As the new academic year approaches, it is important for teachers to review our practices with relation to classroom management. This includes the "physical organization of the classroom, appropriate and specific rules and procedures, instructional plans, and methods for addressing both positive and negative student behavior" (Smith, Gartin & Murdick, 2012, p122). As a result, teachers need to review their current practices and understand the significant effect classroom management plays in facilitating learning for all students.
One method that supports positive interventions is PBIS (Positive Behavior Interventions and Support). This blog aims to provide information using PBIS for teachers, focusing on what is required to create a consistent, positive, productive environment with regards to classroom management. Teachers might look at it as a "back to school think time" in preparation for their new classes. I plan to follow a structure where I draw upon my own experiences and share resources considering key features of PBIS. The last section of this blog will look at bully prevention as an important component of school success for all students including those with disabilities.
The importance of school-wide collaboration
As previously stated, I am a Grade 9 PE and Health teacher. Prior to beginning the new school year, the Learning Support Classroom staff organize meetings to discuss all students to support their transition into High School from Grade 9. It is vital that information is available and discussed in open meetings. I see these meetings as a "getting to know" the students before I meet them. It is great to be able to gather background information with regards to their behavior in order for me to effectively plan what I can do to support each student during their transition. Having all staff on the same page so to say, not only supports the students but means we as teacher are there for each other throughout this time. Although I can regard our process as more informal than the PBIS structure, I am confident that we at the American School are ensuring teachers implement a "systematic and effective approach for improving student behavior across school environments" (Freeman et al., 2006 in Smith, Gartin & Murdick, 2012, p 123). Our core values of respect, responsibility, integrity, empathy and communication represent our vision as an inclusive school. Please see attachments for example of a PBIS policy document.
Expectations, rules and routines
It is important to consider the three-tiered support system that allows educators to support the needs of all students, and in turn provide them with RTI's and AT's to bridge the gap for students with disabilities. Considering the three-tiered system means teachers are reviewing the needs of all students. I believe a significant part of this relates to the expectations, rules and routines established within the class. I have had experience within the last year working with students in tier 1 and 2. This Scholastics Resource offers a clear and concise list of classroom procedures to support classroom expectations, rules and routines. In addition, I think it is important to consider the specific needs.
During the year, I had first hand experience of the need to modify my classroom management strategies as a result of a student with disabilities having a troublesome time. I set up a specific set of expectations, rules and routines relating to his specific behaviors to support not only him, but others in the class. We met before every lesson either at 8.00am, break or lunch to discuss the lesson objective in relation to the bigger picture. This mentally prepared him for instruction. Together with his LSC teacher and parents, we created a specific set of procedures that related to how he should behave when asking for help, dealing with group conflict, expectations during individual challenges, and end of lesson routines.
I learned the importance of self reflection within my classroom management style to support this individual within teir 2. It is important to review your expectations as a teacher, and monitor and correct your classroom management style as a result. Establishing a consistent approach ensures expectations, rules and routines are positive and interactions are based on respect however teachers must have the open minded attitude to "adjust classroom variables to promote constructive behavior" (Smith, Gartin & Murdick, 2012).
As a PE teacher, my top 3 tips for establishing expectations, rules and routines are as follows. These do not necessarily relate directly to an activity, but are a foundation on which to build a positive ethos in the class.
1. Mutual respect - I respect my students and they respect me. Having this discussion means front he start I am honest and upfront in who I am as a teacher and what I expect in both practical and classroom settings.
2. What's happened in the past remains there - We all make mistakes and must be grown up to admit them and move on (whether that was in MS or in a previous lesson). We try not to hold grudges that causes negativity.
3. We are individuals and thats what makes us great - celebrate differences within PE (It's ok to not be "good" at something). Try your best and be respectful of peoples differences/opinions/interests.
Effective consequences and rewards
One problem I face when I meet a new year group at the start of the academic year is the differences in teaching style between what students have experienced in MS. In addition to the expectations, rules and routines that I establish I need to ensure students understand what the consequences are regarding their behavior.
An example of this is the dreaded "No kit" issue. MS teachers have a different set of consequences (or none at all!) relating to this issue. Within HS, I set clear expectations and the students must learn the importance of being organized and responsible for themselves (including their hygiene!). I would like to implement some consequence and rewards system to support this. Simple reward charts are easy to use. In addition, I find the new Freshmen are rather expectant of rewards, therefor it is important to understand this concept from a more grown up standpoint. Maybe I should create a visual like this to reinforce this aspect of classroom management.
One method that supports positive interventions is PBIS (Positive Behavior Interventions and Support). This blog aims to provide information using PBIS for teachers, focusing on what is required to create a consistent, positive, productive environment with regards to classroom management. Teachers might look at it as a "back to school think time" in preparation for their new classes. I plan to follow a structure where I draw upon my own experiences and share resources considering key features of PBIS. The last section of this blog will look at bully prevention as an important component of school success for all students including those with disabilities.
The importance of school-wide collaboration
As previously stated, I am a Grade 9 PE and Health teacher. Prior to beginning the new school year, the Learning Support Classroom staff organize meetings to discuss all students to support their transition into High School from Grade 9. It is vital that information is available and discussed in open meetings. I see these meetings as a "getting to know" the students before I meet them. It is great to be able to gather background information with regards to their behavior in order for me to effectively plan what I can do to support each student during their transition. Having all staff on the same page so to say, not only supports the students but means we as teacher are there for each other throughout this time. Although I can regard our process as more informal than the PBIS structure, I am confident that we at the American School are ensuring teachers implement a "systematic and effective approach for improving student behavior across school environments" (Freeman et al., 2006 in Smith, Gartin & Murdick, 2012, p 123). Our core values of respect, responsibility, integrity, empathy and communication represent our vision as an inclusive school. Please see attachments for example of a PBIS policy document.
Expectations, rules and routines
It is important to consider the three-tiered support system that allows educators to support the needs of all students, and in turn provide them with RTI's and AT's to bridge the gap for students with disabilities. Considering the three-tiered system means teachers are reviewing the needs of all students. I believe a significant part of this relates to the expectations, rules and routines established within the class. I have had experience within the last year working with students in tier 1 and 2. This Scholastics Resource offers a clear and concise list of classroom procedures to support classroom expectations, rules and routines. In addition, I think it is important to consider the specific needs.
During the year, I had first hand experience of the need to modify my classroom management strategies as a result of a student with disabilities having a troublesome time. I set up a specific set of expectations, rules and routines relating to his specific behaviors to support not only him, but others in the class. We met before every lesson either at 8.00am, break or lunch to discuss the lesson objective in relation to the bigger picture. This mentally prepared him for instruction. Together with his LSC teacher and parents, we created a specific set of procedures that related to how he should behave when asking for help, dealing with group conflict, expectations during individual challenges, and end of lesson routines.
I learned the importance of self reflection within my classroom management style to support this individual within teir 2. It is important to review your expectations as a teacher, and monitor and correct your classroom management style as a result. Establishing a consistent approach ensures expectations, rules and routines are positive and interactions are based on respect however teachers must have the open minded attitude to "adjust classroom variables to promote constructive behavior" (Smith, Gartin & Murdick, 2012).
As a PE teacher, my top 3 tips for establishing expectations, rules and routines are as follows. These do not necessarily relate directly to an activity, but are a foundation on which to build a positive ethos in the class.
1. Mutual respect - I respect my students and they respect me. Having this discussion means front he start I am honest and upfront in who I am as a teacher and what I expect in both practical and classroom settings.
2. What's happened in the past remains there - We all make mistakes and must be grown up to admit them and move on (whether that was in MS or in a previous lesson). We try not to hold grudges that causes negativity.
3. We are individuals and thats what makes us great - celebrate differences within PE (It's ok to not be "good" at something). Try your best and be respectful of peoples differences/opinions/interests.
Effective consequences and rewards
One problem I face when I meet a new year group at the start of the academic year is the differences in teaching style between what students have experienced in MS. In addition to the expectations, rules and routines that I establish I need to ensure students understand what the consequences are regarding their behavior.
An example of this is the dreaded "No kit" issue. MS teachers have a different set of consequences (or none at all!) relating to this issue. Within HS, I set clear expectations and the students must learn the importance of being organized and responsible for themselves (including their hygiene!). I would like to implement some consequence and rewards system to support this. Simple reward charts are easy to use. In addition, I find the new Freshmen are rather expectant of rewards, therefor it is important to understand this concept from a more grown up standpoint. Maybe I should create a visual like this to reinforce this aspect of classroom management.
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Bully Prevention
Bully Prevention is an important component of the PBIS program. There are some excellent resources available to help educate our students in Bully Prevention. This is important because unfortunately this can effect people in a variety of ways, from being bullied, to being the bully, witnessing bullying on a low level to having to support a loved one with mental or physical abuse. I believe it is important to reinforce the "Stop" feature of the PBIS program, and as important for teachers to be mindful at tall times that this type of behavior does happen in our schools. At risk students in tier 2 need to know that teachers are there to support them. Resources such as PBIS World and Stop a Bully are interactive and easily accessible for teachers. It is useful for teachers to also gather data from their students by surveys (example 1 and example 2 via Quia) or discussion lessons (like this linked example). In addition, you can find an informative infographic in the attachment sections which you could potentially share as part of High School lessons.
I particularly like the way in which The American School where I work has focused on the concept of International Mindedness linking to a positive attitude towards celebrating differences. This relates to the way the PBIS encourages us not to use the word "bully", yet promote positive behaviors through an inclusive environment.
Bully Prevention is an important component of the PBIS program. There are some excellent resources available to help educate our students in Bully Prevention. This is important because unfortunately this can effect people in a variety of ways, from being bullied, to being the bully, witnessing bullying on a low level to having to support a loved one with mental or physical abuse. I believe it is important to reinforce the "Stop" feature of the PBIS program, and as important for teachers to be mindful at tall times that this type of behavior does happen in our schools. At risk students in tier 2 need to know that teachers are there to support them. Resources such as PBIS World and Stop a Bully are interactive and easily accessible for teachers. It is useful for teachers to also gather data from their students by surveys (example 1 and example 2 via Quia) or discussion lessons (like this linked example). In addition, you can find an informative infographic in the attachment sections which you could potentially share as part of High School lessons.
I particularly like the way in which The American School where I work has focused on the concept of International Mindedness linking to a positive attitude towards celebrating differences. This relates to the way the PBIS encourages us not to use the word "bully", yet promote positive behaviors through an inclusive environment.
I am also a fan of Kid President (I am sure many of us are!). I think High School students in particular need to find things relatable and these examples promote the core values within the school I work (and lets face it... we all need to dance a little more!).
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Additional Websites
PBIS World - aims to provide teachers with an easy to use tool to implement PBIS in the classroom. It is informative and quick to navigate.
Stop Bullying - this site offers teachers and parents a wide variety of information regarding assessment, policy and application of effective anti bullying strategies.
PBIS Bully Prevention - this site offers numerous downloadable documents to advise ways to prevent and reduce bullying in schools.
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| ohio-department-of-education-policy-on-positive-behavior-interventions.pdf |