School-wide PBS :
Correcting Problem
Behavior & Developing
Self-Discipline
November 15, 2013
Success Sharing
• At your table, think of strategies that have been
successful this year.
• Write strategies using a different piece of paper for
each of these categories:
• Data use and sharing
• Teaching & Acknowledging Expectations
• Buy-in for Students, Staff, Parents
• Leadership Team Effectiveness
• Include school name next to strategy.
Solution Sharing
• Hang strategies on wall under category heading;
Note elementary vs. secondary areas.
• Explore categories where you need additional
ideas.
• Debrief – Have participants ask for follow-up
information on a strategy they are interested in
knowing more about.
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive Relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning
opportunities to teach problem solving strategies
• Developing Self-Discipline
Correcting Problem
Behaviors
Delaware Assessment of Strengths and
Needs for Positive Behavior Supports
(DASNPBS)
• Staff perception survey designed to gain insight &
input of school staff in DE-PBS implementation and
planning
• Aligned to Delaware’s Key Features of Positive
Behavior Support
• 4 sections, 10 items each • School-wide Tier 1 - Program Development and
Evaluation
• Implementing Schoolwide & Classroom Systems
• Developing Self-Discipline
• Correcting Behavior Problems
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Staff response (minor)
• Administrative response (major)
Strategies to Support the Discipline
Process
• Consistent and judicious enforcement of rules
• Awareness of rules and policies
• Referral Form Components
• Classroom vs. Office Managed
• Defining Form Fields
Referral System: Discipline Referral
Form
• Goal: Comprehensive yet easy to complete
• Clarity on the referral form takes the guess work
out of the data entry person’s job
• Clear distinction between major (officemanaged) vs. minor (classroom-managed)
problem behaviors
• Consistent data entry procedure
Ideal Referral Form Components
•
•
•
•
•
•
Student Name
Date
Time of incident
Grade Level
Referring Staff
Location
•
•
•
•
Problem Behavior
Possible Motivation
Others Involved
Administrative
Decision
• Other
Remember to use checkboxes whenever possible
and minimize writing which can be subjective.
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Administrative response (major)
• Staff response (minor)
Consistent & Clear Procedures:
Classroom vs. Office Managed
• Staff should know what problems are officemanaged and what problems are classroom–
managed
• This process must be defined, taught, and
agreed upon with all staff, and must include
definitions for:
• major discipline incidents
• minor discipline incidents
• a continuum of discipline procedures
Staff Managed Behaviors
•Tardiness (on 3rd tardy, enter student into
Response System)
•Non-compliance with staff direction
•Classroom disruption
•Bullying
•Inappropriate language
•Failure to serve teacher assigned reflection
•Unprepared for class
•Leaving the classroom without permission
•Skipping class
•Inappropriate hallway behavior
•Inappropriate computer use
•Inappropriate locker behavior
•Dress code violation
•Throwing objects
•Eating/drinking in class
•Academic dishonesty
•Sleeping in class
•Carrying backpack
•Electronic devices/cell phones (visible and/
or on)
OFFICE MANAGED BEHAVIORS
•Bomb Threat/False Alarm
•Possession of a Weapon/Explosive Device
•Threats of bringing/using Weapons
•Fighting/Physical Aggression
•Physical Assault/Harassment
•Intimidation
•Sexual Harassment/Sexual Offense
•Loitering
•Theft/Burglary
•Verbal Abuse and/or Threat of Violence
•Inappropriate Bus Behavior
•Failure to Identify Oneself
•Truancy
•Vandalism/ Property Damage
•False Fire Alarm or Arson
•Possession/Distribution/Use of OTC
Medication, Controlled Substance, Tobacco, or
Alcohol
•Leaving the Classroom without Permission
•Forgery/Extortion
Activity: Determining Major vs.
Minor Behavior
• Individually, brainstorm problem
behaviors place them in a
category.
• Major
• Minor
• Need more Thought & Discussion
• Compare lists with team
members. How do you differ?
Why do you differ? Are you on
the same page?
• Make plan to dialogue with
fellow staff, problem-solve
around behaviors for discussion,
and develop a finalized list.
Appropriate Definitions of
Problem Behaviors
• Develop a clear set of definitions for all categories on
the office discipline referral form
• Problem behaviors must be operationally defined
• Once behaviors are defined, all faculty, staff,
administration, students and families will need to be
trained on the definitions
• All problem behaviors are covered and none of the
definitions overlap
• Consistent definitions make data collection much more
accurate and reliable
Defining Behaviors – Minor Examples
Minor Behaviors
Definition
Inappropriate verbal language
Student engages in low intensity
instance of inappropriate
language
Defiance/ disrespect/ noncompliance
Student engages in brief or lowintensity failure to respond to
adult requests
Tardy
Student arrives at class after the
bell (or signal that class has
started).
Defining Behaviors – Major Examples
Major Behaviors
Definition
Disruption
Behavior causing an interruption in a class or
activity. Disruption includes sustained loud
talk, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or
sustained out-of-seat behavior.
Harassment/Bullying
Student delivers disrespectful messages
(verbal or gestural) to another person that
includes threats and intimidation, obscene
gestures, pictures, or written notes.
Disrespectful messages include negative
comments based on race, religion, gender,
age, and/or national origin; sustained or
intense verbal attacks based on ethnic origin,
disabilities or other personal matters.
Activity: Webster Time
• Make a group of 2-3 team members
• Pick a problem behavior (subjective in nature) from your
ODR form, or a behavior for discussion
• Operationally define the problem behavior
• When cued, pass the draft to another group at your table
• Revise, or ask questions if something is not clear
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
No
Find a place to talk
with student(s)
Yes
Is the behavior
major?
Ensure safety
Problem Solve
Write referral &
Escort student to
office
Determine
consequence
Problem solve
Follow procedure
documented
Determine
consequence
Follow documented
procedure
Etc.
Adapted from procedure 2.0 A. Todd U of Oregon
Etc.
Define Behavior Expectations
Model Appropriate Behavior
Use the following teacher
consequences:
(Must be documented prior to writing
office referral for Teacher Managed
Behaviors.)
Parent contact is a MUST!
1st Offense:
Observe Problem Behavior
NO
Decide: Is the behavior office
managed?
Teacher Managed Behaviors
YES
Office Managed Behaviors
Student/Teacher Conference
(Warning)
2nd Offense:
Teacher
determined
consequence (i.e.
lunch or after-school
detention, seat change,
loss of privilege)
3rd Offense:
Teacher
determined
consequence+
Parent Contact
•Language
•Minor Insubordination
•Lateness
•Calling Out
•Minor Throwing
•Non-Performance or Refusing to Work
•Preparedness
•Minor Dishonesty
•Disrespect
•Disruption
•Inappropriate Tone or Attitude
•Dress Code Violation (send to the
office)
•Food or Drink
•Gum
•Running in the Halls/Horseplay
4th Offense: Office
Referral
Per Marking Period
•Chronic Minor Infractions (x3)
•Failure to Comply with Teacher
Consequences
•Cell Phone(confiscate)
•Fighting or Aggressive Physical
Contact
•Profanity Towards Teacher
•Major Insubordination
•Weapons
•Harassment
•Bullying
•Academic Dishonesty
•Skipping Class
•Drugs/Alcohol
•Smoking
•Vandalism
•Theft
• Threats
•Gambling
•PDA
Write referral to the office
Administrator
Restates Behavior
Expectation with
Student
+
Administrator
Issues Appropriate
Consequence
+
Administrator
Contacts Parents
+
Administrator
Provides Teacher
Feedback
Activity: Response Procedures
• Individually, draft your
current response
procedures based on your
experience (e.g, as teacher,
as administrator, etc.)
• When cued, please share
with other team/table
mates to look for
consistency & differing
procedures/responses
• Discuss steps for
developing school-wide
systems for response
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Administrative response (major)
• Staff response (minor)
Key Feature
• Recognize the critical importance of correcting
misbehavior using a combination of evidencebased techniques for increasing appropriate
behavior and decreasing use of inappropriate
techniques.
Disciplinary encounters: 2-part
problem solving process
• Part 1 focuses how the student might think and
act differently
•
Student centered: Guided by problem solving with
student.
• Part 2 focuses on what the teacher or school
should do, beyond punishment, to prevent the
problem behavior from recurring and to foster
self-discipline.
•
Teacher (or school) centered: Guided by changes in
the student’s environment.
Part 2 - Preventing Reoccurrence
of Problem Behavior
Possible Prevention Interventions
Providing Choices
Transition Supports
Environmental Supports
Curricular Modification (eliminating triggers)
Adult Verbal Behavior (just be nice)
Classroom Management
Increase Non-Contingent Reinforcement
Setting Event Modification
Opportunity for Pro-Social Behavior (peer support)
Peer Modeling or Peer Reinforcement
Table adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012
Staff-Managed Behaviors
General Reminders
• Be consistent – Have classroom expectations and routine response
when expectations are not met
• Active Supervision – Continuously scan for appropriate and
inappropriate behaviors
• A calm immediate response – respond in a composed voice tone an
volume to minimize continued misbehavior and not escalate
• Specific, yet brief – Use specific description of inappropriate
behavior and restate expectation. Be concise and move on.
• Quiet, respectful contact with the student. – Use proximity to be
private and respectful; preserve relationship
• Refocus class if needed – Student focus is to be on activity and not
correction interaction; staff response should not differ from
academic correction to preserve respect for student and learning
environment
http://pbismissouri.org
Managing and Responding to
Minor Problem Behavior
Managing Minor Behavior
Responding to Inappropriate Behavior














Proximity
Nonverbal cue
Ignore/Attend/Praise
Restitution
Review routine
Change activity

Re-direct
Re-teach
Provide Choice
Student conference
Increase Group/Individual teaching
Home contact
Arrange for role/play practice
Restrict privileges (seating
arrangement, etc.)
Behavior planning, contract
Activity – Classroom Behavior
Strategies
• Refer to “Dealing with Problem Behaviors” worksheet
• List common behavior problems occurring in your classroom
(left column) and brainstorm strategies to respond to these
problem behaviors
Part 1 – Student Centered
Support in Discipline
• Focus on how the student might think and act differently
• Support student in understanding impact of their
behavior
• Discuss student supports needed to succeed
• Strategies to support problem solving with student
• Student reflection (written and/or discussed)
Reflective Action Plan
This Reflective Action Plan is written to help
_________________ (student’s name) to be responsible for his
own behavior and not to_____________________ (the
problem behavior).
This is why I did it:
___________________________________________
It is understood that there are several good reasons why it is
important not to _________________ (the problem behavior).
They are:
The punishment this time is: ___________________.
The punishment next time will be: __________________.
What are 3 more good reasons why this behavior is wrong?
______________________________________
______________________________________
______________________________________
To correct or fix the problem now, ___________ I will:
__________________________________________________
Instead of doing the same thing next time, _______________, I will:
Think this: _________________________________________
Do this: ___________________________________________
Please check one of the following:
__ I need to be taught or shown how to do this.
__ I already know how to do this.
Other than not getting into trouble again, here’s why it is important
not to do what I did before and instead do the following:
__________________________________________________
Here’s what others might do to help me:
_____________________________________________________
Social Behavior Map
• Strategy developed by Michelle Garcia Winner of Social
Thinking®
• Helps students learn to connect how his or her behavior
impact how others think and feel, and the consequences that
arise.
• Connects how students feel about themselves
• Used to map out behaviors that are either expected or
unexpected
• Can be used for a variety of behaviors like working in a small
group, time between classes, going to a party, or watching an
assembly program
• Focus is on the expected side of the map to teach and
reinforce students for using expected behaviors
www.socialthinking.org
www.socialthinking.org
Activity: Problem Solving Practice
• Divide into groups of 2-3
• Determine the following roles
• Educator
• Student
• Observer (if team has 3)
• Select index card with behavior scenario
• Educator to facilitate discussion with student using
resources
• Reference:
• Form 10.1 “Multiple ‘Tests’ for Guiding Behavior and Decision
Making”
• “Problem Solving Questions”
Reminder - Disciplinary encounters:
2-part problem solving process
• Part 1 focuses how the student might think and
act differently
•
Student centered: Guided by problem solving with
student.
• Part 2 focuses on what the teacher or school
should do, beyond punishment, to prevent the
problem behavior from recurring and to foster
self-discipline.
•
Teacher (or school) centered: Guided by changes in
the student’s environment.
Key Feature Status Tracker
• Prevention: Implementing School-wide &
Classroom Systems
• Correcting Problem Behaviors
• Status
• Discuss as a team if components are:
• In Place, Partially in place, Not in Place
• Action Plan
• Discuss as a team the items Partially in place or
Not in Place
• Note activities to be completed, who will do
them and when
Developing SelfDiscipline
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning
opportunities to teach problem solving strategies
• Developing Self-Discipline
Self-Discipline is more than learning
concrete behaviors
“…teachers often think of school demands in fairly simple and
concrete terms: paying attention in class, making comments in a
discussion, talking with friends in the cafeteria, filling in answers
on a worksheet.
But demands like these actually represent a considerable range
of behavior that students must learn to negotiate proficiently. To
perform well in school, students must be able to moderate and
shape their behavior to fit changing circumstances, to judge the
effects of what they do, and to determine the proper times and
places to display their actions. They must also be able to
persevere in their behavior, weigh alternative ends, track
progress toward desired outcomes and draw incentive from
both the immediate and the long term results of their
performance.”
(Dennis Knapczyk, 2004, emphasis added)
Mini-Films
http://www.whocaresaboutkelsey.com/about/the-mini-films
Latoya Fletcher
Latoya Fletcher, an inmate at the NH
State Prison for Women, discusses
the life events and school
circumstances that led her into the
juvenile justice system, and what
type of interventions might have put
her on a different path.
DE Assessment of Strengths
and Needs:
• Developing Self-Discipline
PBS Key Feature
• Schools recognize the importance of developing selfdiscipline, implementing evidence based programs in
character education and social and emotional learning,
and/or infuse lessons throughout the curriculum that teach
social-emotional competencies.
DE’s approach to SWPBS
• Although similar to the SWPBS approach found in many other
states, Delaware’s approach (DE-PBS) places much greater
emphasis on integrating common features of SWPBS with
those of the Social and Emotional Learning approach (SEL; see
www.CASEL.org).
• In integrating these two popular approaches, the primary goal
of DE-PBS is to create safe and caring learning environments
that promote the social-emotional and academic
development of all children.
Approach
Components of Comprehensive
School Discipline
Traditional
SWPBS
SEL
Weakness
Strength
Preventing behavior problems
Strength (more so for
immediate
environment)
Strength (more
lasting effects)
Correcting behavior problems (shortterm goal)
Strength
Weakness
Addressing Tier 2 and 3 Needs
Strength
Weakness
Bullying and Self-Discipline DE-PBS
Inservice, 12 14 2012
Developing the social and emotional
competencies of self-discipline
What does the research say
regarding integrating the two
approaches?
In the areas of school discipline, classroom management,
and childrearing, the best approach is that of Authoritative
Discipline (combination of structure and support), which
blends strategies of SEL and SWPBIS
• Best for achieving compliance
• Best for promoting self-discipline and resilience
• Best for effective prevention and correction
• Best for school climate
• Best for preventing bullying
Brief Definition of Self-Discipline
Self-discipline is the ability to take
responsibility and ownership for one’s
behavior.
(Dennis Knapczyk, 2004)
What is Self-Discipline?
Consists of 5 key Social and Emotional Learning
skills:
• Self-management skills
• Social awareness and empathy
• Social connectedness and relationship skills
• Responsible decision making
• Positive sense of self
What is Self-Discipline?
• Consists of each of the social and emotional skills,
but especially:
• Responsible decision making at school, home,
and in the community
• Self-management of emotions and behavior, and
doing so under one’s own volition.
• Connotes the critical notion of internalization, as
seen in
• Committed compliance or willing compliance
Often used interchangeably with:
• Autonomy
• Self-determination
• Responsibility
• Self-regulation
• Self-control
Used to remind educators that there is more to school
discipline than the use of discipline.
LONG-TERM goal!
It’s not just what you see (observed behaviors),
but about how children:
Think
Feel
Act
How children behave in your absence is more
important than how they behave in your presence
or when punishment and rewards are not highly
salient.
School Climate’s
Relationship
with Bullying
(and SelfDiscipline) is
RECIPROCAL
Thus, improving school climate is likely to
reduce bullying and develop self-discipline,
and vice versa
Incorporating Self-Discipline in Your SW
PBS Framework
1) Relationship building
2) School-wide policies and
activities
3) Student decision making
4) Corrective Procedures
5) Social and Emotional
Curriculum
6) Strategic Use of Praise and
Rewards
1. Relationship Building
Not only do students like teachers who are caring,
respectful, and provide emotional support, but
when those qualities are found students also show
increased:
• school completion, academic engagement, and
academic achievement
• peer acceptance
• motivation to act responsibly and prosocially
• subjective well-being
Mini-Films
http://www.whocaresaboutkelsey.com/about/the-mini-films
Nicole Kasinskas
Nicole Kasinskas, an inmate at the
NH State Prison for Women,
discusses the life events and
circumstances that led her into the
juvenile justice system, and what
type of interventions might have put
her on a different path.
Mini-Films Reflection
Activity
• Read the reflection questions and
select two to discuss in groups of 3-4
at your table
• Think about how you can use these
clips or other similar material to
facilitate discussions at your school
Student-Student Relationships
Students with positive peer relationships experience
greater:
•
•
•
•
academic initiative and achievement
liking of school
school completion
self-esteem
They experience less:
•
•
•
•
school avoidance
depression
delinquent and aggressive behaviors
bullying
Student-Student Relationship
Building
• Positive relationships with others. Positive
relations with others are expected, taught, and
encouraged and planned opportunities (e.g.,
extracurricular activities, class meetings,
structured recess activities) are provided to
develop positive relationships.
School Climate Data
Student-Student Relations (4 items)
• 11. Students are friendly with each other.
• 16. Students care about each other.
• 30. Students treat each other with respect.
• 31. Students get along with each other.
School Climate Data
Student-Student Relations
4.00
3.50
3.00
2.75
2.69
2.75
2.50
2.00
StudentStudent
Relations
1.50
1.00
0.50
0.00
2012-13 (N= 165)
2011-12 (N=164)
2010-11 (N=160)
2. School-wide Policies and
Activities
• Mission Statement & SW behavioral expectations include
the goal of developing self-discipline (character
education, social & emotional learning, caring, or social
responsibility)
• Self-discipline is emphasized in behavioral expectations
and rules. At the schoolwide and classroom levels, the
importance of self-discipline is highlighted, such as the
importance of regulating and accepting responsibility for
one’s actions, respecting others, helping others, and
exerting one’s best effort.
2. School-wide Policies and
Activities, Continued.
• In community service or service learning activities that
involved students in multiple classes (e.g., food drive,
visits to senior citizen center)
• School assemblies
• Morning announcements & public displays of
information
Team Time
Take 2 minutes to answer questions…
• Do our SW Expectations highlight self-discipline?
• How can we highlight these when teaching the
expectations?
Service Learning Brainstorm
Complete the “Service Learning Brainstorm” sheet with
team
Think about the following:
• What activities currently take place?
• How are they tied in with SWPBS?
• Do students participate in discussions about the impact
of these activities?
• Are students involved in the planning and execution of
these activities?
3. Student Involvement in Decision
Making
• The school principal meets regularly with students
to discuss current school-wide issues and involves
them in decisions about the welfare of the school.
• Student council/government, SWPBS student group,
other groups representing the student body
• Teachers across grade levels create opportunities
for students to be active decision makers
Students reviewing data
• Involve students in reviewing school data and generating
solutions.
• Remember to first ask students what they can do
differently to make things better.
• Next ask what students think teachers and other adults
can do to help.
Dream School
• Refer to “Ideal School Activities” handout
• Activity to gather information on students’
perspective and to provide them with an
opportunity to participate in action planning for
the school
4. Corrective Procedures
• Administration and staff view correction not just
as use of punishment but also as opportunity to
help develop social & emotional problem
solving/decision making skills of self-discipline.
• Systematic behavioral reflection including impact
of behavior on self/others & action planning for
positive change with discussion of supports needed
for positive choice making
5. Social and Emotional Curriculum
• Social Emotional Lessons are infused throughout
the school curriculum to promote the
development of thoughts, feelings, and
behaviors associated with responsible behavior.
5. Social and Emotional Curriculum
• Specific SEL lessons are regularly provided to all
students (e.g., Second Step, www.casel.org)
• Are staff aware of what is taught in these lessons? If
not, how can they be included?
• How can these lessons be tied into daily classroom
activities?
5. Social and Emotional Curriculum
• Curriculum activities in language arts and social
studies highlight the general importance of
empathy, perspective taking, and social and
moral problem solving.
• How can you incorporate social-emotional learning
into your lessons?
• Not just about lesson content – also method of
delivery
Activity: Incorporating SEL in
the Curriculum
• Refer to the “Social-Emotional Learning in the
Curriculum” handout
• Review and complete worksheet with team and consider
how social-emotional learning can be incorporated into
your current curriculum
6. Strategic Use of Praise and
Rewards
• Praise and rewards are used strategically to
recognize and reinforce social and emotional
competencies that underlie prosocial behavior.
• For example, students are routinely recognized
with praise and rewards for demonstrating
empathy, caring, responsibility, and respect.
Effective Ways to Praise and
Acknowledge
• Focus on the message
• Emphasize the informative rather than controlling
function of praise and rewards
• Highlight the student’s specific achievement
demonstrated toward the achievement
• Link the behaviors to underlying thoughts, emotions,
and dispositions
• These may include: feelings of pride, empathy,
autonomy, responsibility, caring, kindness,
trustworthiness, etc.
• Highlight the future value or usefulness of the behavior
• Link the behaviors to underlying thoughts,
emotions, and dispositions that that you hope to
develop and to attributions of self-discipline.
•
•
•
•
•
feelings of pride
empathy
autonomy
responsibility
caring, kindness, trustworthiness, and so forth
• Most of all: Avoid teaching students that the only,
or most important, reason to act in a morally and
socially responsible manner is to earn rewards or
to be praised.
Examples of recognition
“ Great! You should feel really proud of yourself
for working so hard.”
“I’m giving you a reward, but I know that you
would help Carrie even if you didn't’t receive a
reward because you care about others.”
“The reason I’m giving the class 15 minutes of
free time is because you demonstrated
responsibility yesterday by being so well
behaved when a substitute was here.”
More examples…
“That’s terrific that you were able to control your
anger when teased by Jerome. That’s an
important skill that will help you keep friends (and
avoid being sent to the office ”).
“Great! You must have stopped and thought about
how your behavior might affect others.”
Remember, use acknowledgements that emphasize
the informative rather than the controlling function
of praise and rewards
• Do NOT say:
•
“I will give you a sticker if you finish
your work.”
•
“If you behave, you will get a _____.”
•
“You get a token because I caught you
being good.”
Re-cap of Effective Ways to Praise
and Acknowledge
• Focus on the message, not the reward
• Highlight the student’s specific achievement and efforts
demonstrated
• Link the behaviors to underlying thoughts and emotions
such as:
• feelings of pride, empathy, autonomy, responsibility, caring,
kindness, trustworthiness, etc.
• Highlight the future value or usefulness of the behavior
Look at handout in resource packet
and come up with responses for
examples:
• A student stands up for or comforts a peer who is being
bullied, what would you say or do to recognize the
student?
• A struggling student has turned in her homework every
day this week. What feedback would you give her?
• Kathy calls Lisa a name and instead of responding, Lisa
walks away. What would you say to that student?
More Examples
• Your class remains quiet and respectful during a school
assembly. How could you acknowledge their good
behavior?
• Charlie gets a perfect score on his spelling test for the
first time all year. What might you say to him?
• You spot one student praising another. What could you
say to recognize that student?
Key Feature Status Tracker
• Prevention: Implementing School-wide &
Classroom Systems
• Developing Self-Discipline
• Status
• Discuss as a team if components are:
• In Place, Partially in place, Not in Place
• Action Plan
• Discuss as a team the items Partially in place or
Not in Place
• Note activities to be completed, who will do
them and when
“What the Worlds Greatest Teachers Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.
• Create working environments where students:
• 1. Know what is expected
• 2. Have the materials and equipment to do the job
correctly
• 3. Receive recognition each week for good work.
• 4. Have a supervisor who cares, and pays attention
• 5. Receive encouragement to contribute and improve
• 6. Can identify a person at work who is a “best friend.”
• 7. Feel the mission of the organization makes them feel
like their jobs are important
• 8. See the people around them committed to doing a
good job
• 9. Feel like they are learning new things (getting better)
• 10. Have the opportunity to do their job well.
Thank you!
• WWW.DELAWAREPBS.ORG
• http://wordpress.oet.udel.edu/pbs/correcti
ng-problem-behaviors/
• http://wordpress.oet.udel.edu/pbs/develo
ping-self-discipline/