PBIS Classroom Management Provide Specific Praise for Behavior

PBIS Classroom Management Provide Specific Praise for Behavior PBIS

Classroom Management Practices 8 Classroom Management Practices 1. Arrange orderly physical environment 2. Define, Teach, Acknowledge Rules and Expectations 3. Define, Teach Classroom Routines 4. Employ Active Supervision 5. Provide Specific Praise for Behavior 6. Continuum of Response Strategies for Inappropriate Behaviors) 7. Class-Wide Group Contingency 8. Provide Multiple PBIS Opportunities to Respond Classroom Management: Provide Specific Praise for Behavior

Materials Needed for Module We suggest you begin this module by doing the “Toss me Some Feedback” activity (slide 2). Make sure to read the trainer notes for materials needed, setting up the game etc… If you are short on time skip slide 2 and perhaps do the activity at a later date. 1. Chart Paper/Markers 2. Stickers – See Trainer Notes 3. Behavior Specific Praise Activity Sheet- Cut and place strips on table before training begins 4. Classroom Snapshot: Provide Specific Praise for Behavior 5. Action Plan template Optional videos (help teachers connect to how they may already use specific praise as part of an instructional process) § https: //www. teachingchannel. org/videos/positive-feedback-tostudents § https: //www. teachingchannel. org/videos/praise-the-processperts PBIS Classroom Management: Provide Specific Praise for Behavior

Classroom Practice: Provide Specific Praise for Behavior We will use the same process with action planning around data, practices, and systems for each classroom practice … PBIS

Activity: Toss Me Some Feedback This activity brings a staff together to explore the importance of giving and receiving feedback/support in order to achieve successful outcomes. Watch the following demonstration and be prepared to share your thoughts. § Did anyone notice any difference in performance and see any improvements between the 3 rounds? § In our school, do we sometimes simply watch or do we offer to help each other (and our students) and accept help from others? § When we do offer and accept help, what makes this process effective? What would make it more effective? § How can we ensure the feedback we give to our students is effective? Activity information found on Mindshift website PBIS Classroom Management: Provide Specific Praise for Behavior

Definition: Behavior Specific Praise Statements A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of expected behavior in a ratio of 4: 1. To be effective a Behavior Specific Praise Statement needs to identify the student/group; describe and acknowledge the rule/behavior being Classroomand Management: Provide Specific Praise for Behavior recognized; be immediate always PBIS

Rationale Contingent praise is associated with increases in a variety of behavioral and academic skills (Partin, Robertson, Maggin, Oliver, & Wehby, 2010) Behavior specific praise has an impact in both special and general education settings (Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000) When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem (Davis, 2007) Teacher praise has been supported as among one of the most empirically sound teacher competencies (Maag, 2001) Classroom Management: Provide Specific Praise for Behavior PBIS

Specific Positive Feedback • With behavior specific praise (positive feedback) you are recognizing attainment of specified performance criteria, effort or successes at tasks that are difficult for the child. To ensure continued use, behavior specific praise is essential. • General praise or commonly used phrases such as “good job, ” though important for a pleasant classroom, are inadequate for building and sustaining desired behavior. Classroom Management: Provide Specific Praise for Behavior PBIS

Benefits of Behavior Specific Praise • Helps adults and students focus on positive social behaviors and actions. • It is the most powerful behavior change tool teachers have in their repertoire. • Increases the likelihood students will use the recognized behaviors and skills in the future. • Decreases inappropriate behavior and therefore, reduces the need for correction. • Enhances self-esteem and helps build internal focus of control. PBIS Classroom Management: Provide Specific Praise for Behavior

Activity: Behavior Specific Praise Let’s practice using behavior specific praise. § There are behavior statements on your table. § Please take one § Read over the statement § Change the wording to a Behavior Specific Praise statement § Share your response with your shoulder partner PBIS Classroom Management: Provide Specific Praise for Behavior

How to Use Behavior Specific Praise Statements Immediate/High frequency/Predictable/Tangible § Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior § Name behavior and tie back to classroom expectation Intermittent/Unexpected § Brings “surprise” attention to certain behaviors or at scheduled intervals § Use to maintain a taught behavior PBIS Classroom Management: Provide Specific Praise for Behavior

How Does 4 to 1 Happen? All teachers are expected to: ü Interact in a friendly, supportive manner at all times with students, parents, guests and colleagues ü Initiate positive interactions by: § § § § making eye contact smiling, nodding, winking being welcoming offering a greeting asking if assistance is required providing positive feedback regarding appropriate student behavior maintaining an attitude of respect and support, even when correcting student behavior PBIS Classroom Management: Provide Specific Praise for Behavior

Activity: Table Discussion § Does everyone at our school use the 4: 1 rule? § If so, is it done on a daily basis and is it being done well? § If not, what can we ALL do as a school to ensure it is happening all the time? PBIS Classroom Management: Provide Specific Praise for Behavior

PBIS Classroom Management: Provide Specific Praise for Behavior

PBIS Classroom Management: Provide Specific Praise for Behavior

Wrap-up and Questions ▪ Please take a few minutes to add items from this training to your action plan. ▪ What questions do you have? Share with us: ▪ What is one thing you are taking away? ▪ What is one thing you need more information about? PBIS Classroom Management: Provide Specific Praise for Behavior