Presentation on theme: "PBS in the Class Room Kathy Helgeson, Southern Oregon ESD This is the worst class Ive ever had!"— Presentation transcript:
PBS in the Class Room Kathy Helgeson, Southern Oregon ESD This is the worst class Ive ever had!
How familiar are you with PBS? A.Know it well. Use/refer to it in my work. B.Have the general idea. C.Know it doesnt mean Public Broadcasting System. D.Thought it did mean Public Broadcasting System.
What do you believe? A.Behavior issues cause academic problems. B.Academic issues cause behavior problems. C.Behavior and academics are intertwined.
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)
The cyclical relationship between reading and behavior can impact the outcome of 10 million (17.5%) of the nations children, who will encounter reading problems the first three years of their education. National Reading Panel, 2004
Intensive Alterable variables Individualized intervention plan Progress monitoring Student Study Team support Targeted Flexible, instructional grouping aligned with specific skill and need for support Progress monitoring Data-based teams School-wide Universal screening Evidence-based core curricula Effective instructional strategies 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) Academic Support Behavior Support
Do most of your difficult students behave better when in a consistent, predictable environment? A. Yes B. No C. Not sure
What group benefits the most from a consistent and predictable environment? A. Red Zone B. Yellow Zone C. Green Zone
Hours of Academic Learning Time 1170 School year hours Absenteeism & Non-instructional time True teaching time (25%) Transitions & discipline (15%) (25%) Time off task(10%) more hours; about an hour per day -Teaching & reinforcing expectations and transitions -Managing appropriate and inappropriate behavior efficiently -Management of groups, participation, pacing
The Critical Elements 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
Which of these Critical Elements is most often overlooked in a classroom? Why? A.Establishing rules. B.Clarifying classroom expectations. C.Creating lesson plans & teaching D.Designing a feedback & reinforcement system. E.Collecting data. Is this working?
Mrs. Mutner was very clear on her expectations – But not particularly positive.
Teach kids what you want, and pay more attention to them when they are doing it than when they are not.
State the Obvious
SAFERESPECTFULRESPONSIBLE -Keep yourself to yourself. -Stay in your work area. -Talk only about the work. - Be considerate of others 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.
Co-operative Groups 1.Talk only about the work. 2.Everyone must participate and contribute. 3.Work tasks should be distributed fairly. 4.Talk out issues, be considerate of others feelings. 5.Raise your hands only if everyone has the same question.
Set Kids Up for Success Dont leave it to chance.
But we have older kids. They know better.
Spend more time focused on what is going right. Train yourself to look for it…
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
Why use tangibles? 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.) *Safe *Respectful *Responsible
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. Youre a hard worker. Thanks for standing up for someone else. You did the right thing. You should be proud of yourself.
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.
Bigger isnt better. Intermittent random reinforcement is most effective in changing behavior.
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
When using rewards in your classroom, are you buying student behavior? A. Yes B. No C. Depends on how its done Discuss with those around you…
The goal of classroom management is to develop a group of students who are responsible, motivated and highly engaged in meaningful tasks.
Create systems in which the smallest efforts give you greatest impact.
Collecting Data or Hows 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
Classroom Behavior Off TaskTalking OutDisrespectOther Bell Work Math Language Arts Other
Classroom Behavior Off Task/ Non- Productive Talking Out/Visiting Defiance Disrespect Other Bell Work Direct Instruction Independent Work Other
Playground Behavior Off Task/ Non- Productive Talking Out/Visiting Defiance Disrespect Other Bell Work Direct Instruction Independent Work Other
Is an FBA a part of a child study meeting? A.Often B.Occasionally C.Not at all
Mary Contrary Is this student getting what we say we do for all students? Explicit teaching of behavioral expectation? Success? Reinforcement for appropriate behavior? Belonging? Non-contingent reinforcement? 4:1 Positive Interactions? Warm, inviting atmosphere? Social skills curriculum? Positive relationship with at least one significant adult? Pre-correction Reteaching Group Counseling Brief FBA IEP - Check In – Check Out
To what extent do you think adults control student behavior? A.A great deal B.About 50/50 C.A little, as a minor factor D.Not at all
Say Hello everyday. –Dont 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. Smile and Laugh!
At 211 degrees, water is hot. At 212 degrees, it boils. 212 The Extra Degree, by S.L. Parker And with boiling water, comes steam. And with steam, you can power a train.
Contact Information Kathy Helgeson Southern Oregon ESD