Storm academy chapter 1 january 3

Storm AcademyPBIS Team

2011-2012

Conversation Voice Level 0-No Talking unless you have permission to do so.

Help Raise your hand and wait for recognition.

Activity Whole class instruction and discussion when appropriate.

Movement Water, restroom, stretching.

Participation (What does the activity look like?

Listen, answer, ask questions, and/or share.

Success Awesome Job!

CHAMPS

Three-Tiered Model of Supports

Universal

(ALL)

Selected

(SOME)

Targeted

(FEW)

(All Students)School-wide Systems of Support

75-80% of Students

(At-Risk Students)Classroom/Small Group Strategies

15-25% of Students

(High-Risk Students)Individual Intervention

5-10% of Students

RtI Behavior

Section 1: STRUCTURE Your Classroom for Success

Imagine…………..

You have made reservations to your favorite restaurant.

It is packed, full of anxious people, waiting to be seated.

It takes you 10 minutes to squeeze through to the host.

He is so busy, he does not hear you politely stating that you have reservations.

Imagine…………..

After 10 minutes of being polite, you begin to raise your voice and finally catch his attention.

He checks the reservation book and informs you that your reservation was for 20 minutes ago and cannot seat you at this time.

You angrily state that you had arrived 20 minutes ago, but were only now able to get his attention.

Imagine…………..

You are finally seated but are so agitated that you do not notice the excellent food and wait staff.

Imagine…………..

Imagine the same scenario, but this time you find that the restaurant is so organized, you easily get to the host, who politely greets you and leads you to your seat.

You find the service, food, and price to be fantastic.

Imagine…………..

Notice how the degree of organization has affected no just your behavior, but your attitude toward the setting.

Can this be true for our students’ behavior and their attitude about their classroom and school?

Chapter 1: Vision

To effectively manage and motivate a class of students, you need a clear vision of your ideal classroom.

What should it look like? What should it feel like? What do you want your

students to accomplish? Once you have a clear idea

of what you want for your classroom, you can design procedures that will ensure that you achieve those goals.

Chapter 1: Vision

Task 1-Understand How to Shape Behavior

Task 2-Understand Motivation

Task 3-Identify Long-Range Classroom Goals

Task 4-Develop Guidelines for Success

Chapter 1: Vision

Task 5-Maintain Positive Expectations

Task 6-Implement Effective Instructional Practices

Task 7-Initiate and Maintain Family Contacts

Objective: I can develop an understanding of fundamental management principles so that I can make effective decisions and take appropriate actions to help students learn to behave responsibly.

Task 1-Understand How to Shape Behavior

Objective: I can develop an understanding of ________________ so that I can make effective decisions and take appropriate actions to help students ____________.

Task 1-Understand How to Shape Behavior

Some tendencies and personality traits seem to be present from birth.

However, most human behavior is learned, which means it can also be unlearned, or shaped into a more desirable form.

Task 1-Understand How to Shape Behavior

When a student frequently behaves irresponsibly, it’s likely that the student hasn’t experienced the benefits of responsible behavior enough, or even at all.

It’s also likely that this student has learned that irresponsible behavior is a more effective or efficient way of getting his needs met……power, control, admiration from peers

Even your best students can behave irresponsibly when no one notices that they are on task, works, hard, and is respectful to others.

Task 1-Understand How to Shape Behavior

BEHAVIOR MANAGEMENT PRINCIPLES

Structure your class to promote responsible student behavior.

Effectively acknowledge responsible student behavior.

Effectively respond to irresponsible student behavior.

Variables That Affect Behavior

A-Antecedents B-Behavior C-Consequences

Conditions-What is prompting or enabling the

behavior?

Behavior-What is the person

doing?

Consequences-Pleasant

Outcomes result in behavior increasing.

Consequences-Unpleasant

Outcomes result in behavior decreasing.

Variables That Affect Behavior

Effective teachers spend more time promoting responsible behavior than responding to irresponsible behavior.

Effective teachers recognize that misbehavior occurs for a reason, and they take that reason into account when determining a response.

PROMOTING RESPONSIBLE BEHAVIOR

You will prevent most misbehavior from ever occurring when you focus the majority of your time and energy on these three major categories of teacher based actions for promoting responsible behavior.

Conditions Implement pleasant consequences. Eliminate unpleasant consequences.

Make sure students understand what the behavioral expectations are and how they can meet them.

Physical space. Fast paced schedule and provide interesting

lessons. Run efficient transitions between activities. Interact responsibly and respectfully with all

students. Show an interest in student work.

Conditions-Use effective instruction and set up conditions for students to be successful

Give verbal praise. Write positive notes. Encourage students to praise themselves. Contact parents regarding students’

responsible behavior. Occasionally reward individuals or the whole

class with a special activity.

Implement Pleasant Consequences-Ensure that students experience appropriate positive feedback.

Avoid embarrassing students with praise. Ensure that no student is the target of

laughter for making a mistake during class participation.

Ensure that no student ever feels like a geek for behaving responsibly.

Ensure that no one is ridiculed as a teacher’s pet for behaving responsibly.

Eliminate Unpleasant Consequences-Ensure that students do not experience negative results from exhibiting responsible behavior.

Often difficult to understand why a student behaves irresponsibly, even when the consequences of that behavior are unpleasant.

Misbehavior Occurs for a Reason

Student doesn’t know exactly what you expect. Student doesn’t know how to exhibit the

responsible behavior. Student is unaware that he or she engaged in the

misbehavior. Student is experiencing some pleasant outcome.

(likes the attention) Student is successfully avoiding some unpleasant

outcome by exhibiting the misbehavior. (avoiding assigned work)

Once you have determined the reasons, you can take action.

Determine the possibilities……

Provide lessons to teach the student how to behave responsibly.

Assign different seats to two students who talk when they sit together.

Modify work that is too difficult for the student who is not completing assignments.

Pace lesson more quickly so student are less likely to get off task.

Provide something for students to do when they complete classwork.

Conditions-Modify any conditions that may be perpetuating the misbehavior

Ignore misbehavior that is designed to get attention.

Respond calmly to a student who likes to make adults angry.

Ensure that a student is not excused from assigned work, as a result of the misbehavior.

Eliminate Pleasant Consequences-Remove any pleasant outcomes that might be resulting from the misbehavior.

Use a system of demerits. Timed owed. Use a classroom point system. Contact student’s parents about problem

behavior. Contact Mr. Castillo

Implement Unpleasant Consequences-Implement corrective consequences that will make exhibiting the misbehavior more unpleasant .

Assessment Time! Behavior Management Principles

Structure your class to promote _____________________________.

Effectively ___________ responsible student behavior.

Effectively ___________to irresponsible student behavior.

Objective: I can understand that a person’s level of motivation on any given task is a product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful.

Task 2-Understand Motivation

Motivation = “to provide an incentive, to move to action, to drive forward.”

Behavior that is repeated is motivated-behavior does not reoccur when there is no motivation.

The student who repeatedly misbehaves is, at the moment, more motivated to misbehave than to behave.

The student who does nothing, is more motivated to do nothing than to work.

Task 2-Understand Motivation

Motivation may be intrinsic or extrinsic.

Intrinsic-a person is motivated because they find pleasure in doing something.

Extrinsic- a person is motivated because of pleasant consequences.

Motivation for most behaviors is usually a mix of intrinsic and extrinsic factors.

Motivation

As teachers, we must enhance both their intrinsic and extrinsic motivation.

The extrinsic rewards must be faded out in favor of more natural consequences.

Keep in mind……students who experience a history of failing are less likely to be motivated to learn something new.

Motivation

Expectancy-the degree to which an individual expects to be successful at the task.

Value-the degree to which an individual values the rewards that accompany success.

Student….. Can I be successful at this?..... How much do I value the rewards?…….

Expectancy x Value =Motivation

Expectancy x Value = Motivation

Expectancy and Value can be calibrated using a scale ranging from 0 to 10.

Expectancy Value Motivation

I know I can be successful in the classroom. 10

I really enjoy the rewards (intrinsic and extrinsic). 10

100

I know I can be successful in the classroom. 10

I really don’t care for the rewards (intrinsic and extrinsic). 0

0

It’s hard for me to be successful because I don’t understand what is expected of me. 0

I really enjoy the rewards (intrinsic and extrinsic). 10

0

Objective: I can understand that a person’s level of motivation on any given task is a product of both _______________________________________________________________________________________________________________________.

Task 2-Understand Motivation

Conversation Voice Level 0-No Talking unless you have permission to do so.

Help Raise your hand and wait for recognition.

Activity Whole class instruction and discussion when appropriate.

Movement Water, restroom, stretching.

Participation (What does the activity look like?

Listen, answer, ask questions, and/or share.

Success Awesome Job!

CHAMPS