Presentation is loading. Please wait.

Presentation is loading. Please wait.

Kathy Helgeson, Southern Oregon ESD

Similar presentations

Presentation on theme: "Kathy Helgeson, Southern Oregon ESD"— Presentation transcript:

1 Kathy Helgeson, Southern Oregon ESD
P P B Y PBS in the Class Room S A P L C R T I “This is the worst class I’ve ever had!” Kathy Helgeson, Southern Oregon ESD

2 How familiar are you with PBS?
Know it well. Use/refer to it in my work. Have the general idea. Know it doesn’t mean Public Broadcasting System. Thought it did mean Public Broadcasting System.

3 What do you believe? Behavior issues cause academic problems.
Academic issues cause behavior problems. Behavior and academics are intertwined.

4 Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004) One of the ‘Big Ideas’ driving this dissertation was investigating the interaction b/w reading and behavior support. Although seemingly simple, it’s established in the literature that… …the issues are intertwined, and that an integrated approach to intervention may be required.

5 Individual plans that help "high-flyers" be successful Small groups of students who need more help to be successful. Primary Prevention - What we do for all students

6 The cyclical relationship between reading and behavior can
impact the outcome of 10 million (17.5%) of the nation’s children, who will encounter reading problems the first three years of their education. National Reading Panel, 2004 20%

7 Academic Support Behavior Support
Intensive 6+ ODRs Full Functional Behavioral Assessment (FBA) Wrap-around services Targeted 2-5 ODRs Simple FBA Group systems for efficient and flexible intervention programming Continuous progress monitoring Data-based teams School-wide Consistent expectations taught to everyone Prevention via social skills instruction Office Discipline Referrals (ODRs) Intensive Alterable variables Individualized intervention plan Progress monitoring Student Study Team support Targeted Flexible, instructional grouping aligned with specific skill and need for support Data-based teams School-wide Universal screening Evidence-based core curricula Effective instructional strategies

8 Do most of your difficult students behave better when in a consistent, predictable environment? A. Yes B. No C. Not sure

9 What group benefits the most from a consistent and predictable environment? A. Red Zone B. Yellow Zone C. Green Zone

10 Hours of Academic Learning Time
School year hours Absenteeism & Non-instructional time. 835 True teaching time 835 (25%) Transitions & discipline (15%) -125 (25%) Time off task (10%) - 71 -Teaching & reinforcing expectations and transitions -Managing appropriate and inappropriate behavior efficiently -Management of groups, participation, pacing 170 more hours; about an hour per day

11 The Critical Elements Machine vs. Buffet Establish rules.
Clarify your expectations. (How does it look?) Create lesson plans & teach. Design feedback & reinforcement system. Collect data Is this working? Machine vs. Buffet

12 Which of these Critical Elements is most often overlooked in a classroom? Why?
Establishing rules. Clarifying classroom expectations. Creating lesson plans & teaching Designing a feedback & reinforcement system. Collecting data. Is this working?

13 Mrs. Mutner was very clear on her expectations –
But not particularly positive.

14 Be Safe Be Respectful Be Responsible

15 Teach kids what you want, and pay more attention to them
Rules Teach kids what you want, and pay more attention to them when they are doing it than when they are not.

16 Write a list of all the different activities/locations that require different expectations.

17 State the Obvious




21 Pass out matrix examples. Model a quiet work time expectation lesson
Pass out matrix examples. Model a quiet work time expectation lesson. Do a little cooperative work. – Brainstorm the different kinds of situations you have in your classroom (Direct Instruction, co-op, lab, tests, story time, seat work, etc. Use flip chart to remind students of expected behavior.

-Keep yourself to yourself. -Stay in your work area. -Talk only about the work. - Be considerate of other’s feelings. - Raise hands only if everyone has the same question. -Everyone contributes. -Work tasks should be distributed fairly.  REASON THE EXPECTATIONS ARE IMPORTANT: Everyone can share the work and complete it faster. We can work together more often. TEACHING EXAMPLES AND NON-EXAMPLES Demonstrate with students. Example: 1. Demonstrate staying in the work area. 2. Give examples of considerate, constructive comments. 4. Show how/when to raise hands. Non-Example: 3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic. REVIEW: Have several students tell what was taught at these stations.

23 Co-operative Groups Talk only about the work.
Everyone must participate and contribute. Work tasks should be distributed fairly. Talk out issues, be considerate of other’s feelings. Raise your hands only if everyone has the same question.

24 Set Kids Up for Success Don’t leave it to chance.

25 But we have older kids. They know better.

26 Spend more time focused on what is going right.
Train yourself to look for it…



29 Purpose of Positives Help Adults Build Positive Relationships
Who they are What they do Create a positive, inviting environment Tool to encourage & reinforce desired behaviors Those learning new behaviors Role models of positive behavior

30 Why use tangibles? They help you learn to look for the good in kids.
Gotcha! Why use tangibles? *Safe *Respectful *Responsible They help you learn to look for the good in kids. They increase your opportunities to build relationships with kids. They multiply the positive reinforcement. It is more effective in helping kids change habits than verbal praise alone. (but remember - is has to be genuine.)

31 meaningful message that
Creating Bridges Deliver a meaningful message that builds self-esteem and can become internalized. “I know that assignment was hard, but you stayed with it. You’re a hard worker.” “Thanks for standing up for someone else You did the right thing. You should be proud of yourself.”

32 Business and Reinforcement
“How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before? Get to know your employees as people. Have some fun together. Work is NOT the opposite of fun.

33 Good things might come your way if you're doing the right thing.
Bigger isn’t better. Intermittent random reinforcement is most effective in changing behavior. Good things might come your way if you're doing the right thing.

34 In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected? A. Giving out rewards B. Having clear and consistent consequences for problem behavior C. Teaching expectations directly, and reinforcing students who comply

35 When using rewards in your classroom, are you “buying” student behavior? A. Yes B. No C. Depends on how it’s done Discuss with those around you…

36 The goal of classroom management is to develop a group of students who are responsible, motivated and highly engaged in meaningful tasks. Not just to minimize disruptions and keep teaching…

37 Focus on Prevention +++-

38 Create systems in which the smallest efforts give you greatest impact.

39 Collecting Data or “How’s it working?”
Out of class/Official discipline referrals Behavior Log Frequency– collect data occasionally on specific students Do you think you have adequate data about classroom behaviors? A. Yes B. No

40 Classroom Behavior Off Task Talking Out Disrespect Other Bell Work
Math Language Arts

41 Classroom Behavior Off Task/ Non-Productive Talking Out/Visiting
Defiance Disrespect Other Bell Work Direct Instruction Independent Work

42 Playground Behavior Off Task/ Non-Productive Talking Out/Visiting
Defiance Disrespect Other Bell Work Direct Instruction Independent Work



45 Is an FBA a part of a child study meeting?
Often Occasionally Not at all

46 Mary Contrary o IEP - o o Pre-correction o Reteaching
o Group Counseling o Brief FBA o Check In – Check Out o Is this student getting what we say we do for all students? o Explicit teaching of behavioral expectation? o Success? o Reinforcement for appropriate behavior? o Belonging? o Non-contingent reinforcement? o 4:1 Positive Interactions? o Warm, inviting atmosphere? o Social skills curriculum? o Positive relationship with at least one significant adult?


48 To what extent do you think adults control student behavior?
A great deal About 50/50 A little, as a minor factor Not at all

49 Maslow's Hierarchy of Needs
Learning Self Esteem Belonging Safety Physical Needs (Food, Shelter)

50 Talk about something non-academic. Give an extra responsibility.
Say “Hello” everyday. Don’t expect instant results, but stay with it anyway. Talk about something non-academic. 3 minutes 3 time a week. Give an extra responsibility. Show trust when you can. Make home a home visit. Find out more about where this kid lives. Have some fun together. Give more of the real you. Tell your stories - you are the M&M. Make positive parent contacts. Write notes, call, send a postcard. Be the best teacher you can be… Set kids up for success. Don’t get MAD – you are the professional. Smile and Laugh!

51 “At 211 degrees, water is hot. At 212 degrees, it boils.
The Power of 212 And with boiling water, comes steam. And with steam, you can power a train.” 212 The Extra Degree, by S.L. Parker

52 Contact Information Kathy Helgeson Southern Oregon ESD

Download ppt "Kathy Helgeson, Southern Oregon ESD"

Similar presentations

Ads by Google