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-Positive Behavior Interventions and Supports is a set of ideas and tools that schools use to improve the behavior of students. PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement in terms of student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture. PBIS addresses the needs of at-risk students as well as the multi-leveled needs of all students regarding behavior, which creates an environment for both teaching and learning to occur in schools. The approach is believed by researchers such as Robert H. Horner to enhance the school staff's time for delivering effective instructions and lessons to all students.
Research by Jacob Kounin, who was inspired by William Glasser, found that the difference between teachers is not how they deal with misconduct, but how they prevent it in the first place. His conclusion listed four factors that underlie classroom management success.
1st Factor
1st Factor
· First is “with-it-ness,” which always refers to the teacher’s alertness and awareness of the classroom. Teachers should let students know that they have the full view of the classroom, and as soon as the teacher spots misbehavior, the teacher indicates visually (with facial expression) to the student that he or she has seen the misbehavior. This is usually enough to stop the behavior without the rest of the class being aware. Although such a look is enough in many cases, some cases will require more action than that, with the teacher addressing the situation with everyone who was involved in the misconduct.
2nd Factor
2nd Factor
· The second factor is “overlapping,” which is just another word for “multitasking.” When the teacher has divided the class into working groups to look at different topics and activities, this allows teachers to have easy access to every student, provide specific help if needed, and, at the same time, keep an eye on the other students. The “overlapping” of activities in the classroom allows efficiency, and the teacher controls all these activities.
3rd Factor
3rd Factor
· The third is “group focus,” which means getting every student involved and concentrating on the classroom activity. One way of achieving group focus is to attribute a portion of students’ grades to participation. Teachers can ask students questions that are open for anyone to answer. Students will thus all be concentrating and thinking about the question, eager to respond to get a good grade. Another method that is often used is randomly selecting students to answer questions. Because they don’t know who will be selected next, and to avoid embarrassment, students’ focus is on their teacher.
4th Factor
4th Factor
· The fourth and last factor is “movement management,” which includes momentum and smoothness. Teachers must ensure that students are continually working and are not sidetracked or distracted. Students can raise their hands if they have questions, and this ensures the smooth flow of the class without interruptions. If the class is held often, another way could be for students to write down questions and concerns about the class materials on pieces of paper and turn them in at the end of the session. In the next class, materials can be reviewed, with assistance from the questions previously written down by students. Teachers may also prepare more challenging questions.
William Glasser's Choice Theory explains that our motivation is generated internally and not externally. While other theories suggest that outside events "cause" us to behave in certain predictable ways, Choice Theory downplays the effects of external motivation as being rather temporary effects which fail to bring about meaningful change. Another major concept in Choice Theory is the notion that we always have some choice about how to behave and so according to this theory, teachers can provide choices for students to control what they learn in lessons and are expected to do for assignments. The role of a teacher is a facilitator's role rather than play a boss figure who disseminate information for the students. Glasser stresses that the main things a school can do to improve student behavior and learning are provide a genuinely attractive and engaging curriculum, emphasize quality instruction and student work, and use non coercive discipline to influence students to make good decisions about learning and behavior.
Glasser's Reality Theory:
Glasser's Reality Theory:
-This theory is a nine-step self-evaluation process used to help the student identify and understand their own accountability and work on improving their behavior.
The nine steps are as follows:
1. Student is confronted and asked to stop the bad behavior.
2. Student is asked to explain the behavior. The teacher should use "what" questions rather than "why" to prevent students from finding excuses and draws attention to the problem for self-evaluation.
3. If the bad behavior is continued, step 2 is repeated, adding "Is it against the rules?" and/or "What will happen if you continue to do this?" to emphasize consequences.
4. The teacher asks the student to make a plan to find alternatives. Ex: "What is your plan so that you don't break the rule again?"
5. Student may be asked to go to the "castle" (Glasser's term for isolation desk or corner of the classroom) until the problem is worked out.
6. If the rule-breaking behavior continues, steps 2-5 are repeated but the teacher offers support this time in helping the student come up with a plan.
7. If the student continues the bad behavior, the next step is isolation to a designated room (principal's office). Steps 2-5 are then repeated by the principal.
8. If the student remains out of control, the parents are notified and asked to collect the student immediately. The student may return to school when (s)he obeys the rules.
9. If all above steps fail, the parents and student are referred to an outside agency to "work it out".
Some common challenges in classroom management are:
1. Not enforcing classroom rules 100% of the time.
2. Lecturing, pleading, scolding, and reminding the students instead of letting the consequences do the job they are supposed to do.
3. Taking poor student behavior personally.
4. Yelling at students.
5. Not using detailed modeling as the classroom management plan and instead preaching the rules.
6. Not smiling or showing your personality to the students.
It is important to provide a set of rules and clearly display them in the classroom for reference. Enforce the rules all the time and enforce consequences when the students disobey the rules. Remain calm and patient with your children so they take you seriously and use detailed modeling to show the students what you expect of them. Make sure to show that you are a person and make mistakes just like they do by displaying your personality and coming off as a kind and caring person. This will also help the students feel comfortable in your classroom.
Tier 1
-(primary prevention) is meant for every student in the school.
Examples of strategies that can be used for implementing this tier are:
setting clear behavioral expectations
display rules in an easy to see place
creating some sort of system of acknowledgement to reinforce behaviors that are desirable
point out when a student does something desirable and sometimes reward them
developing a system for addressing and dealing with bad or undesired behavior
let the student know they have broken the rules and then restate what the rules are and which students are setting a good example
Tier 2
-(secondary intervention) is meant for some of the students in the school. This tier is used for the 10-15% of students who do not respond to the first tier. These students need more intensive intervention in order to resolve their bad behavior. Some strategies that can be used for implementing this tier include:
Get the student who is displaying undesired behavior to sit and watch the other students so that they can see what they are supposed to be doing
Make the student repeat the rules out loud so that it is clear that they understand.
Repeat the directions out loud to the student and remind them of what they should be doing.
Tier 3
This is the third and smallest level in the triangle. It is only for a few students who need even more, individualized support in addition to the school-wide supports that are provided. Some strategies for using this tier are:
Change in behavior from the adult in charge.
Change the way reinforcement is given
Have a "crisis plan" so that you are prepared and know what to do if it should happen.
Resources
Resources
-This website is a collaboration between the US Department of Education and 11 technical assistance units across the United States. This center provides technical assistance to encourage large-scale implementation of the PBIS model.
- This website can be used to promote research-based strategies that combine both applied behavior analysis and biomedical science with values and systems that are centered on people to increase the quality of life and lessen behavioral problems.
- This webpage provides technical assistance to states and districts. It also allows for assistance in helping states implement proven models for RTI and Early Intervening Services (EIS).
http://www.rti4success.org/index.php?option=com_frontpage&Itemid=1
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