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The document summarizes 5 observed PBIS strategies used by a classroom teacher to promote positive student behavior. The strategies include displaying and teaching rules, creating opportunities for students to feel capable and connected, referring to and reteaching expected behavior, positioning oneself in the classroom to provide visibility and proximity, and verbally reinforcing positive behavior. The strategies were observed to result in students self-regulating their behavior when appropriate and the teacher providing a 4:1 ratio of positive verbal feedback on student behavior choices.
The document summarizes 5 observed PBIS strategies used by a classroom teacher to promote positive student behavior. The strategies include displaying and teaching rules, creating opportunities for students to feel capable and connected, referring to and reteaching expected behavior, positioning oneself in the classroom to provide visibility and proximity, and verbally reinforcing positive behavior. The strategies were observed to result in students self-regulating their behavior when appropriate and the teacher providing a 4:1 ratio of positive verbal feedback on student behavior choices.
The document summarizes 5 observed PBIS strategies used by a classroom teacher to promote positive student behavior. The strategies include displaying and teaching rules, creating opportunities for students to feel capable and connected, referring to and reteaching expected behavior, positioning oneself in the classroom to provide visibility and proximity, and verbally reinforcing positive behavior. The strategies were observed to result in students self-regulating their behavior when appropriate and the teacher providing a 4:1 ratio of positive verbal feedback on student behavior choices.
Strategy Result Strategy Result Displays, teaches, Asks what or how models rules and questions ("How procedures already in might you solve that place math problem) Creates opportunities Removes for student to feel distractions, capable, connected, reinforcement and contributing Refers to, cites and Gives student reteaches choices when setting rules/expected limits behavior Positions self in Looks to room to provide develop/connect/mai visibility, proximity, ntain relationship and mobility with student Verbalizes positive Promotes student to reinforcement and self-regulate (when encouragement appropriate) Identifies, labels, and 4:1 positive verbal acknowledges feeling feedback on student behavior choices Uses name in Precorrects expected addressing student behaviors before with positive tone specific situations Uses non-verbal Classroom rules communication aligned with effectively instead of schoolwide verbal expectations are created and posted Briefly touches Demonstrates calm, students shoulder or consistent, brief, elbow if appropriate immediate and (trauma aware) respectful error corrections using professional teaching tone and demeanor Uses voice and/or Regularly utilizes vocal intonation to wait time to increase model student self- student opportunity regulation for metacognition. Moves closer to Uses clarification, student to interact redirection (trauma aware) Offers multiple Gives specific opportunities/modal positive behavior ities for student feedback response