Biography of Primary Presenter
Courtney Mulkey graduated from Kennesaw State University earning a Master's Degree in Early Childhood Education and a certification for Gifted Education. She is currently the PBIS Coach at Lilburn Elementary, a Title 1 school in Gwinnett County. She has had the privilege of attending Gwinnett County Schools from K-12 grade and is a current second grade teacher.
Sherry Ferguson graduated from The University of Georgia with a Specialist degree in Education with a focus on guidance and counseling and holds a Master's degree from The University of West Georgia in Education with a focus on guidance and counseling. Sherry attended Gwinnett County Public Schools Kindergarten through Twelfth grade graduating from Duluth high School. She is currently is a professional school counselor at Ferguson Elementry located in Gwinnett County and is one of the school's PBIS co coaches.
Kim Neal is originally from Detroit, Michigan where she received a Bachelor’s degree from Wayne State University in Elementary Education. Kim holds a Specialist degree in Curriculum and Development from Liberty University and a Master’s degree from Central Michigan University. After moving to Georgia she has worked in Gwinnett County Public Schools. Kim currently is an ESOL teacher at Ferguson Elementary and is one of the school’s PBIS co-coaches.
Presentation Abstract
This presentation focuses on the best practices for establishing and maintaining a PBIS operational school as well as the research that supports how to make PBIS work effectively in the classroom. We will investigate the four goals of misbehavior and analyze the difference in praise and encouragement. We will explore ways to increase instructional time while decreasing negative behaviors in the classroom. Testimonies from Meadowcreek Cluster teachers about various classroom management strategies, such as Class Dojo, will be reviewed. Class Dojo tracks positive and negative behaviors for individual students, groups of students, and the class as a whole. From the data collected teachers, parents, and students are able to target the behaviors that need improvement as well as address the behaviors in a positive manner. Lastly, teachers will have the opportunity to see research that depicts the effects of specific and individualized praise, positive behavior rewards, and building relationships with students.
Recommended Citation
Mulkey, Courtney L.; Ferguson, Sherry L.; and Neal, Kim, "How to Make PBIS Work Effectively in Your Classroom" (2016). Georgia Association for Positive Behavior Support Conference. 2.
https://digitalcommons.georgiasouthern.edu/gapbs/2016/2016/2
How to Make PBIS Work Effectively in Your Classroom
This presentation focuses on the best practices for establishing and maintaining a PBIS operational school as well as the research that supports how to make PBIS work effectively in the classroom. We will investigate the four goals of misbehavior and analyze the difference in praise and encouragement. We will explore ways to increase instructional time while decreasing negative behaviors in the classroom. Testimonies from Meadowcreek Cluster teachers about various classroom management strategies, such as Class Dojo, will be reviewed. Class Dojo tracks positive and negative behaviors for individual students, groups of students, and the class as a whole. From the data collected teachers, parents, and students are able to target the behaviors that need improvement as well as address the behaviors in a positive manner. Lastly, teachers will have the opportunity to see research that depicts the effects of specific and individualized praise, positive behavior rewards, and building relationships with students.
