PBIS at Millbrooke
We will be like Max the Mountain Lion and ROAR….
- Awesome Attitude
Behavior and Classroom Management
PBIS systems are based on the philosophy that students need to be taught what the expected behaviors are and how to demonstrate them. It provides the framework for a common approach so students and staff clearly understand the behavioral expectations in the different locations in school. The behavior expectations that are taught and acknowledged are more likely to continue in the future. (http://www.altoona.k12.wi.us/schools/middle/pbis/PBISFAQs.pdf)
Effective classroom management and preventive school discipline are essential for supporting teaching and learning. PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students.
Most students will succeed when a positive school culture is promoted, informative corrective feedback is provided, academic success is maximized, and use of pro-social 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.
Recognitions and Rewards
Why recognize good behavior?
Behaviors which are acknowledged are more likely to be repeated while those which are ignored are less likely to reoccur. If staff wants students to demonstrate common acts of responsibility and respect, they will need to acknowledge those behaviors when they occur. Good behavior should not be taken for granted.
The difference between recognition and bribery
Bribery or coercion is an attempt to influence or persuade someone to produce a desired behavior that hasn’t happened yet. On the other hand, an acknowledgement or reward reinforces the continuation of a desired behavior that has already happened. The purpose of praise is to reinforce and increase positive behavior with student knowledge. This acknowledgement helps clearly describe and define expectations so that students can successfully meet them and repeat them. Praise should always be given in an open and honest format. By providing behaviorally specific praise linked to already established expectations, staff assists students in the process of understanding and monitoring their own behavior.
Promoting intrinsic motivation
When a message that recognizes a student’s efforts as being responsible for success is given with a reward, intrinsic motivation will actually be strengthened. Tangible rewards should always be accompanied with social rewards such as verbal praise or positive regard. By clearly linking student behavior to a positive outcome, intrinsic motivation is actually increased and strengthened. This is a positive and specific way for students and staff to interact.