pbs in the class room kathy helgeson, southern oregon esd this is the worst class ive ever had!
TRANSCRIPT
PBS in
theClassRoom
Kathy Helgeson, Southern Oregon ESD
“This is the worst class I’ve ever had!”
How familiar are you with PBS?
A. Know it well. Use/refer to it in my work.
B. Have the general idea.
C. Know it doesn’t mean Public Broadcasting System.
D. Thought it did mean Public Broadcasting System.
What do you believe?
A. Behavior issues cause academic problems.
B. Academic issues cause behavior problems.
C. Behavior and academics are intertwined.
Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals.
(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
The cyclical relationship between
reading and behavior can impact the outcome of
10 million
(17.5%)of the nation’s children,
who will encounter reading problems
the first three years of their education.
National Reading Panel, 2004
Intensive• Alterable variables• Individualized intervention plan• Progress monitoring• Student Study Team supportTargeted• Flexible, instructional grouping aligned
with specific skill and need for support• Progress monitoring • Data-based teamsSchool-wide• Universal screening• Evidence-based core curricula• Effective instructional strategies
Intensive• 6+ ODRs• Full Functional Behavioral Assessment
(FBA)• Wrap-around servicesTargeted• 2-5 ODRs• Simple FBA• Group systems for efficient and flexible
intervention programming• Continuous progress monitoring• Data-based teams School-wide• Consistent expectations taught to everyone• Prevention via social skills instruction• Office Discipline Referrals (ODRs)
Academic Support
Behavior Support
Do most of your difficult students behave better when in a consistent, predictable environment?
A. YesB. NoC. Not sure
What group benefits the most from a consistent and predictable environment?
A. Red ZoneB. Yellow ZoneC. Green Zone
Hours of Academic Learning Time 1170 School year hours
- 335 Absenteeism & Non-instructional time. 835
835 True teaching time 835- 209 (25%) Transitions & discipline (15%) -125 626 710
- 157 (25%) Time off task (10%) - 71
469 639
170 more hours; about an hour per day
-Teaching & reinforcing expectations and transitions-Managing appropriate and inappropriate behavior efficiently -Management of groups, participation, pacing
The Critical Elements Establish rules. Clarify your expectations.
(How does it look?) Create lesson plans & teach. Design feedback &
reinforcement system. Collect data.
Is this working?
Machine vs. Buffet
Which of these Critical Elements is most often overlooked in a
classroom? Why? A. Establishing rules. B. Clarifying classroom expectations. C. Creating lesson plans & teachingD. Designing a feedback & reinforcement
system.E. Collecting data. Is this working?
Mrs. Mutner was very clear
on her expectations –
But not particularly
positive.
Teach kids what you want,
and pay more attention to them
when they are doing it
than when they are not.
Student Expectation Matrix
BESAFE
BERESPECTFUL
BERESPONSIBLE
Everywhere, All the Time
CooperativeLearning Groups
Independent Work Time
State the Obvious
Classroom
BESAFE
BERESPECTFUL
BERESPONSIBLE
CooperativeLearning Groups
Stay in your work area.
Talk only about the work.
Be considerate of other’s feelings.
Raise hands only if everyone has the same question.
Everyone contributes.
Work tasks should be distributed fairly.
SAFE RESPECTFUL RESPONSIBLE
-Keep yourself to yourself.-Stay in your work area.
-Talk only about the work.- Be considerate of other’s feelings.- Raise hands only if everyone has the same question.
-Everyone contributes.-Work tasks should be distributed fairly.
REASON THE EXPECTATIONS ARE IMPORTANT: Everyone can share the work and complete it faster. We can work together more often.
TEACHING EXAMPLES AND NON-EXAMPLESDemonstrate with students.
Example: 1. Demonstrate staying in the work area.2. Give examples of considerate, constructive comments.
4. Show how/when to raise hands.
Non-Example: 3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic.
Co-operative Groups1. Talk only about the work.2. Everyone must participate and
contribute.3. Work tasks should be distributed
fairly.4. Talk out issues, be considerate of
other’s feelings.5. Raise your hands only if everyone
has the same question.
Set Kids Up for Success
Don’t leave it to chance.
But we have older kids. They know
better.
Spend more time focused on what is going right.
Train yourself to look for it…
Purpose of Positives
• Help Adults Build Positive Relationships– Who they are– What they do
• Create a positive, inviting environment
• Tool to encourage & reinforce desired behaviors– Those learning new behaviors– Role models of positive behavior
Why use tangibles?
• They help you learn to look for the good in kids.
• They increase your opportunities to build relationships with kids.
• They multiply the positive reinforcement.
• It is more effective in helping kids change habits than verbal praise alone.
(but remember - is has to be genuine.)
*Safe*Respectful*Responsible
Creating BridgesDeliver a
meaningful message that
builds self-esteem and can
become internalized.
“I know that assignment was hard, but you stayed with it. You’re a hard worker.”
“Thanks for standing up for someone else. You did the right thing. You should be proud of yourself.”
Business and Reinforcement“How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before?
Get to know your employees as people.
Have some fun together.
Work is NOT the opposite of fun.
Bigger isn’t better.
Intermittent random reinforcement is most effective in changing behavior.
In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected?
A. Giving out rewardsB. Having clear and consistent consequences for problem behaviorC. Teaching expectations directly, and reinforcing students who comply
When using rewards in your classroom, are you “buying” student behavior?
A. YesB. NoC. Depends on how it’s done
Discuss with those around you…
The goal of classroom management is to develop a group of students
who are responsible, motivated and highly engaged in meaningful tasks.
Create systems in which the smallest
efforts give you greatest impact.
Collecting Dataor “How’s it working?”
• Out of class/Official discipline referrals
• Behavior Log
• Frequency– collect data occasionally on specific students
Do you think you have adequate data about classroom behaviors?
A. YesB. No
Classroom BehaviorOff Task Talking Out Disrespect Other
Bell Work
Math
Language Arts
Other
Classroom BehaviorOff Task/ Non-Productive
Talking Out/Visiting
Defiance Disrespect
Other
Bell Work
Direct Instruction
Independent Work
Other
Playground BehaviorOff Task/ Non-Productive
Talking Out/Visiting
Defiance Disrespect
Other
Bell Work
Direct Instruction
Independent Work
Other
Is an FBA a part of a child study meeting?
A. Often
B. Occasionally
C. Not at all
Mary Contrary
Is this student getting what we say we do for all students? Explicit teaching of behavioral expectation? Success?
Reinforcement for appropriate behavior? Belonging?
Non-contingent reinforcement? 4:1 Positive Interactions?
Warm, inviting atmosphere? Social skills curriculum?
Positive relationship with at least one significant adult?
Pre-correction
Reteaching
Group Counseling
Brief FBA
IEP -
Check In – Check Out
To what extent do you think adults control student behavior?
A. A great deal
B. About 50/50
C. A little, as a minor factor
D. Not at all
Maslow's Hierarchy of Needs
Physical Needs (Food, Shelter)
Safety
Belonging
Self Esteem
Learning
• Say “Hello” everyday.– Don’t expect instant results, but stay with it anyway.
• Talk about something non-academic.– 3 minutes 3 time a week.
• Give an extra responsibility.– Show trust when you can.
• Make home a home visit.– Find out more about where this kid lives.
• Have some fun together.• Give more of the real you.
– Tell your stories - you are the M&M.• Make positive parent contacts.
– Write notes, call, send a postcard.• Be the best teacher you can be…
– Set kids up for success.
Smile and Laugh!
“At 211 degrees, water is hot.
At 212 degrees, it boils.
212 The Extra Degree, by S.L. Parker
And with boiling water, comes steam.
And with steam, you can power a train.”
