Ms. Clark's Corner

Fall 2017

posted Oct 4, 2017, 9:33 AM by Robin Clark   [ updated Oct 4, 2017, 9:52 AM ]

PWS Positive Behavior Plan
Did you know we have a school-wide positive behavior plan at Peter Woodbury?  Having a school-wide plan helps with consistency of expectations, safety, and improves student behavior.  Our plan focuses on encouragement through positive discipline instead of punishment, and helping to teach self-control.  Encouragement helps children learn from their mistakes, focuses on solutions, and creates trust with the adult processing the situation with the student.  Students learn self-control by being involved in the solution and feeling they have been listened to.

 Teachers and students discuss and establish rules and expectations for their classrooms.  They talk about the Positive Behavior Plan process.  

The major components of the Positive Behavior Plan include:
   Verbal Reminder - Teacher reminds the student of the rule/expectation.
   Take A Break - Teacher asks the student to move to the Take A Break area established in the classroom and to think about what the rule/expectation is,     regain self-control (Using the Zones* See below), and return to the group when he/she is ready to follow the rule/expectation.
   Buddy Teacher - (optional) Depending on the circumstance and teacher preference, a teacher may ask a student who has already been given a verbal     reminder and take a break, to then go to a buddy teacher's room to take a break.  The student is to reflect on his/her behavior, regain self-control and return   to class when he/she is ready to follow the rule/expectation.  
   Appointment to Conference - The student and teacher meet to discuss the student's behavior and the teacher's expectations.  This step includes listening,   problem solving, and developing a plan for moving forward.
    Office - Taking a break in the office and processing with an administrator to develop a plan for moving forward.  Parents are notified if a student reaches this   step.

 Major concerning behaviors would be considered an automatic visit to the office.  These include but are not limited to: deliberate actions involving physical aggression, use of profanity/offensive language, threats, vandalism, bullying, theft, defiance, safety issues, etc.

*The Zones of Regulation 
The Zones of Regulation is a program we use to help students recognize when they are not regulated, and how to use tools and strategies to regulate their feelings and behaviors, leading to increased self-control and problem solving.  Each classroom has a poster of the Zones, with strategies for each Zone, as well as a Zones Tool Box for students to utilize in helping them regain self-control.  The Zones are reviewed with students each year by their new teacher, as well as school-wide, through classroom guidance lessons.

Blue Zone - Includes feelings such as sad, tired, sick and bored.  This is when we have to "recharge" our body to get some energy.

Green Zone - Includes feelings such as calm, focused, ready to learn.  This is the zone in which we do our best learning.

Yellow Zone - Includes feelings such as silly, frustrated, worried,  scared.  This is when your body is beginning to get out of control.

Red Zone - Includes feelings such as Angry, Terrified, Aggressive, Over-Excited.  This is when your body is out of control.

   Tools and strategies can include:  Rechargers (exercises to energize us), De-Chargers (calming exercises), chair push-ups, taking a break, stress balls, putty, bendy/twisty fidgets, glitter jars, note pads to draw/write on, etc.    Talking to an adult is always a suggested strategy.  

 We learned about the Zones all of September and ended the month with a Zones All-School Meeting.  Ask your child what they have learned about the Zones.  You might even consider putting the Zones up at home and developing your own Tool Box and strategies to help when your child needs some help with regulation. 

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