Classroom PBIS is a proactive approach to behavior when you embed all components into your classroom.
- Maximize Structure:
- Structures and routines are established, taught, reinforced, and retaught
- Lessons are clearly planned before delivery, with student needs in mind
- Systems and instruction provide a safe and predictable space for learning and are designed for student learning and collaboration
- Expectations and Rules:
- Established systems are explicitly taught and co-managed by students
- Visuals are posted in the room to reference for expectations, classroom procedures, and learning
- Student Engagement:
- Systems for engagement that include all learners: (Sentence frames, Turn and talk, Stop and jot, Choral response, Name jars)
- Not just calling on raised hands
- Acknowledge Appropriate Behavior:
- Individual, small group, and whole group celebrations
- 5 to 1 positive to corrective interactions with students
- Acknowledge and celebrate student behavior and academics
- Responding to Inappropriate Behavior:
- Temperature check before you respond
- Opportunities to problem solve and make amends
- Opportunities to teach appropriate behaviors as replacements for inappropriate behaviors
When a student is engaging in challenging behaviors in the classroom, remember, your response can help resolve the situation or escalate it to a bigger problem. Check in with yourself. (H.A.L.T.) then move into a problem-solving stance with the student: build understanding, define the problem with the student, invite the student to problem solve, and make a plan!
Conferring is a great opportunity to get real-time, formative data about a student’s progress toward a specific learning target. These one-on-one conversations utilize academic oral language, require students to use metacognitive strategies to talk about their thinking and learning, and help educators build relationships with students.
Conferring can take place in any content area. Tiered questions can help educators make sure they are addressing the student's language proficiency level while also helping students bridge to the next level. Close-ended questions, “yes” or “no” questions, or non-verbal questions (“point to. . . ,” “arrange these. . . ,” “match these. . .”) are ways to support more emergent ML students, while more complex questions, open-ended questions can help students challenge themselves and their English language abilities.
