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- 3. Bridging our Learning… How might the Principles of Learning facilitate the implementation of the Positive Behavior Support approach to classroom management?
- 4. Scaffolding Classroom Management with Positive Behavior Support
- 6. Attention Signal Objective: Define what students’ attention looks like and sounds like. Develop expectations for student behavior in response to an attention signal. Brainstorming
- 7. Attention Signal Objective: Identify possible attention signals. Brainstorming
- 8. Attention Signal Objectives: Develop expectations for student behavior in response to an attention signal. Select an attention signal. Action Planning
- 9. Attention Signal What systems of procedures and processes are necessary to construct an effective classroom? What steps would you take to increase the efficiency of students’ response to your attention signal? Reflection
- 10. The ability to focus attention on important things is a defining characteristic of intelligence. – Robert J. Shiller
- 11. Behavioral Narration & Fluent Redirection
- 12. Behavioral Narration & Fluent Redirection Objectives: Practice behavioral narration to increase positive interactions. Support students in seeking positive attention. Devise multiple opportunities for behavioral success. Role Playing
- 13. Behavioral Narration & Fluent Redirection What systems of procedures and processes are necessary to construct an effective classroom? What would happen if you consciously attended to students meeting expectations instead of using redirection? Reflection
- 14. Excellence is best described as doing the right things right – selecting the most important things to be done and then accomplishing them 100% correctly. - Unknown
- 16. Establishing Expectations Objectives: Identify components of clear expectations. Explain when and how to use expectations. Discussion
- 17. Establishing Expectations Objectives: Organize clear expectations for basic classroom activities. Action Planning
- 18. Establishing Expectations What systems of procedures and processes are necessary to construct an effective classroom? How is consistency critical to getting students to meet and exceed expectations? Reflection
- 19. Before beginning a hunt, it is wise to ask someone what you are looking for before you begin. –Pooh’s Little Instruction Book
- 20. Beginning and Ending Routines
- 21. Beginning and Ending Routines Objectives: Identify activities that routinely occur at the beginning and end of day/class. Brainstorming
- 22. Beginning and Ending Routines Objectives: Develop an array of strategies to engage students during beginning and ending routines. Brainstorming
- 23. Beginning and Ending Routines Objectives: Create a logical sequence of activities for beginning and end of day/class. Action Planning
- 24. Beginning and Ending Routines What systems of procedures and processes are necessary to construct an effective classroom? How is the tone of your class affected by your beginning routine? Reflection
- 25. The beginning is the most important part of the work. – Plato, The Republic
- 26. Self Monitoring and Positive Reinforcement
- 27. Self Monitoring and Positive Reinforcement Objectives: Establish a menu of reinforcers. Brainstorming
- 28. Self Monitoring and Positive Reinforcement Objectives: Recognize the fundamentals of positive reinforcement. Select an appropriate reinforcement system. Action Planning
- 29. Self Monitoring and Positive Reinforcement What systems of procedures and processes are necessary to construct an effective classroom? How could you verify that all students are experiencing a high rate of success? Reflection
- 30. Most of us, swimming against the tides of trouble the world knows nothing about, need only a bit of praise or encouragement and we will make the goal. –Jerome P. Fleishman
- 31. Teaching to Challenging Behavior
- 32. Teaching to Challenging Behavior Objectives: Identify the steps of effective redirection. Determine when to use redirection as a teaching interaction. Practice delivering efficient, neutral redirection. Role Playing
- 33. Teaching to Challenging Behavior What systems of procedures and processes are necessary to construct an effective classroom? How will you develop an emotional space, so that you are able to deliver redirection in a calm, neutral tone? Reflection
- 34. It is generally best to be generous with praise but cautious with criticism. –Unknown
- 36. Continuum of Interventions Objectives: Select situations that warrant interventions. Discussion
- 37. Continuum of Interventions Objectives: Choose a menu of interventions. Brainstorming
- 38. Continuum of Interventions Objectives: Sequence interventions from moderate to more severe. Action Planning
- 39. Continuum of Interventions What systems of procedures and processes are necessary to construct an effective classroom? How would you develop documentation to present an effective referral? Reflection
- 40. It is folly to punish your neighbor by fire when you live next door. - Publilius Syrus
- 41. Tomorrow… Day 3: Curriculum & Instruction District Theory of Action
- 42. Looking forward . . How does PBS/CM create an environment that allows greater access to the curriculum and maximize student learning? Tomorrow’s Agenda Let’s complete the evaluation!
Editor's Notes
- #4: Say– “ Yesterday you learned about the Principles of Learning, and how in Austin ISD we believe that all students can learn at high levels. As you are learning today about… think about this question and about how….”
- #5: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #7: Expectations: Voice level 3-4 Follow the steps. Listen attentively. Take notes, as needed. Need help? Ask a friend, then raise hand.
- #9: Expectations: Voice level 1-2, if needed. Complete the task efficiently. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #10: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #13: Expectations: Voice level 3-4 Participate actively. Take notes, as needed. Need help? Ask a friend, then raise hand.
- #14: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #17: Expectations: Voice level 3-4 Participate actively. Listen attentively. Take notes, as needed. Need help? Ask a friend, then raise hand.
- #19: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #25: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #30: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #34: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.
- #40: Expectations: Voice level 1-2, if needed. Complete reflection, notes, and to do list. Wait patiently, when done. Need help? Ask a friend, then raise hand.