Slide 1
Universal Prevention Classroom Systems of Support
Regional Staff:Jenny SmithCatherine Walker
PBELPositive Behaviour Engaging Learners
28th August 20131Remember.all school-wide essential features,
plus..Classroom ManagementExpectations Establishing Classroom
RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
2There are 9 components to ensure effective classroom
integration of PBEL. Today we are going to do a fairly quick
overview of each of these areas. A copy of this slide show can be
found in the PBEL folder in the Teachers drive. As are copies of
all the worksheets we will review this term. Intended Outcomes NSW
Institute of Teachers1.2.2 - Apply research based, practical and
theoretical knowledge of the pedagogies of the
content/discipline(s) taught to meet the learning needs of
students.2.2.5 - Demonstrate the capacity to apply effective
strategies for teaching students with challenging behaviours. 5.2.2
- Ensure equitable student participation in classroom activities by
establishing safe and supportive learning environments.6.2.4 Work
productively and openly with colleagues in reviewing teaching
strategies and refining professional knowledge and practice.
Intended Outcomes NSW Institute of TeachersPBEL expectations are
directly linked to the NSW Institute of Teachers Outcomes.3PBEL
ContinuumAcademic InterventionsBehaviour
Interventions80-90%Universal PreventionAll settings, all
studentsPreventative, proactive5-10%Targeted InterventionSome
students (at-risk)High efficiencyRapid response
1-5%Intensive & Individualised InterventionsIndividual
StudentsAssessment-basedIntense, durable procedures1-5%Intensive
& Individualised InterventionsIndividual
StudentsAssessment-basedHighly intensive5-10%Targeted
InterventionSome students (at-risk)High efficiencyRapid
response
80-90%Universal PreventionAll settings, all
studentsPreventative, proactive44The school wide expectations that
have already been developed and are displayed around the school
cater for the 80% of students who fall into our green part of the
triangle. The classroom strategies we will look at today will start
to address ways to manage those students who fall into the yellow
and red parts of the triangle-those students who need more support
to stay on task and to behave appropriately.The continuum is
designed to support all students within the school by developing
clear expectations of behaviour across the school. This program
also provides a clear path for teachers to follow when students in
the do not follow expectations and also for those students ( repeat
offenders) who need a little more support and guidance. 28th August
20134SYSTEMS PRACTICESDATASupportingStaff
BehaviourSupportingDecisionMakingSupporting Student
BehaviourPositive Behaviour Engaging LearnersOUTCOMESSocial
Competence & Academic AchievementThe evidenceThe frameworkThe
How*As a school we have already developed the Framework of PBEL
within the school. Together we learn and grow in harmony*Each
classroom has the 3 posters demonstrating respect, responsibility
and personal best. Posters and signs throughout the school to
enforce PBEL language and expectations. In playground bags we have
flow charts, green & yellow cards and waitara wishes.*In stages
we have developed IWB lesson plans to explicitly teach the Waitara
expectations in EACH classroom.*We have collected and reviewed data
and used this to inform the next stage of implementation. The key
area of most need was assessed and then lessons taught to reteach
expectations in this area. 28th August 20135Principles of
behaviour:Behaviour is largely a product of its immediate
environment.Behaviour is strengthened or weakened by its
consequences and antecedents.Behaviour ultimately responds better
to positive than to negative consequences.Past behaviour is the
best predictor of future behaviour. Understanding Human
Behaviour6
Group Activity
Coke can demonstrationThen followed by brainstorm 2 minutesHome,
school, community & disabilityImpact of what students bring to
the classroom environment..
Whats in our control the environment at school7
Positive Behaviour ManagementWhen teachers know and use positive
and preventative management strategies, many of the commonly
reported minor classroom behaviours can be avoided.Scheuermann
& Hall
8Classroom ManagementExpectations Establishing Classroom
RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
9The first of the key areas Classroom management looks at the
physical aspects of our classrooms-the things that we do to ensure
easy movement around the room, a calm environment, adequate
resources and materials are available, etc Starting Points.We cant
make students learn or behave
We can create environments to increase the likelihood students
learn and behave
We need to change the teachers behaviour and environment to
change the students behaviourThe goal of effective classroom
management is not creating perfect children but providing the
perfect environment for enhancing their growth...(Sprick, etal.
2006)
The single biggest factor affecting academic growth of any
population of students is the effectiveness of the individual class
teacher.(Sanders, 1999)Seating plan
Clutter freeVisualsVentilationSpace to move safelyDesignated
areasSignalcontrolEssential Features of Environmental
Management
12Team TimeIndividually, please complete the Classroom
Management Practice survey
Please take a copy of the Best Practice Classroom Management
Checklist and spend 5-10 minutes reviewing what you already do in
your classrooms to ensure effective classroom management. If time
permits we can spend a minute ot two discussing.
Any comments or thoughts after completing that survey? Please
pop it away safely and maybe have another look at it when you have
a few spare minutes.13Classroom ManagementExpectations Establishing
Classroom RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
14The 2nd step to ensuring effective classroom management is
establishing clear expectations. Why do we need classroom
expectations?Regulate the environmentProvide structure in the
classroomProvide students with consistent procedures and
routinesPrevent inappropriate behaviours from occurringProvide the
students with a positive and secure learning environment
15Consistent with school wide expectationsPositively
statedObservable and measurableSimple and age appropriateShared
ownership in developmentRules should be unique to classroom
needsNot to exceed a total of 6 rulesAlways applicable
Developing rules for the classroom
16Hand out Guidelines for Writing Classroom RulesConsistent with
school-wide expectations/rulesObservable MeasureablePositively
statedUnderstandableAlways applicable Something the teacher will
consistently enforce
Matrix Example: Classroom RulesExpectations Mr. Blacks Class
Mrs. Lings Class Personal BestPresent your work neatly
ResponsibilityCome to class on timeBring your homework every
dayRespectFollow directions the first time Speak kindly to
others
Talk when it is your turn to talkAsk if it is OK to borrow an
item17Classroom expectations need to be clear, relevant and be in
line with school wide expectations. Team Time-Next PBEL Stage
MeetingDeveloping Classroom RulesIn your next Stage meetings
complete the Rules Writing Activity Handout Identify key problem
areas in your StageBrainstorm strategies to solve these issues. How
can all staff support each other in implementing these
strategies.
At the next Stage meeting each Stage will be asked to spend 10
minutes identifying key problem areas within your stage and then
brainstorming strategies to eliminate these problems.18Classroom
ManagementExpectations Establishing Classroom RulesProcedures and
Routines Encouraging Appropriate BehaviourDiscouraging
Inappropriate BehaviourActive SupervisionMultiple Opportunities to
RespondActivity Sequence and Offering ChoiceAcademic Success and
Task DifficultyEffective Classroom Practices
193rd aspect of classroom integration is procedures and
routines.
What are Procedures and Routines?Procedures explain the accepted
process for a specific activity, such as walking in the hallway,
using equipment, sharpening pencils, attending an assembly,
etc.
Procedures form routines that help students meet expectations
stated in the rules.
Clear procedures, taught and consistently reinforced are the
most critical tool to create a functional and productive learning
environment.
Classroom procedures and routines
Provide a learning environment with the structure and
predictability to help students to be successful both academically
and behaviourally.
Entering the ClassroomEnter the room quietlyWalkUse an inside
voiceKeep hands, feet and objects to selfMove directly to desk and
sit quietly
Procedure Example
23Learning PositionSit with your bottom on your chairSit with
your legs under your deskKeep both feet on the floorLook at the
teacher when he or she talks to the classKeep your materials on top
of your desk
Procedure ExampleAnother example (Read slide)
(Newcomer, 2008)
24Organisation
Schedules
Writing Procedures to Develop RoutinesConsider which errors
students may make
Identify key tasks that need routines in the classroom
setting
Determine the desired outcome
Decide how students need to complete the task
Hint : Consider problem areas and/ or problem timesa well
designed procedure and routine can smooth things out.
Modelling the routineComplete the cream A4 Handout: Ensuring
Classroom Procedures & Routines are being taught. What do you
currently do? What else can you do? Think about how this will be
embedded into your classroom teaching programs.Team Time
Spend 5 minutes completing. Share thoughts, ideas.29Classroom
ManagementExpectations Establishing Classroom RulesProcedures and
Routines Encouraging Appropriate BehaviourDiscouraging
Inappropriate BehaviourActive SupervisionMultiple Opportunities to
RespondActivity Sequence and Offering ChoiceAcademic Success and
Task DifficultyEffective Classroom Practices
30How do we encourage appropriate behaviour ? Behaviour that is
acknowledged is more likely to occur again. Behaviour that is
ignored is less likely to be repeated. No good behaviour should be
taken for granted, or it may decline, regardless of the students
age.
(Webster-Stratton and Herbert, 1994, Sprague and Golly,
2006)
Encouraging Expected Behaviour31DiscussionWhich behaviours
should we ignore or could we ignore?26 MAY 2011PBL Universal
Prevention: "Booster" TrainingApproaching students positivelyAdult
behaviours impact upon students behaviour and self
esteem:*Proximity *Listening *Eye contact*Pleasant voice
*Smiles*Use of students name*Positive feedback
Handout: Green A4 One hundred ways to verbally reinforce
Remember to include SPIT SpecificPositive Immediate and True
Related to teacher attention is the student-teacher relationship
and preferred adult behaviours.
There is a growing body of research that indicates academic
achievement and students behaviour are both influenced by the
quality of teacher-student relationship (Jones & Jones, 1998
and Algozzine, Wang, & Violette, 2010).
Proximity -communicate privately at 50cm with individual
students; communication across the room reserved for information
intended for entire group onlyListening - pause, attend
thoughtfully to the studentEye Contact communicate at eye level;
look student in the eye when instructing or directing; hold eye
contact briefly for compliancePleasant voice talking, praising,
correctingSmiles pleasant facial expression and frequent
smilesTouch appropriate brief nurturing touchUse of Students Name
begin interactions with student name and use frequently during
interactions
Affect the likelihood that they will say they like school or
their teacher.These behaviours express warmth, care and concern and
communicate respect,Set the stage for effective interacting with
students and delivering genuine feedback.
These behaviours may relate to their vision of discipline for
their school done earlier. They are observable indicators of the
status of relationship-building in a school.32Encouraging Expected
Behaviour: Tangible ReinforcersWHY?Helps teachers provide high
rates of specific positive feedbackGives a universal sign to
students both those receiving and those watchingBuilds a sense of
community through group and class goalsMeasure of the frequency of
positive feedback - can help guide teachers to increase use of
positive feedback
33Team TimeWith a partner/ small group spend one minute thinking
about how you have encouraged expected behaviour in the past?
Consider use of verbal feedback and tangible reinforcers to
acknowledge appropriate behavioursFeedback to whole group
34Classroom Continuum of StrategiesFree &
FrequentIntermittentStrong & Long TermVerbal PraiseSmileWaitara
WishesMerit AwardsNotes HomePositive Contact with ParentsWeekly
Wish Draw Bronze AwardsSpecial PrivilegesComputer TimeSocial/Free
TimePositive Contact with ParentsSilver/Gold awardsPhoto in
NewsletterParticipation in school events such as Excursions,
PSSAPersonal RecognitionAward Morning Teas/ CeremoniesName in
NewsletterSome of the strategies currently used at
Waitara.35Classroom ManagementExpectations Establishing Classroom
RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
36Consider thisThe single most commonly used but least effective
method for addressing undesirable behaviour is to verbally scold
and berate a student. (Albetro & Troutman, 2006).
Why focus on discouraging problem behaviour?
Even when we have clearly defined rules and routines and give
high rates of positive feedback we know some students will still
demonstrate inappropriate or undesirable behavior.
When misbehavior happens, correcting students is not bad or
wrong- in fact, consistently responding to inappropriate behavior
is essential. Correctives are a problem only if they exceed the
rate of positives.
However.(Read Slide)
The teacher who yells or berates is, in effect, saying to the
student this is how an adult reacts and copes with undesirable
behaviors in an environment (Alberto & Troutman, 2006). This is
not the model we want to provide for students.
Error Correction-Non-ExamplesHow many times do I have to tell
you to work quietly?Didnt I just tell you to get your work done?Why
are you talking when Im talking?Do you want me to send you to the
office?Whats going to happen if I call your mother?What do you
think youre doing?Dont you think you should be using your time
better?
37Continuum of ResponsesGeneral Considerations
Calm professional, composed voice tone and volumeConsistent It
is less important what the response is than ensuring that something
is consistently done. It is the key to changing behaviourBrief
specific descriptions of behaviour that are short and
conciseImmediate as soon as the behaviour occursRespectful quiet
contact, secure attention, privacy, show personal interest
3838Handout of slide
Teacher, ask yourself: Is my reaction escalating the
behaviour?Are appropriate supports in place? Does the student know
what is expected of them?Are there particular triggers causing the
behaviour?Are you regularly providing pre-correction?
Any other ideas?
Additional considerations.39Student ConferenceA lengthier
re-teaching or problem solving opportunity when behaviour is more
frequent or intense.
Positive, private, using calm voiceDescribe the problemDescribe
the alternativeTell why alternative is betterPractise (student
should tell and/or show)Provide feedbackOffer support and gain
commitment
4040desired behaviour is taughtreasons exploreda plan made to
ensure appropriate behaviour is usedinclude practise with the
opportunity for dialogue regarding how they can be supported in
order to get commitment
Remember..It is not the size of the consequence that promotes
behaviour change, but the certainty that something will be done
4141
Examples of consequencesNon verbal remindersClass rule
reminderIndividual rule reminderEnvironmental modification (e.g.
change seat)Time out /Reflection Sheet( opportunity to
reteach)Parent contactOffice / exec discipline referral
Observe Problem BehaviourWarning/Conference with StudentUse
Classroom ConsequenceComplete Minor Incident ReportDoes student
have 3 green cardsin the same term?PreparednessCalling OutClassroom
DisruptionRefusal to Follow a Reasonable Request
(Insubordination)Failure to Serve a DetentionPut DownsRefusing to
WorkInappropriate Tone/AttitudeElectronic DevicesInappropriate
CommentsFood or DrinkWeaponsFighting or Aggressive Physical
ContactChronic Minor InfractionsAggressive
LanguageThreatsHarassment of Student or
TeacherTruancySmokingVandalismAlcoholDrugsGamblingDress
CodeCheatingNot w/ Class During EmergencyLeaving School GroundsFoul
Language at Student/StaffWrite referral to AP/teamExecutive
determines consequencefollows through on consequenceExecutive
provides teacher feedbackRefer student to AP for yellow Card.
Parents contacted Issue slip when student does not respond to
pre-correction, re-direction, or verbal warningcomplete behavior
reflection writing, seat change)SIDE BAR on Minor Incident
Reports-correction, re-direction, or verbal warningOnce written,
fgive to CT who then records on system and contacts parents.rTake
concrete action to correct behaviour (i.e. assign
detention,complete behavior reflection writing, seat change)SIDE
BAR on Minor Incident ReportsIs behaviour office
managed?ClassroomManagedOffice ManagedNoYesExecutive
DecisionMakingFlowchart
44If unsure always refer to the decision making flowchart. This
will ensure consistency across the school. Active Supervision
Management by walking aroundDr Fred Jones*Move around *Look around
*Interact with studentsIt is an opportunity to:Observe student
performanceProvide relevant feedback (praise)Provide correction
(proactive)Encourage efforts
45Moving*All students observed on a regular basis*Make
connections with students in more distant locations of the room
e.g. eye contact, verbal feedback
*Look and listen for signs of a problem*Identify possible
triggers of problemsScanning46Interacting with studentsInteraction
for Positive Behaviour*Friendly, sincere and helpful
demeanor*Immediate *Frequently *Consistent*Clear and
explicitInteraction for Inappropriate Behaviour *Corrective
response *Specific to behaviour *Constructive not argumentative
*Proactive Deliver consequence *Respectful manner *Fair *Not
random
47Classroom ManagementExpectations Establishing Classroom
RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
487. Multiple Opportunities To Respond. This section refers to
teachers acknowledging that all students are different. We want to
give all students the opportunity to feel confidant, comfortable
and engaged within all classrooms. By providing different
opportunities (or ways) for children to interact and communicate in
the classroom, we are creating a positive and safe environment.
Multiple opportunities to respondOpportunities to Respond are
provided when a teacher seeks a response from studentsReading
aloudWriting answers to a problemVerbally answering a
questionResponding to a teachers cue(body language)Using cue cards
yes/no, higher/lower, true/falseUsing individual whiteboardsSome
examples of different ways teachers ask students to respond49Why
provide multiple opportunities to respond? Increases student
engagement with instructionAllows for high rates of positive,
specific feedback Limits student time for engaging in inappropriate
behaviour Allows reluctant learners a secured environment to
practice Increases rates of responses of all learnersEnhances
motivation for learning (Heward, 1994)
50Classroom ManagementExpectations Establishing Classroom
RulesProcedures and Routines Encouraging Appropriate
BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
51Strategy 8: Offering Choices and Sequencing Activities.Why do
this? We do this to enhance student success, confidence and
engagement within the classrooms.Why consider activity
sequence?Increases in performance (build on previous lessons= more
success in learning)Decreases disruptive behaviour(more confidence
and engagement: no fear of failing)Improves students attention as
they know they can complete more challenging assignments/activities
over a period of time=more success
(Kern & Clemens, 2007)
52Providing ChoiceProviding opportunities for students to make
choices has been demonstrated to be an effective intervention in
preventing problem behaviour and increasing engagement
(Kern and Clemens, 2007, p. 70)
53Kindergarten Choice Board
Choose a letterGet a magazineCut out pictures that start with
your letterGlue your pictures to the correct letter posterChoose a
letterLook at our class namesFind friends that start with the same
letterSort them into the correct basketExample of a kindergarten
choice board menu for lesson. This kind of choice board would be
useful for repetitive type lessons e.g. spelling or phonics/sound
workA math choice board may include addition work sheet using hands
on materials, times table challenges, easier or harder math
challenges, computer quiz54Classroom ManagementExpectations
Establishing Classroom RulesProcedures and Routines Encouraging
Appropriate BehaviourDiscouraging Inappropriate BehaviourActive
SupervisionMultiple Opportunities to RespondActivity Sequence and
Offering ChoiceAcademic Success and Task DifficultyEffective
Classroom Practices
55Component 9 continues to build on academic success and
extending students to reach their full potential.
I see it.
I hear it and tell it.
I do it.
I REMEMBER IT!DIRECT INSTRUCTIONA good teaching model emphasises
carefully planned sequential lessons designed around small learning
increments. Lessons are designed around a clearly defined
outcome.
56Why consider modifying task difficulty?Increases and
promoteson-task behaviourtask completion task
comprehensionappropriate class-wide behaviour
(Gickling & Armstrong, 1978; Kern & Clemens, 2007)
5757Who Deserves Accommodations and Modifications?Everybody!
Accommodations Allow academic access to the current level of
instruction
Learning Adjustments / Modifications Change the curriculum while
still focusing on the content area being taught58Applies to
students with a diagnosed disability and undiagnosed learning
difficultiesApplies to high achieving students and gifted and
talented studentsApplies to all think of when teachers organise
student learning in ability groups. All classrooms at Waitara do
have areas where there is clear differentiation in the tasks
completed.Learning adjustments and accommodations are being made
every single day. The change is that these are now correctly
recorded and monitored by Stage Supervisors. Where to from
here?Over next few days with holding classes please
review:*Technology poster these were handed out on the last day of
2013 & should be in all classrooms. *Anti-Bullying Notebook
developed 2013 (in Teachers-Stage folders- PBEL) *School wide
expectations-Respect, Responsibility & Personal Best (classroom
posters) *Start thinking about your classroom layout for 2014-will
it encourage appropriate behaviour & interactions?
Ongoing and extensive training to support all staff in the
consistent implementation of PBEL across the school and in all
classrooms. Continue to review data in order to address
inappropriate choices/ behaviour. Reteach expectations and provide
clear consequences when expectations are not met. Continue to
educate/inform the parent community about the PBEL program and its
implementation across the school.
59Seating plan
Clutter freeVisualsVentilationSpace to move safelyDesignated
areasSignalcontrolEssential Features of Environmental
Management
60