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.”

Contact Information

Kathy Helgeson

Southern Oregon ESD

541-601-2453

kathy_helgeson@soesd.k12.or.us