Embedded Files
What is the PBIS model?
What is the PBIS model?
Positive Behavioral Interventions and Supports consists of a three-tiered, evidence-based
framework focused on the intention of:
creating positive learning communities of success for all
committing to evaluating, improving, and collaborating the data, systems, and implementations
that affect students’ behaviors and outcomes on a daily basis
schools becoming an environment for improved social and academic outcomes
developing more effective school staff
reduced incidences of disciplinary actions
Repairing our Schools through Restorative Justice
Repairing our Schools through Restorative Justice
Relying on suspensions and zero-tolerance discipline doesn't deter misbehavior in schools--in fact, it makes matters worse. Teacher Jean Klasovsky shares Farragut High School's story, a model for how schools can improve climate and discipline by using restorative justice practices such as peace circles and peer juries. Such practices lead to reduced dropout rates and greater student achievement.
What is the PBIS purpose?
What is the PBIS purpose?
Schools are tasked with analyzing how their systems, data, and practices achieve the desired
outcomes through goal setting and collaborative behaviors to “support staff behavior, support
decision making, and support student behavior” (PBIS, 2020) and thus creating a learning community
with “social competence and academic achievement” (PBIS, 2020).
Many schools have begun to implement Restorative Justice practices within their schools. Restorative Justice Practices are a systematic response to wrongdoing that focuses on healing the wounds of the victim(s), offender(s), and the school community (Restorative Solutions, Inc., 2020). Much of today's research reports that feeling like one belongs is perhaps the most important factor in preventing violence within a school setting (Restorative Solutions, Inc., 2020).
Using Restorative Practices in the Classroom
Using Restorative Practices in the Classroom
The teacher frames the short restorative circle clip by talking about how circles have been useful in her classroom and how they are used at Glenview Elementary School in Oakland, California for “classroom management, to resolve conflict and to involve students in activities.”
Restorative Practices are designed intentionally to allow students to feel connected to their peers and the school community as a whole. The fundamental hypothesis behind restorative practices is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them” (International Institute for Restorative Practices, 2015). This idea is not new but instead echoes ancient indigenous practices in cultures all over the world. These practices are now considered a social science that focuses on participatory learning and decision making.
Rethinking Challenging Kids
Rethinking Challenging Kids
Challenging behavior exhibited by children and adolescents is a common concern and frustration for parents, teachers, and other helpers. In this talk, Dr. Stuart Ablon of Massachusetts General Hospital and Harvard Medical School will challenge the conventional wisdom about what causes challenging behavior and as a result what we should do to help. Drawing from research in the neurosciences, Dr. Ablon will suggest a revolutionary way of thinking about challenging behavior and a corresponding process by which kids of all kinds can be taught skills of flexibility, frustration tolerance and problem solving.
Relevance to Next Gen Learning
Relevance to Next Gen Learning
When correlating the learning and implementation of the PBIS model and the Next Gen Community competencies, this model focuses on the competency regarding Positive, Restorative, Non-Exclusionary, and Equitable School Discipline (The Next Gen 9, 2020).
Through the use of models like PBIS, students are provided with greater opportunities for learning about how to handle conflict, social-emotional development and skills, self-regulation, and self-awareness rather than students being excluded from the classroom through suspensions or expulsions missing vital learning opportunities.
By gathering the leadership team within a school to create a vision and purpose regarding implementing Positive Behavioral Interventions and Supports, the team can complete an inventory of their current practices, including the analysis of specific groups of students, i.e. low-income, minority students, and how the learning community can embrace positive, restorative practices to keep students where they belong, in the classroom.
References
Albon, J. Stuart. "Rethinking Challenging Kids-Where There's a Skill There's a Way." YouTube, uploaded by TEDx Talks, 24 October 2014, https://www.youtube.com/watch?v=zuoPZkFcLVs.
“Center on Positive Behavioral Interventions and Supports.” PBIS, 11 Oct. 2020,
https://www.pbis.org/pbis/getting-started.
Edutopia. "Using Dialogue Circles to Support Classroom Management." YouTube, uploaded by Edutopia, 4 July 2014,
https://www.youtube.com/watch?v=qTr4v0eYigM.
Klasovsky, J. "Repairing our schools through restorative justice." YouTube, uploaded by TEDx Talks, 13 November 2013,
https://www.youtube.com/watch?v=tqktOiYG5NM.
“The Next Gen 9.” Center for Next Generation Leadership, 11 Oct. 2020,
https://www.lead.school/next-gen-9.
Zebib, D.H. "What is PBIS? The best intro video!". YouTube, uploaded by Dina Hidiq Zebib, 26 March 2017,
Page updated
Google Sites
Report abuse