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Classroom Managementfor Academic Engagement
Module 2: Acknowledgement System
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the
support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support
of this federally-funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds
when copying all or part of this material.
ActivitiesTo download the activities you’ll need for this presentation, please follow this link: Acknowledgement System Activities. When you get to the page, go to the resources section indicated by the arrow.
Objectives
• Specific and contingent positive feedback• Five-to-one ratio of positives to correctives• Group contingencies• Token economies
Core Feature PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
Self-Reflection
1. Complete the Self-Reflection Checklist
2. Identify one or two areas where you would like to improve.
Disaggregating Data and Calculating Risk Ratios
Small Group Time
1. What do you currently use in your classroom to acknowledge appropriate student behavior?
2. Do all students have access to acknowledgements?3. What works well?4. What would you like to refine?
Positive acknowledgement is the presentation of something pleasant or rewarding immediately following a behavior.
It makes that behavior more likely to occur in the future,
and is one of the most powerful tools for shaping or changing behavior.
Validate
Affirm
Build
Bridge
Dr. Hollie’s Validation and Affirmation
Continuum of Acknowledgement
strategiesSpecific and contingent positive feedbackA five-to-one ratio of positives to correctivesGroup contingenciesToken Economies
A key strategy to reinforce students as they practice what they have learned about your classroom expectations and rules.
Specific Positive
Specific Positive Feedback
AKAPraise
Specific PraisePrecise Praise
A teaching/coaching tool to help students refine
their skills
Generic Positive PraiseAKAGeneric PraiseNeutral Statements
Used to show that you appreciate students following your expectations
1. Look at the scenarios in the resource section.
2. Create a positive feedback statement
3. Try to incorporate the following elements:Describe specifically what the student is doing correctlyIndicate the positive impact of the behavior or skillFocus on improvement and effort
4. Deliver the statement to your partner
Activity 2.1Positive Feedback
ContingentSpecific positive feedback
Generic positive praise (thumbs up, good job)
Non-contingentGiving students time and attention just because you value them as people
5:1 Ratio
Business TeamsHigh Performance = 5.6:1
Medium Performance = 1.9:1
Low Performance = 1:2.7
Personal RelationshipsMarriages that last = 5.1:1 / 4.7:1
Marriages likely to end in divorce = 1:1.3
What’s your ratio?Tally how many positives to correctives you make.Be sure to note how many specific, positive feedback statements you make.
If you are working with a team, share ways that you can increase your ratio. Also, how does this impact the climate of your classroom, student behavior, and student achievement?
Activity 2.2
One for All
Taking Control of the Noisy Classroom!
Group ContingenciesAll for one (Interdependent Group-oriented)
One for all (Dependent Group)
To each his/her own (Independent Group)
DefinitionReinforcement of the class/group is contingent on the behavior of the whole class/group.
Pros Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices.
Cons Scapegoating may occur. Students may blame one student for the class/group not earning the reward. One student may sabotage earning the reward for the whole group.
Group ContingenciesInterdependent Group-oriented
Have a target goal that can always be met.
Deliver the celebration when the goal is met, vs. having a goal that has to be met by a specific date.
No take back. Students can not lose points they have earned.
Focus on the behavior you want.
Group ContingenciesInterdependent Group-oriented
I am now responsible for another person’s success
Everyone is responsible for managing behavior
Group ContingenciesInterdependent Group-oriented
1. Students divide into teams.
2. Points allocated based on student behavior when game is in effect.
3. Rewards delivered periodically (end of day, end of week) based on points earned.
Group ContingenciesInterdependent Group-oriented
1. Do you think this system should be used with a class that needs a little, a moderate, or a lot of structure?
2. How might you modify it for a class that needs a different amount of structure?
Activity 2.3
1. Divide the three readings among your group.
2. Take about 5-10 minutes becoming an expert on your reading
3. Each person takes turns sharing about the reading.
4. After each person has shared, discuss the system shown in the video.
5. Finally, share personal experiences, and how you would adapt these systems for your class/subject.
Dependent group contingency The group's reward depends on the actions of one student or a small group of students.
Independent group contingency strategies provide the reward only to the students that make the goal.
Group Contingencies
Sensory Material Generalized SocialListen to music
Sit in a special chair
Hold a stuffed toy
Choose a poster
Watch a movie
Read a favorite book
Stickers
School supplies
Trading cards
Movie tickets
Food coupons
Healthy snacks
Raffle tickets
Tokens
Poker chips
Marbles in a jar
Points/credits
Smile, Wink, Thumbs up
Compliment
Specific praise
Proximity
Free time with a friend
Play a game
1. Using the blank Reinforcers chart, categorize the reinforcements that you currently use.
2. Reflect with your small group:1. Is there one area that you use more or less than others?2. Critique for the following:
Spectrum of high and low effort to useCultural responsivenessExpense (time and money)Equal access
3. Discuss any changes you want to make
ReinforcersActivity 2.4
Immediate/High Frequency
Intermittent/Unpredictable
Strong & Long Term
Use everyday Award occasionally
Quarterly or yearlong
Immediate/High Frequency
Intermittent/Unpredictable
Strong & Long Term
Specific positive feedback SmileRaffle ticketsPoints toward class incentiveThumbs upHome notes
Token economy Phone callsSpecial privilegesComputer timeSocial/Free timeSpecial seatHomework pass
Group contingencySpecial class timeFree time with music and snacksRecognition ceremoniesHonor roll
Complete your own continuum of acknowledgment strategies.
Within your small group:1. Explain your system for awarding the reinforcements2. Critique for the following:
SimplicityCultural responsivenessExpense (time and money)
Create your ContinuumActivity 2.5
Self-Reflection Action Plan
1. Review your answers on the Self-Reflection Check list
2. Consider how your own culture of origin impacts your current practice
3. Make any changes
4. Identify strategies that you will use to improve your acknowledgement systems.
Core Feature PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
Acknowledgements
Marla Dewhirst – Illinois PBIS
Missouri PBIS Network
Brandi Simonson
Classroom Organization and Management Program, Carolyn Evertson
CHAMPS: A Positive and Proactive Approach to Classroom Management by Randy Sprick, Micky Garrison and Lisa Howard
www.pbis.org
www.cber.org
BRANDI SIMONSEN, Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai
Acknowledgements