Ratio of Interactions: Advanced. Ratio Of Positive Interactions Plan to interact three times more often with each student when he or she is behaving appropriately.

Slides:



Advertisements
Similar presentations
WWB Training Kit #10 Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior.
Advertisements

HISD Becoming #GreatAllOver Beginning Teacher September Forum #1 Classroom Management CIC:
CHAMPS A Proactive & Positive Approach to Classroom Management.
{ Tier 1: Individual Student Michele Wackman, School Psychologist #623.
Tier 1/Universal Training The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support.
Lee Canter Assertive Discipline Amanda Cahill Biography Lee attended California State University, then completed a master’s degree at the University.
Schoolwide Positive Behavior Interventions and Support -SWPBIS- Mitchell L. Yell, Ph.D. University of South Carolina
 When you are ready › The more comfortable you feel, the more likely it is they will feel uncomfortable.  Do not hurry to interact with the teacher.
Cooperative Discipline
Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports.
Sunrise PBS Overview Adapted from Chris Borgmeier, PhD & Kimberly Ingram, PhD.
PBS TEAM LEADER TRAINING FEBRUARY 18 TH, 2013 Facilitators: Carmen Gietz & Tim Ylagan.
School-wide Bullying Prevention A Guidance Services Presentation.
1 Lesson 2 Motivation Enhance Students’ Desire to Succeed.
WHAT IS THE CHILD TRYING TO COMMUNICATE WITH HIS BEHAVIOR? Carolina Center for ABA and Autism Treatment, Inc. 1 Treating Behavior based on Function.
Discipline Plan: Getting on the Same Page
Classroom Management Describe the importance of classroom management and its impact on academic learning time. Describe differences in the approach to.
1. 2 GFS are attitudes, traits or characteristics you hope to instill in your students. Rules pertain to specific and observable behaviors. GFS are something.
The simplest way to ensure that students expect success is to make sure that they achieve it consistently. Brophy, 1987.
Student Responsibility Classroom Management that Works.
Working with Children with Challenging Behaviors Women’s Business Development Conference June 20, 2015 Presenter: Sabrina Robertson, M.Ed., DT.
MANAGING CHALLENGING BEHAVIOR Dec 9th, SELF-EVALUATION  Components of a Successful Classroom Self- Evaluation  Take 10 minutes to evaluate your.
V-1 Module V ______________________________________________________ Providing Positive Behavioral Interventions and Supports.
UNIVERSAL STRATEGIES IN THE CLASSROOM
Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008.
Discipline in the Secondary Classroom Behavior Strategies Dropout Prevention High School Team Training Miami Coral Park Senior October, 2010.
SUPPORT BEHAVIOUR. © 2012 Pearson Australia ISBN: SUPPORT BEHAVIOUR Supportive environments The goal of a supportive environment is to build.
Basic Training, Part 2 Building the Foundation: Peace and Conflict Education in Early Childhood Development Programs Project Implemented in Partnership.
Scenario 6: Effective sanctions
District Staff Development Aldine ISD August 18, Creating an Effective Instructional Climate.
“It is essential to follow the same logic in designing social behavior curriculum, more commonly known as discipline or behavior management. Teachers “should.
A Proactive and Positive Approach to Classroom Management Chapter 1: Vision.
Presenters: A. Healy L. Johnson S. Moore Utilizing Behavioral Strategies.
Motivation Understand Motivation and the Variables That Can Be Manipulated to Increase It.
Teaching Expected Behaviors. Teach Expected Behaviors Behavior is learned. All students have not had same opportunity to learn school skills. Social skills.
Original Contribution Nancy Love Positive Classroom Climate Presentation for building in-service meeting Fall 2012.
Classroom Management Cicely Dunigan Brooks- Wright Instructional Facilitator Jamie Green- PLC Coach Jamie Green- PLC Coach.
Welcome Designing Positive School- Wide Discipline Plans Randy Sprick, Ph.D.
Welcome To Cooperative Discipline
Presented by: Kate Howell Summer Institute Do you TWEET? BISD has a new hashtag (#) that we will use anytime any one of us engages in professional.
WELCOME!!! Outcomes for today –Have some fun! –Learn some stuff! Understand basic concepts of PBS (Positive Behavior Support) How to apply PBS ideas in.
Embedding Bully-Proofing in School-wide PBS Scott Ross Rob Horner Bruce Stiller University of Oregon
Check-In/Check-Out Introduction: CICO Point Staff An Intervention for Tier II Students.
Learning Support Services Austin Independent School District Fall 2014
Safe and Civil Schools Approach
Chapter 7 Managing and Teaching the Physical Education Lesson.
A Proactive and Positive Approach to Classroom Management Chapter 7 Motivation.
Welcome to the School Year!!. Middle School Students are inherently well-behaved!
Co-Teaching to Maximize Student Engagement Rina Iati Lincoln Intermediate Unit #12
Classroom Management Issues
Promoting Appropriate Student Behavior. Ensuring children know what is expected. Increasing child compliance to class rules. Enriching Time Out.
Prevention in the Classroom. Activity Identify expectations you would have in your classroom.
A Proactive and Positive Approach to Classroom Management.
Getting Everybody on Board Session 3 Module 4 Presented by the MBI Consultants.
ISLLC Standard #3 Planning for School – wide Behavior Management
CHAMPS Tips February 18, Tips from CHAMPS The O-I-C of STOIC S- Structure T- Teach O- Observe I- Interact Positively C- Correct Fluently The O-I-C.
SW-PBIS Philipsburg-Osceola Area Middle School “The Role of the Family”
School-wide Positive Behavioral Interventions and Supports in Washoe County School District.
Essential Instructional Skills for Professional Driver Trainers UNIT 2: Principles of Adult Learning.
Implementing PBIS in the Classroom Chapter 4 –Classroom Management: Systems & Practices.
Behavioral Therapy for Children. Behavior Therapy Has 3 Basic Principles  Set specific doable goals. Set clear and reasonable goals for your child, such.
Unproductive student Behaviors in common areas
MGMT 3: Maintaining Control Through the Behavior Management Cycle “ True terror is to wake up one morning and discover that.
Classroom Management.
Cafeteria Monitor Training. Behavior RTI- Universal Level Focus on common areas of the building including: –Hallways –Cafeteria –Playground –Arrival –Dismissal.
Welcome To Cooperative Discipline
Effective Classroom Management for Substitute/Guest (and ALL) Teachers! Positive Behavioral Interventions and Supports (PBIS)
Scott Ross & Rob Horner Utah State University and University of Oregon
How Do We Define a Tier I (Classroom-Based) Intervention
PBIS in the Classroom: Correction Application
Presentation transcript:

Ratio of Interactions: Advanced

Ratio Of Positive Interactions Plan to interact three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving ( that is, at least a 3:1 ratio) –This strategy is essential, but difficult –Some students are starved for adult attention –For the student who is starved for attention, the form the attention takes does not matter More satisfying due length and intensity –Behavior you pay the most attention to is the behavior you’ll get more of in the future

High Ratio Of Positive Interactions Interactions with students are considered positive or negative based on the student’s behavior at the time of the interaction Just because an interaction is negative, doesn’t mean it is wrong. –Just be careful that you may be reinforcing misbehavior

Ratio of Interactions Foundations CHAMP’s/Discipline in the Secondary Classroom “Teacher attention is perhaps the most basic of all influences on student behaviors and the systematic use of attention should characterize every teacher’s classroom repertoire “ ( O’Leary and O’Leary, 1977 “The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other interpersonally.” (Sheets and Gay, 1994)

Rationale Students enter school/classroom with a diversity of needs and backgrounds –Some have received lots of attention from adults since infancy –Others have received very little attention from adults. Students want and need adult attention. They will engage in whatever behaviors get them the most attention

Rationale It’s easy to believe that having a classroom full of positive interactions springs from having responsible students who are exceedingly well behaved and responsible Yet in reality….this belief is exactly backward!

Rationale In truth, positive interactions are more like the fuel that drives good behavior and personal responsibility Unfortunately, some students with chronic misbehavior have learned it is easier and more reliable to get attention by doing things wrong than following the rules.

Common Concerns About Increasing Positive Interactions Is it appropriate to give even more time and attention to students who misbehave? –The trick is to give that student ( who is already getting your time and attention) extra attention when the student is NOT acting up

Common Concerns About Increasing Positive Interactions Do problem students deserve extra positive attention? –It isn’t a question of what students “deserve.” Teachers should already have a set of consequences when students misbehave….less positive attention shouldn’t be one of them

Common Concerns About Increasing Positive Interactions Isn’t selectively granting extra attention unfair to the other students? –Fair vs. Equal

Common Concerns About Increasing Positive Interactions Won’t the student think the positive attention is Phony? –May feel that way initially –Practice over time –If it feels weird, think about the positive interaction you have with your favorite students and attempt to match that ratio with the difficult student

Common Concerns About Increasing Positive Interactions What if You don’t like the student? –Liking or disliking a student should have nothing to do with the professional effort given to the student. –All students are given the best possible care. –Keep personal feeling separate from work. Ratios of interaction should have nothing to do with personal feelings about a student.

Ratio of Interactions How to Do THIS???? –Contingent Attention Fluent Use of Positive Feedback –NonContingent Attention Talking informally with students before, during and after class Greeting students outside of school (store) Singling out a few students each day in the cafeteria and talking to them Being aware of things happening in the lives of students (sports, drama, choir, etc.) Meeting students at the door and greeting them

Ratio of Interactions Marzano (2003) suggests the following: –Over the course of a class period, move toward and stand close to each student –Attribute the ownership of ideas to students who initiated them “ Dennis has just added to Mary’s idea by saying that….” –Allowing and encouraging all students to be a part of class discussions and interactions; making sure to call on students who do not commonly participate, not just students who respond most frequently.

Ratio of Interactions Tools Increasing Positive Interactions –Self reminders –Time of day –Scan and Search Decreasing Negative Interactions –Examine structure Have consequences pre-planned –Precorrection strategy

Sample of Consequence Planning Talking out loud Wandering around the room Being disrespectful to other students Threatening to leave the classroom Non-verbal redirect Proximity redirection Time owed Restatement of the rule and referral if threat is carried out

Where this fits with your Foundations Team Safe and Civil Focus on PREVENTION 1.Defining and systematically teaching schoolwide behavioral expectations 2.Establishing a consistent system to acknowledge and reward appropriate behavior such as compliance with school rules, safe and civil interactions with peers and adults

Ratio of Interactions What can your team do to strengthen the concept of Ratio of Interactions with your entire faculty? Discuss and Chart an idea to share with the entire group at the end of the day. (45 minutes)

Ratio of Interactions Report out…. What might work to improve the overall Ratio of interactions with students in your school?

Team Time What activities from today ( or previous training) does your team need to work on to continue the Improvement Cycle?