1. PBIS Teaching Classroom & School-Wide Procedures

2. WHY TEACH BEHAVIOR PROCEDURES? These kids are in high school. Shouldn’t they already know how to act in school? An organized learning environment is based on the teacher’s ability to effectively teach procedures and routines. Research indicates that one of the BEST ways to decrease behavior problems is to ESTABLISH and TEACH how students manage daily tasks and student work.

3. HOW DO I TEACH CLASS AND SCHOOL-WIDE PROCEDURES? Like I haven’t been teaching for 15 years. 1. INTRODUCE the procedure in positive terms. Describe what the procedure is AND why it is important. 2. EXPLAIN what the students are to do….exactly. 3. MODEL what you want the students to do. YES, physically demonstrate the process. Then the students can imitate it. 4. PRACTICE – Use role-play to reinforce and embed the procedure. 5. REINFORCE students appropriately when the procedures are followed correctly. 6. RE-TEACH as needed.

4. What does a sample behavior procedure look like? GETTING YOUR ATTENTION There will be times when I need to get everyone’s attention so I can give directions, give explanations, answer questions, or lower the noise level. When I need everyone to stop talking and pay attention to me I will say, ”I need your attention in 3, 2, 1” and raise my hand. When you see me raise my hand you must:  Stop talking and look at me.  Wait for me to speak.  Stop moving if you are out of seat. This procedure should take no more than 10 seconds. Whenever the class exceeds this time, appropriate consequences for non-compliance will be applied to individuals.

5. Ideas for teaching procedures.  Posters will be provided with the 3 Rs for your classroom and in common areas.  You should also post procedures for following the 3Rs in writing, at least until routines are established.  Using anchor chart paper might be a good to idea for posting procedures.  Students could draw pictures of the classroom procedures or you could take pictures of students displaying procedure-following behavior.  Share cartoons depicting the rules with the students (and other teachers – no need to reinvent the wheel).  Use hand signals or gestures with instructions.  Watch video of students explaining and role-playing for various procedures.  Use audio cues.

6. Procedures should be taught before teaching content. Don’t assume that students know what to do without first teaching procedures. Limit your procedures to 3 to 5 steps. Use clear, specific terms that are observable and measurable. State procedures in positive terms. Review expectations so they are clear to everyone. Help them become routines that are automatic. Utilize visual and auditory reminders as support. Practice. Monitor effectiveness and make adjustments as necessary. TO TEACH PROCEDURES SUCCESSFULLY…

7. WHAT PROCEDURES DO WE NEED TO TEACH AT MURPHY?  How to FOLLOW ADULT INSTRUCTION in the hallway, common areas, café and classroom.  How to USE APPROPRIATE LANGUAGE in the hallway, common areas, café, and classroom.  How to AVOID DISTURBANCES in the hallway, common areas, and café.  How to determine and USE THE SHORTEST, MOST DIRECT ROUTE on campus.  How to REPORT SAFETY ISSUES and OUTSIDERS on campus.  How to USE APPROPRIATE CONTACT in the hallways.  How to RESPECT PROPERTY in the common areas.  What being in PROPER UNIFORM looks like.  That ELECTRONIC DEVICES MUST BE POWERED DOWN in classrooms and hallways.