Classroom Management and Positive Behavior Strategies 12 15

Classroom Management and Positive Behavior Strategies 12: 15 -3: 00

Agenda I. Background A. PBIS Framework B. Changes to PBIS Break I. Strategies A. Integrating the 4 Rs into proactive classroom management B. VABBing C. Redirecting Behavior III. Student Panel Goal: To provide strategies that teachers can implement on the first day of school.

Learning Targets: 1. To understand the framework of PBIS. 2. To learn positive practices to reduce behaviors in the classroom. Goal: For you to have a successful year in Rochester and LOVE your job.

Positive Behavioral Interventions and Supports (PBIS) School-wide PBIS (SWPBIS) is a systems approach for establishing the social culture and behavior supports needed for schools to be effective learning environments for all students. Predictable Positive Safe Consistent

4 Elements of PBIS 1. Systems: Written policies, procedures, and expectations help maintain a consistent approach to behavior. 2. Data: Data collection helps teams make informed decisions around managing behavior and measuring outcomes. Practices: Classroom exercises exhibiting good behavior help students understand what is expected of them. 4. Outcomes: Results can be measured by both academic and behavioral changes in students.

PBIS is NOT A top-down approach (staff buy-in is crucial) A quick fix for behavior (3 to 5 years to get strong implementation) An off the shelf, ready to use program/curriculum (it is developed by the team to fit the school) Administrator-free (having the principal or assistant principal on the team is essential) and ALL building staff play an important role.

What does PBIS look like in practice? Products are permanent representation such as banners, wall murals, tickets, etc. . . https: //youtu. be/r. Sdr. Mbpwy. LU

District PBIS Policies http: //www. rochester. k 12. mn. us/User. Files/Server_3083669/File/Osterhout /FINAL%202017 -2018%20 Student%20 Behavior%20 Handbook. pdf

PBIS Site Expectations: http: //www. rochester. k 12. mn. us/User. Files/Server_3083669/Image/Depart ments/Student%20 Support%20 Services/PBIS%20 Site%20 Expectations%20(3). pd f

Systems: Behavior Matrix

Systems: Behavior Flowchart Example

Strategies for Redirecting Behavior Before transitioning a student into a level 1 or fix-it form: 1. Give clear and direct instructions (without putting the student on the spot) 2. Assume compliance 3. Allow for a reasonable amount of time (5 mins) 4. Private conference with student (VABB) The purpose of a minor or fix-it is to re-teach expectations. Students should be able t identify and explain what it is they are going to do differently to align behavior with

Do Now What are some needs of our students? 1. Brainstorm a list of what students need to be able to learn. 2. Write one need per post-it. (as many as you can think of)

Playing Card Groups 1. Each person will get a playing card. 2. When we say, “Go, ” you will have ONE MINUTE to find other people with the same NUMBER or on their cards. 3. These people are your group! Greet everyone by saying “hello” in another language and your name. 4. Find a place to sit together. 5. Put your hands on the table to show you are ready. 6. We will use a timer.

Purpose Building The 4 Rs of CRT ▧ ▧ Rigor Relationships Relevance Realness Activity: Sort your post-its into these categories. Discuss what each term means.

What’s inside the box?

Identifying Commonalities on Day 1 Student Survey: What do we have in common? ▧ Harvard Graduate School of Education Study ▧ A simple survey of what students and teachers have in common ▧ 60% reduction in the Achievement Gap ▧ Free Survey Based on this Study from Panorama Ed

Unconditional Positive Regard Conditional Interactions: ▧ Contingent on behavior (something student says/does) Non-contingent Interactions: ▧ Independent of behavior ▧ Has been shown to develop relationships quicker than contingent.

5: 1 Positives The Golden Ratio (John Gottman, Ph. D) Students should experience predominantly positive interactions in all locations of school (5: 1) ▧ Positive Interactions=contingent and noncontingent ▧ Negative Interactions=non-specific/specific behavioral corrections

Intentional Invitation/Threshold ▧ Welcome students at your door. ▧ Transition students to “learning mode. ” ▧ First interaction is positive.

Student Testimony

Walking Check-Ins ▧ Circulate ▧ Greet every student ▧ Check work & stamp/initial ▧ Non-contingent interactions ▧ Create predictable routine ▧ Holds students (and teacher!) accountable ▧ Engages students immediately ▧ Quick relationship builder

Learning Targets and Why ▧ What will they KNOW at the end of the lesson? ▧ How will they SHOW that this is what they learned? ▧ WHY will they want to know this? The Golden Circle

Active Supervision ▧ Moving ▧ Scanning ▧ Providing Positive Interactions ▧ Teaching and Reteaching ▧ Responding to Inappropriate Behavior ▧ Communicating ▧ Using Zones of Proximity

To Be Active or Not To Be Active. . . Zones of Membership Zones of Proximity

Checking for Understanding ▧ Cold Call ▧ No Opt Out ▧ Popsicle Sticks

Ask Three Before Me Before students ask you a question, they should. . . ▧ Check the Exit Directions ▧ Check the assignment sheet ▧ Ask a partner ▧ Post this in your room somewhere ▧ This will take care of minor problems, freeing you up for bigger things

How do you write your lesson plans? When you are writing lessons, which of the 4 Rs do you incorporate well? Which do you need support with? Think of your interactions with students this year. Which of the 4 Rs did you incorporate well into your work? Which R do you need support with?

Envoy Strategies for Proactive Classroom Mgmt Freeze Body Position of High Expectations Above-Pause-Whisper Most Important Twenty Seconds (MITS) Exit Directions Power vs. Influence Approach

Processing Strategy VABBING

De-escalating using VABB - Culturally responsive way of “correcting” students. - Stands for Validate, Affirm, Build, and Bridge Validate and Affirm first… I love… I appreciate… I understand… I realize… I get that… I enjoy… I acknowledge… I respect… I applaud… I cherish… I praise… I think highly of. . . but … then build and bridge. Put it back on the student: Culture: - How do we Reinforce School - At school

S blurting. S talking in hallway. S talking during indep work. S off topic during instruction. Be Quiet! Stop Talking! I appreciate that you want to share that with us. When would be a better time? I enjoy that you have ideas about this. Tomorrow, can you wait for share out time? I love your enthusiasm. At school we raise our hands to share. I respect that you have a lot to share with Sam. At school, we don’t talk in the halls so others can learn. I would want to share that also. At school, breaks are a better time for talking about our weekends. I know that there is a lot going on outside the window. How can you act so that everyone can work? I understand that this is easy for you. At school, we give everyone a chance to think about the answer.

S late to school. S not ready because “messing around. ” S slow at locker. You’re late again! How are you still not ready? I love that you have so many friends you want to say hi to in the morning. When else can you talk to them so that you can be on time? I understand that it is hard to get moving in the morning. I don’t want you to miss anything so please try to be on time tomorrow. I recognize that you were helping your friend. What can you both do so that you’re ready on time for (next thing)? I also like to talk to my friends in the morning. Can you talk and unpack at the same time? I appreciate that you have a lot you need to organize. What can we do to help you be efficient?

S: “This is easy. ” S: “This is boring. ” S: “I hate you. ” S sounds aggravated That’s so rude! I recognize that you are advocating for yourself. At school, we advocate using respectful language. I understand this is easy for you. At school, we want to keep those thoughts to ourselves so we don’t make others feel bad. I respect that this is not the most interesting topic. How can you say that in a more appropriate way for school culture? I realize that you might rather be doing other things. What would be a more appropriate school response? I appreciate that you’re being real with me. How can we say that in a more respectful way? I love the passion in your voice. How can you say the same without sounding so angry?

S is too close to you. S invades friend’s personal space. Personal Space Please! I love that you were so excited to show this to me. At school, we say the person’s name and then wait instead of tapping. I know you like Jimmy. At school, we do not put things right up to our friends’ faces. I appreciate you coming to me. At school, we stay at arm’s length to be respectful. I get that you are friends. At school, we show our friends we like them with high fives or we ask first.

Turn and Talk and Post It Validate and Affirm first… ● On a small sticky, write down 2 starters for validating and affirming and two starters for building and bridging that you could see yourself saying. ● Write one or two VABBing statements on the card. I love… I realize… I appreciate… I understand… I get that… I enjoy… I acknowledge… I respect… I applaud… I cherish… I praise… I think highly of. . . but … then build and bridge. Put it back on the student: - How do we - Next time what could Reinforce school culture: - At school we

Party of _ Listen carefully! A leader (or another student!) is going to call out, “Party of [any number]!” Find that number of people as quickly as you can! Greet them with a dap (fistbump)

Okay, VABBing didn’t work. Now what?

Be Supportive 1. Listen - Actively Listen “I hear” “Thanks for telling me that…” VABB 1. Respond with Choices VABB - Reinforce expectations/direction “Its time for/to… You can… OR you can” Scenario Supportive - Listen, Respond, Choice Kinder throwing blocks. I hear that you don’t want to stop playing. We will play again later. It’s time to pick up. Do you want to pick up the blocks or the markers? 11 th grader swearing. I hear that you don’t like this. At school, swearing isn’t appropriate. You can go grab a drink or stay and keep going with us. Defensive Be Directive 1 st. . Then…, Broken record, Set limit w/choice Anxious Be Supportive Listen, Respond, Give choice/visual Management techniques Envoy Strategies

Defensive Be Directive 1 st. . Then…, Broken record, Set limit w/choice Be Directive ● Be concise ● Be clear ○ “First … Then…” ● Be consistent/Be a broken record ○ Repeat your directions without change ● Things to consider ○ “You can X or you can ask for something else ” Anxious Be Supportive Listen, Respond, Give choice/visual Scenario Supportive - Listen, Respond, Choice Direct - Broken Record Kinder throwing blocks. I hear that you don’t want to stop playing. We First we need to clean up the blocks or will play again later. It’s time to pick up. Do you want markers right now, then we can talk to pick up the blocks or the markers? about when you can play again. 11 th grader swearing. I hear that you don’t like this. At school, swearing Swearing isn’t appropriate at school. It’s isn’t appropriate. You can go grab a drink or stay and time to join us or take a break. keep going with us.

Deescalation scenarios/models Scenario Supportive - Listen then Choice. Directive - Broken record with choice. Second grader refusing to write/journal. Thanks for telling me that writing makes you feel stupid. I’d love to help you get the first sentence written. Do you want me to write the first sentence on this piece of paper and then you can copy it or do you want to write it by yourself. You can copy it in pencil or you can ask for something else to write with. Then you can move on to the next station. Fifth grader yelling and refusing to do math. I heard you say that you hate math. Why don’t you pick which three you want to do first and I’ll help with the first one. It is time for math. You can choose what order you do them or you can finish them during break. 7 th grader who is loudly refusing to sit down I hear that you don’t want to sit at your desk. You can sit in this desk here, stand at that table at the back, or you can ask for somewhere else. It’s time to take notes. You can sit at your desk or ask for something else. 8 th grader on phone. Thanks for telling me you don’t want to be here. Let me help you with this first one or you can choose one to start with. It’s time to work. First, finish three, then you can. . .

Turn and Talk or Whole Group Scenario Barb won’t get out her workbook because she wants to go to the nurse. Kathy kicked Christina and Kathy is continuing to be aggressive. Supportive - Listen then Choice. “I hear” “Thanks for telling me that…” VABB Directive - Broken record with choice. “Its time for/to… You can… OR you can” “Its time to. . First. . Then. . ”

Okay, a student was ___ in my classroom, how do we move past this.

Restorative Practices Therapeutic Rapport ● Calming ● Repair and/or build the relationship ○ Students need to talk and reestablish trust ○ Find common interests ○ Best case scenario: Ends in a shared laugh or smile Acting Out Be Safe: Let them release. Remove the audience & protect yourself Calming Talk/ reestablish trust and calm Defensive Be Directive 1 st. . Then…, Broken record, Set limit w/choice Anxious Be Supportive Listen, Respond, Give choice/visual Management techniques Envoy Strategies

Restorative Practices Live out Loud: Opportunity to model problem solving. Model thought process out loud in simple language without requiring students to read between the lines. ● “I have a problem… Let me think about what I need to do. ” ● “I am frustrated that…” ● “This isn’t easy for me. Let me think about what I need to do…” Goal Setting: Creating academic, behavior, or social goals with individuals. Determine, demonstrate, and monitor a academic, behavior, advocacy… goal in a setting with a student. • Be visual. • Talk about the goals. ● “This week our plan is” ● “Did we reach our goals? ” ● “How are we doing towards our goal of X right now? ” • Point out when progress is happening ● “Great job (reference to goal). ”

Restorative Practices Social Autopsy: Analyze a social problem by dissecting with an adult. Do Over: Opportunity to do expected behavior and create muscle memory. Work with student to learn and plan for next time. Ask the student to perform the expected behavior. After the problem, (a) “What went wrong? ” (b) “Who was hurt? ” (c) “What could we do? ” (d) “What should we do next time (trigger)” “Let’s do a do over. Why don’t you go back and show me walking feed. ” “Let’s do a do over. Show me a different choice. ” *These are written as statements - not questions - for a reason. *

Okay, X doing ___ is becoming a pattern… Time to rethink about proactive strategies.