cisd new teacher orientation pbis / champs classroom management
TRANSCRIPT
CISD New Teacher Orientation
PBIS / CHAMPSClassroom Management
Norms / Expectations
• Please listen and participate.• Please share and engage in discussions with your partner /
group.• Be respectful of the ideas and opinions of others.• Please ask questions or share comments throughout the
presentation.• Please respect the cue to end partner discussion and resume
the presentation.
Objectives / Questions
•What is PBIS?•Why is the implementation of good classroom management
so difficult?• How do we create a climate conducive to appropriate
behavior, engagement, and learning?•What is the STOIC framework and how does it apply to
classroom management?•What is a question you have regarding this topic?
What is PBIS?Positive Behavioral Interventions &
Support
PBIS Components
PBIS: Three Tiered Model
Universal Examples
Sue Crouch Knights
H – Hard working
O – On board with safety
N – No excuses
O – Organized
R - Respectful
Universal ExamplesSue Crouch Knights
Guidelines for Success
Hard Working & On Board with Safety
No Excuses & Organized
Respectful
Hallway 1. Always Walk. 2. Keep hands, feet, and objects to yourself.
1. Keep it clean. 2. Do not blame others for your actions.
1. Use appropriate voice tone and language. 2. Follow instructions right away.
Cafeteria 1. Stay in your seat. 2. Ask for permission. 3. Keep hands, feet, and objects to yourself.
1. Throw away all trash and clean up after yourself. 2. Do not share food or drinks.
1. Use appropriate voice tone and language. 2. Follow instructions right away.
Buses 1. Go directly to your bus and sit in your assigned seat. 2. Keep hands, feet, and objects to yourself.
1. Keep the bus clean. 2. Stay in your seat. 3. Report inappropriate behavior
1. Use appropriate voice tone and language. 2. Follow instructions right away.
Restrooms 1. Use the restroom only during appropriate times. 2. Keep hands, feet, and objects to yourself.
1. Keep it clean. 2. Use the restroom, flush, wash, then leave. (No Playing)
1. Be respectful of others’ privacy. 2. Be mature and model good behavior.
H.O.N.O.R
Q #1: Why is good classroom management difficult?
Misbehavior Drives Us Crazy!!!
The Amygdala Triggers Fight or Flight• Is this something I hate?• Is this something I fear?• Is this something that can hurt me?
If the answer is “yes” then our amygdala is firing!
Understanding who are students are today
Historical Perspective of Classroom Management: ComplianceBehavior Management has typically consisted of trying to “make” students behave.• This attitude leads to an overdependence on reactive procedures.• Reactive procedures are not bad or wrong; they are simply ineffective
in changing behavior.• They make us hold on to simple solutions.
Make a T-Chart
Rewards VS Punishments
Simple Solutions Lead To…
• An increase in emotional intensity• An overdependence on role – bound authority• An overdependence on punishment, wishing, and hoping!
(Speeding Analogy)
Q #2: How do we create an environment that sets students up for success?
•There are those who would admonish their pupils “to behave” rather than teach them how to relate positively to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills.
Classroom Management Plan
Expectations for classroom activities / transitionsWrapping up at end of day / classDismissalCorrections procedures for misbehaviorExpectations for engagement during group workBeginning and ending routinesAssigning / collecting classworkProcedures for tardy students
Possible Solutions?
• CHAMPS – Conversation, Help, Activity, Movement, Participation, Success• Boys Town Modes of Teaching – Preventive Instruction,
Effective Praise, Corrective Teaching• Coaching in classroom management strategies
Create a Plan
•With your partner, choose an area in which you struggle regarding classroom management, come up with some strategies that encourage students’ success (try to avoid simple solutions).
Q #3: What is STOIC?
There are five variables that staff can manipulate to increases the chances that students will behave in a safe and civil manner.• Structure / organize the school settings for success.• Teach students how to behave responsibly• Observe student behavior (supervise)• Interact positively with students• Correct irresponsible behavior fluently(Not Listed: Parents, location, socioeconomic status, etc..)
Structure
• Physical, procedural, or scheduling arrangements that may have a positive effect on behavior• Structural Interventions
Beginning and ending routinesLayout of the classroomTransitions and activitiesOverall order of the room
Teach
•Research says that you can avoid most common classroom problems by clearly defining for yourself and then communicating to your students how you expect them to behave during each classroom activity and transition that occurs during the school day.
Categories of Behavior
• Conversation Activity• Help Conversation• Activity Help• Movement Integrity• Participation Effort• Success Value
Efficiency
Observe
• Circulate and scan• Watch for praise-worthy behaviors• Use proximity to eliminate early-stage misbehaviors• Collect observational data when appropriate
Common Problem
Interact Positively
• The behavior you reward is the behavior you get.• Increase your praise to criticism ratio (at least 3:1 positive to
corrective)• If the student is engaged in a behavior that meets your expectations
and you respond, the interaction is positive.• If the student is engaged in a behavior that does not meet your
expectation and you respond, the interaction is negative / corrective.
Correct Fluently
• If you have structured the environment, taught the expectations, actively observed behavior, and are interacting positively, then correcting students should be less difficult.• Correct Fluently…Calm, smooth, immediate, planned in advance if possibleFly under the radarPre-correct anticipated behavior (preventive prompting)Re-teach appropriate behavior when necessaryCouple criticism with praise and empathy
Teach-Monitor-FeedbackEvery Day!!!• “Students should already know this by now” (Pencil sharpener
example)• “They should be able to figure it out” (Wedding example / Thursday
referrals example)• “I shouldn’t have to repeat myself” (Airplane example)
Motivate
• If it’s legal, logical, and ethical then use it.• Incentive systems (Chance Jar)• Tally marks with a timer• The mystery motivator (It’s not the reward but the anticipation of the
reward)
The Three R’s of Positive Behavior Intervention
•Relationships•High Praise to Criticism Ratio•Rationale
CHAMPS Posters
ACHIEVE Posters
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and the child humanized or dehumanized.
- Haim Ginnott
Thank [email protected]