

  19. Positive to Negative Ratio • Positivity/negativity (P/N) ratio is critical in team dynamics (Losada & Heaphy, 2004)- Positive feedback (that is a good idea)- Negative Feedback (this is not what I expected, I’m disappointed)

  20. Positive to Negative Ratio • Medium performance teams have a P/N ratio of 1.9 • High Performance teams have a P/N ratio of 5.6 • Low performance teams have a P/N of .36 (more negativity than positivity)

  21. The Bucket and the Dipper • “How Full is Your Bucket? By Psychologists Donald O. Clifton and Tom Rath • Looking at positive and negative interactions during the day • We all have a bucket within us that needs to be filled with positive experiences • Negative towards others, a dipper removes and diminish their positive outlook • Treat others in positive manner, fill their buckets and ours as well. ..\..\..\..\..\Files for TP DVD\How full is your bucket\how full is your bucket .8.mov

  22. Strategies Increasing Positive to Negative Moments • Prevent ‘Bucket Dipping” • Shine a Light on What is Right • Make Best Friends • Give Unexpectedly • Reverse the Golden Rule

  23. Engaging Youth Voice • How can you get students involved in planning?- action plans, fun events, great reinforcers - Advisory committee that makes recommendations, provide lessons on topics, student reps on PBIS committee

  24. Student Advisories • How Advisories can help • Every student should have at least one adult at school to act as his/her advocate • Establish connections among students who are most vulnerable to feelings of alienation

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