Building Positive Relationships Engagement/Multiple Opportunities to Interact instructionally and socially with Respond students Instruction actively engages students in 4:1 ratio for positive to negative observable ways (e.g. writing and verbalizing) interactions Students are provided with multiple Positive Interactions can include: smiles, opportunities to respond and participate during winks, pats on the back, verbal praise etc. instruction 2:10 rule Use various techniques: Individual vs. choral, Ask non-academic questions (e.g. interests) written vs. signaling, peer-based Procedures & Routines Encouraging Expected Behavior Classroom routines & procedures are Multiple systems are in place to acknowledge taught explicitly positive behavior (e.g. classroom dojo, clip chart, Specific directions (step by step) token economy, school wide tickets, verbal praise Predictable schedule etc.) Smooth transitions Acknowledge class and individual efforts Behavior Expectations Specific feedback (tied to expectations) Discouraging Inappropriate Behavior Teach and practice classroom expectations Utilize PBIS lessons to teach expectations Step 1: When a student is not following the rules, Have expectations posted in the classroom state the behavior expectation (e.g. need you Integrate PBIS into the core curriculum “I to be responsible by sitting in your desk and Model, practice and reinforce expectations completing your work”) Students are rewarded for following the Step 2: Walk away and wait a few minutes before expectations/rules approaching them If behavior continues Active Supervision approach the student and respectfully re-state Move continuously the expectation with a consequence (e.g. asked Scan continuously and overtly “I you to sit in your desk and complete your work, if Interact positively and frequently you continue to be off-task I will have to move Positively reinforce appropriate behavior your seat”) Classrooms are designed to minimize Step 3: If the student followed your directive, crowding provide them with positive verbal praise. If Students are able to work quietly without student was not receptive, implement an distractions appropriate consequence Pre-corrections Consequences should be State the expectations ahead of time (e.g. (e.g. cleaning the restroom after writing 1. enter room quietly, 2. Go straight to your graffiti, community service around campus or reflecting desk 3. begin your assignment) on behavior-think sheet) Have a nonverbal cue (signal)
Building Positive Relationships Interact instructionally and socially with students 4:1 ratio for positive to negative interactions Positive Interactions can include: smiles, winks, pats on the back, verbal praise etc. 2:10 rule Ask non-academic questions (e.g. interests) Procedures & Routines Classroom routines & procedures are taught explicitly Specific directions (step by step) Predictable schedule Smooth transitions Behavior Expectations Teach and practice classroom expectations Utilize PBIS lessons to teach expectations Have expectations posted in the classroom Integrate PBIS into the core curriculum Model, practice and reinforce expectations Students are rewarded for following the expectations/rules Active Supervision Move continuously Scan continuously and overtly Interact positively and frequently Positively reinforce appropriate behavior Classrooms are designed to minimize crowding Students are able to work quietly without distractions Pre-corrections State the expectations ahead of time (e.g. 1. enter room quietly, 2. Go straight to your desk 3. begin your assignment) Have a nonverbal cue (signal) Engagement/Multiple Opportunities to Respond Instruction actively engages students in observable ways (e.g. writing and verbalizing) Students are provided with multiple opportunities to respond and participate during instruction Use various techniques: Individual vs. choral, written vs. signaling, peer-based Encouraging Expected Behavior Multiple systems are in place to acknowledge positive behavior (e.g. classroom dojo, clip chart, token economy, school wide tickets, verbal praise etc.) Acknowledge class and individual efforts Specific feedback (tied to expectations) Discouraging Inappropriate Behavior Step 1: When a student is not following the rules, state the behavior expectation (e.g. “I need you to be responsible by sitting in your desk and completing your work”) Step 2: Walk away and wait a few minutes before approaching them If behavior continues approach the student and respectfully re-state the expectation with a consequence (e.g. “I asked you to sit in your desk and complete your work, if you continue to be off-task I will have to move your seat”) Step 3: If the student followed your directive, provide them with positive verbal praise. If student was not receptive, implement an appropriate consequence Consequences should be (e.g. cleaning the restroom after writing graffiti, community service around campus or reflecting on behavior-think sheet)
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