Week of Nov. 18-22
Vergie Opdycke-For picking up our FFVP tastings for the kindergarten classes! Nominated by Katie Millard
Coleen Marney-For trying a parallel teaching lesson with my afternoon class and her class combined. it was a fun experience for students and teachers. Nominated by Katie Millard
Lana DeHoff and Jackie Johnson-They helped my kiddos (and Teresa's) to select books appropriate for summarizing projects we are doing in our classrooms. They saved us a lot of time by helping the kids pick out books and sporting what we are doing in the classroom! Thanks Jackie and Lana! Nominated by Colby Heckathorne
Students from Hey and Dondzila teamed up to make Thanksgiving cards for the senior citizens which Ms. Henderson will deliver.
Technology Integration--I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom
PBIS-Can I still discipline students?
This is one of the most frequent asked questions regarding PBIS. The simple answer is yes, use common sense. The goal is to use positive reinforcement and recognize good behavior instead of always punishing bad behavior. However, if you see inappropriate behavior, it needs and should be addressed. Explain to the student that they are not being respectful, responsible, or safe and then reinforce the expectations of the setting. The explanation below is what you'll find on many PBIS websites.
Although PBIS has no specific restrictions on the use of consequence-based strategies designed to reduce serious problem behavior, teaching-oriented, positive, and preventive strategies are emphasized for all students, to the greatest extent possible. The emphasis is on the use of the most effective and most positive approach to addressing even the most severe problem behaviors.
Most students will succeed when a positive school culture is promoted, informative corrective feedback is provided, academic success is maximized, and use of prosocial skills is acknowledged.
When student problem behavior is unresponsive to preventive school-wide and classroom-wide procedures, information about the student’s behavior is used to (a) understand why the problem behavior is occurring (function); (b) strengthen more acceptable alternative behaviors (social skills); (c) remove antecedents and consequences that trigger and maintain problem behavior, respectively; and (d) add antecedents and consequences that trigger and maintain acceptable alternative behaviors.