Presentation on theme: "Kathy Helgeson, Southern Oregon ESD"— Presentation transcript:
1 Kathy Helgeson, Southern Oregon ESD PPBYPBS in the Class RoomSAPLCRTI“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 plansthat help"high-flyers"be successfulSmall groupsof students whoneed more helpto be successful.Primary Prevention -What we do forall students
6 The cyclical relationship between reading and behavior can impact the outcome of10 million(17.5%)of the nation’s children,who will encounter reading problemsthe first three years of their education.National Reading Panel, 200420%
7 Academic Support Behavior Support Intensive6+ ODRsFull Functional Behavioral Assessment (FBA)Wrap-around servicesTargeted2-5 ODRsSimple FBAGroup systems for efficient and flexible intervention programmingContinuous progress monitoringData-based teamsSchool-wideConsistent expectations taught to everyonePrevention via social skills instructionOffice Discipline Referrals (ODRs)IntensiveAlterable variablesIndividualized intervention planProgress monitoringStudent Study Team supportTargetedFlexible, instructional grouping aligned with specific skill and need for supportData-based teamsSchool-wideUniversal screeningEvidence-based core curriculaEffective 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 hoursAbsenteeism & Non-instructional time.835True teaching time 835(25%) Transitions & discipline (15%) -125(25%) Time off task (10%) - 71-Teaching & reinforcing expectations and transitions-Managing appropriate and inappropriatebehavior efficiently-Management of groups, participation, pacing170 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 & teachingDesigning a feedback & reinforcement system.Collecting data. Is this working?
13 Mrs. Mutner was very clear on her expectations – But not particularly positive.
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.
22 Co-operative Groups SAFE RESPECTFUL RESPONSIBLE -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-EXAMPLESDemonstrate 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 SuccessDon’t leave it to chance.
29 Purpose of Positives Help Adults Build Positive Relationships Who they areWhat they doCreate a positive, inviting environmentTool to encourage & reinforce desired behaviorsThose learning new behaviorsRole 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*ResponsibleThey 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 BridgesDeliver ameaningful message thatbuilds self-esteemand canbecome 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 wayif 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…
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 referralsBehavior LogFrequency– collect data occasionally on specific studentsDo you think you have adequate data about classroom behaviors?A. YesB. No
40 Classroom Behavior Off Task Talking Out Disrespect Other Bell Work MathLanguage Arts
45 Is an FBA a part of a child study meeting? OftenOccasionallyNot at all
46 Mary Contrary o IEP - o o Pre-correction o Reteaching o Group Counselingo Brief FBAo Check In – Check OutoIs 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 dealAbout 50/50A little, as a minor factorNot at all
49 Maslow's Hierarchy of Needs LearningSelf EsteemBelongingSafetyPhysical 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 212And with boiling water, comes steam. And with steam, you can power a train.”212 The Extra Degree, by S.L. Parker
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