SWIM at Kingswood!

SWIM at Kingswood!

The BasicsAll students are valuable and deserve respect.All students can be taught to demonstrate appropriate behavior.Punishment does not work to change behavior.School climate is a shared responsibility among administrators, teachers, staff, students and families.

The BasicsSchool personnel must be willing to examine their own behavior as students are taught to change theirs.Cultural differences exist and need to be understood.Positive relationships between students and adults are key to student success.

Traditional Discipline vs PBISTraditional DisciplineFocuses on the students problem behaviorGoal is to stop undesirable behavior, through the use of punishmentPrimarily reactive Positive Behavior Intervention and SupportReplaces undesired behavior with a new behavior or skillPBIS alters environments, teaches appropriate skills, and rewards appropriate behavior Primarily proactive

The BasicsRoutines and Procedures:Routines are a habitual performance of an established procedure.Procedures are a series of steps followed in a regular definite order.

Routines and ProceduresEffective routines and procedures are crucial to classroom management because they: Save time Establish predictabilityPromote consistencyReduce anxiety

Routines and ProceduresBe sure to plan for:Physical SpaceSchedulesAttention SignalsMorning Arrival and Departure StructuresClass Meetings

Class MeetingsA class meeting is a gathering as a whole class at the beginning of the day or class. In a class meeting, students and teachers greet one another, share news, and warm up for the day ahead.

Benefits of a Class MeetingSets the tone for respectful learning and a climate of trust.Motivates children by addressing two human needs, the need to feel a sense of significance/belonging and to have fun.The repetition of many ordinary moments of respectful interaction in the meeting encourages application throughout the day.Merges social, emotional, and intellectual learning.

Encouraging Positive BehaviorsExpectations alone will not support demonstration of positive behavior. Students must be encouraged to meet expectations.Classroom systems for reinforcement need to be aligned with any school-wide system.The strategies in this section will help ensure that adults will focus on positive behavior in a consistent and frequent manner.

Pre-correct StrategiesPre-corrects function as prompts for expected behavior.Opportunities for practice are provided in close proximity to context.Especially helpful when teacher anticipates behavior errors.Only effective after behavior is taught and learned.

MotivationMotivation is crucial to getting students to follow your expectations.If a person thinks she will succeed at a task, and she values what she will get as a result of succeeding, then her motivation will be high.Students will be more motivated to complete a task when theyunderstand why it is useful to them.see the big picture of what they will be able to accomplish.connect it to other skills and tasks they already know.

EnthusiasmTeacher enthusiasm communicates value and increases student motivation.Enthusiasm is the degree to which teachers project the belief that teaching is interesting, meaningful and important .Communicating enthusiasm is done through presentation of content, not through pep talks or theatrics.

RelationshipsStudents are more likely to respond to directions and instructions when they have already established relationships with adults.Demonstrating personal regard for all students is an important way to create genuine and positive relationships.Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.

Building Better RelationshipsRelationships will Improve over time when you consistently demonstrate personal regard.Greet students everyday.Be aware of student absences and let your students know you are glad they are back upon return.Share your personal interests. Ask the students to give their perspective of how things are going in the school.Admit mistakes.Make special effort to greet or talk to students who have been having trouble.Notice when students are proud of something and compliment it.Be willing to pause from instruction to talk with a student about a personal matter, if needed.

ReinforcementBehavior needs to be reinforced in order for it to be repeated. Teacher attention should focus on positive behavior at least four times more often than on negative behavior.Commit to making a conscious effort to practice reinforcement prior to correcting problems.

ReinforcementReinforcement needs to be frequent and consistent. Positive reinforcement can be: VerbalPhysicalSocialTangibleVerbal reinforcement needs to contain specific information about the behavior you want repeated.

ReinforcementStrategies for increasing positive reinforcement:Create a cheat sheet of starter phrases for praising students.Develop a system to remind you to reinforce on a regular basis (i.e. every 15 minutes, scan room and praise someone).Praise first, correct second.Teach students how to praise each other.

Encouraging Positive BehaviorsExpectations will not be consistently demonstrated without motivation and reinforcement.Building genuine positive relationships is critical to encourage positive behavior.Positive feedback should be given four times more often than corrective feedback.Reinforcement can be done in a variety of ways and a system needs to be in place to ensure frequency.

Responding to Problem BehaviorsIn traditional discipline, the word consequence is often used to describe a punishment.A consequence is any thing that occurs after a problem behavior has occurred (positive or negative).Effective consequences are those that result in the problem behavior changing over time.Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.

Responding to Problem Behavior: PreventionProblem behavior cannot be changed by consequences alone because consequences only occur after the problem behavior and the possibility for intervention is reduced.Effective classroom managers should focus first on strategies designed to prevent and modify behavior before it occurs.Prevention through routines and proceduresReplacement through teaching expectations Reinforcement of desired behavior through positive responses

General GuidelinesEven with prevention and teaching strategies in place, problem behavior will occur and require a consequence.The following guidelines ensure that consequences are effective:Approach problem behavior as you would a learning errorPlan your responses to typical problems in advance Teach students what to do differentlyMatch level of intensity to the problem behavior.Consider context and student history Use the least intrusive intervention firstCharacteristics of Logical ConsequencesRespectfulThe teachers words and tone of voice communicate respect for the student.The focus is on the behavior rather than on the students character.EX. A child pushes another student and the teacher says, Stop pushing, rather than, Stop being a bully.RelevantThe consequence is directly related to the problem behavior or actions.EX. A group of children are working together and spend the time talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day.RealisticThe consequence must be something the students can reasonably do and that the teacher can monitor and manage.EX. A child writes on a desk, he would be asked to clean that desk.

Teacher LanguageWhen giving consequences, language should be respectful and focused on the behavior, not the student. The three main types are: Reinforcing Language: Identifies and affirms specific behaviors that apply to all students (I see lots of people remembering to push in their chairs before we line up.)Reminding Language: Offers support and information about what to do (Show me or Think about or What will we need)Redirecting Language : Clear, non-negotiable statement with instructions (Use quiet voices, or, Hands down until the speaker is done talking.)

Early Stage ResponsesEarly responses should be brief and flow seamlessly into instruction.In many cases, early intervention is enough and doesnt require follow up with further consequences.Look: eye contact, a quizzical you-know-better facial expression, a stern lookGesture: a head shake, thumbs down, finger over lips, sign language for stopMove: get in closer proximity to the studentRemind: state individuals name softly and restate the expectationRedirect: eye contact, whispered name, a signal for student to move seat or change tasksTouch: firm, but friendly hand on the shoulder meant to calm the childRemove: the teacher pockets a distracting object or holds it for safekeeping

Middle Stage ResponsesMiddle stage responses are used when early responses do not work.Restitution: Student actively repairs the damage caused.Physical repair: Student tries to help repair property or work of a peer.Verbal repair: Student uses I statements to genuinely apologize for behavior to individuals hurt by the behavior.Loss of privilege: A privilege that is not being used responsibly is temporarily removed. Time owed: Student completes work or tasks missed due to misbehavior on their own time.Time out: The student is separated briefly from the group to reflect and calm down.

Late Stage ResponsesLate stage responses are used when repeated attempts at early and middle stage responses are ineffective.These responses need to be planned in collaboration with parents, administrators and other site-based resources. Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior.While plan is in place, use de-escalation strategies to avoid further conflict when necessary.