Behavior
Positive Behavior Intervention and Supports (PBIS) is a program that has been adapted and implemented not only in our classroom but in the entire school. The goal of this program is to provide a system for teachers/staff when dealing with behaviors. When students do not know how to add or subtract, we teach them. When a student misbehaves we..... The program helps teachers reinforce students' positive behaviors as well as create consistent school wide expectations.
Students receive a Penn Paw for meeting the expectations at Penn. The Penn Paw can be given by any staff member at any point throughout the day. The staff member provides the student with a Penn Paw as well as explicitly explaining what the child is doing to be positively reinforced. For example, little Susie is walking down the hall with her hands at her side. A staff member may hand little Susie a Penn Paw and say, "Thank you for having your hands at your side while walking down the hallway. That shows responsibility."
Below you will find some matrixes that help explain the expectations at Penn Elementary.
School Wide Expectations
Mr. F's Classroom Expectations
In my classroom we use a behavior chart to manage behaviors. Each student starts on green at the beginning of the day. During the day, if a student has a hard time following an expectation in the classroom, he/she will move to the next color on our chart. Each color has a consequence for not meeting expectations in the classroom. Please read below to find out what each color represents.
***Also, in each student's communication folder is a stamp chart. Each day your child will receive a stamp if he/she ended the day on green. If your child did not end on green, a check mark will be made in the same color that he/she ended on at the conclusion of the day.
***Students may also move back up the chart by showing that he/she is meeting the expectations in the classroom. So if a student moved to yellow in the morning but is showing positive behavior for the rest of the day, he/she may move back to green by the end of the day.
| Green---results from meeting expectations consistently.
|
|
| Yellow---will result in not meeting an expectation. No consequence. This serves as a warning for students.
|
|
| Red---will result in repeatedly not meeting expectations. Students will owe me 5 minutes of their recess at which point we will discuss what expectation was not met as well as what our plan will be to prevent the same consequence in the future.
|
|
| Orange---will result in not meeting an expectation after already being on red. The consequence is a loss of a recess at which point we will discuss what expectation was not met as well as what our plan will be to prevent the same consequence in the future.
|
|
| Blue---will result in not meeting expectations consistently after several redirections and reminders. The consequence is a meeting with the principal as well as a discussion with the parent. The student will lose recess for the remainder of the day as well as work with the teacher to formulate a plan/goal to prevent future occurrences of moving to blue.
|
The main goal of our behavior chart is to manage individual student behaviors. The marbles are used as a tool to manage whole class behaviors. We have a class marble party jar that we can earn marbles for each day. When the whole class is meeting expectations, marbles may be added to our party jar as well as a verbal reinforcement of the positive behavior will be made.
**One "gotcha" to our class marble party jar is that we can also lose marbles from our party jar. Throughout the day, if the entire class is not meeting expectations as a whole, marbles can be removed.
While the behavior chart helps hold individual students accountable, there are times that the whole class needs to be positively reinforced for meeting expectations. This is the main purpose of our marble jar.