A Crowded Classroom Newsletter
Campus Behavior Information from PBIS to CPI and RTI for Bx
Tier 1 Supports
1. A schedule is the Big Picture.
2. It should be written in blocks of time for classroom activities
3. It is a General Sequence of events.
4. Schedule should be simple, but specific enough that students know what is next:
- Circle Time
- Math Centers
- Math Workshop
- Reading Centers
- Writing Workshop
- Social Studies
5. Schedules are predictable patterns that support students social and emotional well being by:
- helping them feel secure
- helping understand expectations
- reducing behavior issues
- increase rates of engagement
6. Schedules should be a good balance of activities:
- active v quiet
- large v small group
- indoor v outdoor
- student v teacher directed
- While you are not in complete control of the events of your day, you can control most of these variables within your assigned blocks of time.
7. PK - 1st grade students benefit from visual schedules because many cannot read yet:
- Visuals take the guesswork out of knowing what’s next
- Visuals can be familiar icons for activities - swings for recess, food tray for lunch
- Visuals can also be actual photos of the event or activity - it's best when the pictures
- are of student in the classroom participating in the activity appropriately.
A free printable schedule can be found at https://www.teacherspayteachers.com/Product/Schedule-Cards-The-First-Grade-Parade-298601
Setting clear classroom behavior expectations has been proven to make concentrating and teaching in the classroom easier; research has shown that classrooms in which educators have set clear behavior expectations experience nearly 30% fewer disruptions than classrooms in which teachers have not set expectations.
Expectations should be:
1. Clearly Defined Consistent Limits.
2. Positively stated.
3. Operationally defined - Observable & Measurable
4. According to PBIS.org , 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate (of the school) are best.
5. Aligned with campus expectations, if possible. For example, your campus slogan is: “we are responsible, respectful, cooperative, and appreciative of others.” Class rules should support what it looks and sounds like to be all of these things in the classroom.
6. Posted in a highly visible location in the classroom.
7. Referenced when reminding students of expectations.
Whole Class Expectations for all day:
- Quiet Mouth
- Pockets in Chair
- Eyes on Speaker
- Hands to Yourself
- Listening Ears
Carpet/Morning Meeting Expectations posted where students can see them on the carpet.
So they know what it looks like to do what you’re asking.
- Eyes on the speaker
- Pockets on your dot
- Hands in your lap
- Bubble in your mouth
- Listening respectfully
Expections for Entering the Classroom:
- Put away backpack
- Choose your lunch option
- Start morning work at desk
- From carpet to table
- From table to carpet
- Line up – straight, silent, still
- Hallway – on the line, silent, eyes forward
- If your school has posted expectations...know them, teach them, use them.
More information on expectations check out this blog post: https://acrowdedclassroom.wordpress.com/2017/10/12/positive-behavior-supports-expectations/
Dry Erase Daily Schedule on White board
Pocket Chart Daily Schedule in 1st Grade
Laminated Daily Schedule
see the schedule link to find a free version of this one on TpT
This is from a 4th grade class that transitions to different teachers throughout the day.
End of Day Expectations/ Routine
Classroom Rules/ Expectations
students helped to create this list of what each attribute looks like.
The keys to de-escalation include:
1. Be empathic and non-judgmental: - try not to judge or discount their feelings.
2. Respect personal space - stand at least a foot and a half away from them. Allowing this persona space can reduce anxiety and prevent escalation of behavior.
3. Use non-threatening non-verbals - your tone of voice, facial expressions, and body language say a lot more than you may think. They should convey no emotion.
4. Avoid overreacting - remain calm, rational and professional.
5. Focus on Feelings - facts are important, but in the moment the most important thing is their perception of the situation. As you may have heard "perception is reality" in that moment.
6. Ignore challenging questions to prevent a power struggle. Bring their focus back to the issue or task.
7. Set limits. Keep it simple and clear. Offer choices.
8. Choose your demand wisely. You want to maintain the intent of the original demand, but be flexible and offer options.
9. Allow silence for reflection. Sometimes students need a minute to process the demand and the choices that have been offered.
10. Allow time for decisions. Setting a timer and giving them a minute or two to make the decision to comply if often the key to success.
For more information on de-escalation strategies click on the following links:
I am a certified CPI trainer. If you every have questions about any of these strategies or other CPI supports, please feel free to contact me.
Video on the importance of relationship and rapport building in our classrooms
This fall we will be adding another 6-8 campuses to this list, including Lakeview, Nance, Peterson, Haslet, Justin
For more information on PBIS check out this link: https://www.pbis.org/school/swpbis-for-beginners
Video on the Good Behavior Game
RTI for Behavior Info
You will need to log in to the district website to access this material.
Monday - CPI training, Itinerant Staff Meetings, Collaboration with other BI's and the RTI Coordinator. (I am available on some Monday afternoons by appointment. Just ask! )
Tuesday AM - Beck Tuesday PM - Lakeview
Wednesday AM - Granger Wednesday PM - Beck
Thursday AM - Lakeview Thursday PM - Granger
Friday - some CPI training, but otherwise I am on campus by appointment or where needed most.
Rhonda Hardisty - Behavior Intervention Specialist
Follow me on Twitter or on my blog!