Presentation Abstract
Through an interactive presentation the audience will be able to engage in games and activities to take to their classrooms. One example is the “Green Paper” strategy which supports positive behavior in the classroom. This strategy prevented inappropriate behavior in class by focusing on clear and consistent positive expectations through self-correction. This strategy allows the teacher to have two conferences with the students and apply one action plan involving parents to support appropriate behavior in the classroom and at home. It helps the teacher to meet the students where they are and to provide individual supports to help students self-correct.
We promote a positive learning environment by applying a positive attitude every day. We teach the Rebel Way in class. The Rebel Way is how students display behaviors that demonstrate responsibility, respect, and reliability. We provide students with clear expectations in an effort to increase student engagement and success with a defined system of effective and positive interventions which build a positive school climate. Additional strategies to be discussed include:
*Token system: Classroom tickets for work completion and positive attitude. (Thorne & Kamps, 2008)
*Music Friday: It helps us start our day with good energy. (Dinsmore, 2003).
*Ask three before me: This strategy promotes collaboration and a climate of helpfulness and is student-centered. (Phillips & Chen, 2015)
*Collaboration groups: We work in groups of four students and one day each week a student is assigned as team leader.
Dinsmore, T. S. (2003). Classroom management, Clearinghouse, 1-30.
Phillips, W. & Chen, B. (2015). Three-before-me. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida.
Thorne, S. & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem behavior of at-risk students. Behavior Analysis in Practice 1(2), 12-18.
Recommended Citation
Pock, Mariel; Blackmon, Brittany; and Goodman, Janet I., "PBIS Strategies for a Positive Learning Environment in High School" (2019). Georgia Association for Positive Behavior Support Conference. 51.
https://digitalcommons.georgiasouthern.edu/gapbs/2019/2019/51
PBIS Strategies for a Positive Learning Environment in High School
Through an interactive presentation the audience will be able to engage in games and activities to take to their classrooms. One example is the “Green Paper” strategy which supports positive behavior in the classroom. This strategy prevented inappropriate behavior in class by focusing on clear and consistent positive expectations through self-correction. This strategy allows the teacher to have two conferences with the students and apply one action plan involving parents to support appropriate behavior in the classroom and at home. It helps the teacher to meet the students where they are and to provide individual supports to help students self-correct.
We promote a positive learning environment by applying a positive attitude every day. We teach the Rebel Way in class. The Rebel Way is how students display behaviors that demonstrate responsibility, respect, and reliability. We provide students with clear expectations in an effort to increase student engagement and success with a defined system of effective and positive interventions which build a positive school climate. Additional strategies to be discussed include:
*Token system: Classroom tickets for work completion and positive attitude. (Thorne & Kamps, 2008)
*Music Friday: It helps us start our day with good energy. (Dinsmore, 2003).
*Ask three before me: This strategy promotes collaboration and a climate of helpfulness and is student-centered. (Phillips & Chen, 2015)
*Collaboration groups: We work in groups of four students and one day each week a student is assigned as team leader.
Dinsmore, T. S. (2003). Classroom management, Clearinghouse, 1-30.
Phillips, W. & Chen, B. (2015). Three-before-me. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida.
Thorne, S. & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem behavior of at-risk students. Behavior Analysis in Practice 1(2), 12-18.
