Positive Behavior Support (PBS) Matrix

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1 Bryan D. Walters PBS Matrix Assignment EDSP 580 Classroom Management March 15, 2016 Positive Behavior Support (PBS) Matrix School Expectations Respect Yourself, Others & School Property Personal Responsibility Be Safe Classrooms Hallways Cafeteria Assembly Areas Buses Raise Your Hand Honor Personal Boundries Follow Adult Direction Honor Personal Boundries Respect School Property Use Appropriate Volume Wait Your Turn Orderly Entrance & Exit Use Appropriate Language Be Polite & Courteous Clean Up After Yourself Stay With Your Group Advocate For Yourself Walk at an Appropriate Pace Remain Seated Until Excused Be Attentive to the Activity Respect Others Keep It Clean Use Good Manners Be Positive and Polite Be Prepared Make Timely Transitions Leave Tables Cleaner Then Found Stay With Your Group Be On Time Lockers: Use & Lock Them Be On Time Get There on Time Complete Assigned Work Get a Pass When Needed Leave Area Only with Permission Store Personal Belongings Follow Directions Know the Shortest Routes Treat Food Properly Participate Be Accountable & Safe Pass & Stay To The Right Recycle Trash Appropriately Maintain Proper Volume Follow Classroom Rules Move with Flow of Traffic Be Patient Listen For Directions Move Directly to Your Seat Walk to the Right Walk Slowly Enter & Exit Properly Report Any Accidents or Spills Walk Slowly Report Accidents or Spills Be Courteous Keep Hands and Feet to Yourself Wear Appropriate Shoes Orderly Entrance & Exit Move with Flow of Traffic Know Location of Safety Gear Report Accidents or Spills Use Good Manners - Eat Safely Dress Appropriately Manners - Wait Your Turn Follow Adult Directions Honor Personal Boundries Use Appropriate Language Use Appropriate Volume Be On Time Getting On Or Off Know Emergency Procedures Keep Food & Beverages Stored Keep the Bus Clean Manage Your Belongings Follow Adult Direction Honor Personal Boundries Respect the Bus Driver Remain Seated Until the Bus Stops Orderly Entrance & Exit Ways to Strive for Excellence Everyday: See Education as an Opportunity Face Each Class with an Open Mind Focus on Your Best Help Others When Needed and Be Patient Volume Levels: 0 Silence 1 - Whispering 2 Quiet to Normal Conversation Voice 3 Outside Voice: Talking or Cheering

2 Classroom Expectations: Be On Time Lesson Plan #1 Goal: Students will understand that being on time means that they are in the classroom, in their seats and ready to begin the lesson when the period bell rings. Teacher s Preparation: Handout: "punctuality exercise on missing information" Training: (Tell) Teacher will review the school and classroom policies on punctuality and tardiness. (Show) Review student handbook policy on tardiness and attendance. (Do) Class will undergo a tardiness exercise where students will be asked to step out into the hall while instructions are given on how to complete a given task. The students will be let back into the classroom and be asked without guidance to perform the assignment in which they missed the instructions. Students within the classroom will not be permitted to assist the students that went to the hall. Have class complete the exercise and compare results and initiate discussion about how missing information and class time makes the tasks more difficult and maybe impossible. 10 mins Assessment: Formative assessment will be made by observing the students reaction to the exercise on from their feedback during the discussion period. Handout form asking them to rate the exercise will be evaluated as well. Compliance to the punctuality program will be observed throughout the 1st 2 weeks of the term than reassessed. Daily for 2 Weeks

3 Classroom Expectations: Use Appropriate Language Lesson Plan #2 Goal: Students will be able to express feelings, wants, and needs in an appropriate manner. Teacher s Preparation: Beatles Let It Be and a video of discussing appropriate and inappropriate choices of words. Teacher will actively model and contrast inappropriate responses to corresponding appropriate responses. Training: (Tell) Teacher will review the school policy on appropriate language and define what it means to be respectful to others. (Show) Role-play situations illustrating both appropriate and inappropriate responses. (Do) Discuss the importance of proper word choice and emphasize throughout the exercise the importance of being respectful to others. Show real video of students fighting and then take subject from video and demo appropriate methods Assessment: Formative Assessment will be done by giving them a few topics and scenarios to review in small groups. They will present the issues and then describe whether the response to the situation was appropriate or inappropriate and if inappropriate they will suggest a better manner to address the issues.

4 Classroom Expectations: Respect School Property Lesson Plan #3 Goal: The students demonstrate their knowledge of what it means to respect to their school property, and how and why it important to their best interests to do so. Teacher s Preparation: Broken Equipment & Vandalism Cost Analysis Worksheet Training: (Tell) Discuss school policies on respecting school property and the potential ramifications that may personal effect their experience if proper respect is not shown. (Show) Handout a broken equipment cost work sheet that lists cost from replacing old equipment, general maintenance, and vandalism repairs. (Do) Have the students complete an exercise where they have to choose which programs will not be covered to repair the unbudgeted repairs required when property isn t properly respected. 25 mins 15 mins Assessment: Formative assessment will be done by gathering feedback from the students about the worksheet that they were presented. Will evaluate their behavior with respect to the equipment and facilities that they use everyday including the most routine of efforts like keeping their work areas and gathering areas like the cafeteria clean, Daily

5 Lesson Plan #4 Classroom Expectations: Know the Shortest Routes Goal: Students will have a realistic picture of their classroom transitions including how much time and the ideal route to go from point A to B. Teacher s Preparation: Teacher will bring a copy of the school's floor plan 5 mins Training: (Tell) To meet the expectation of being punctual and ready for class in a timely manner, the teacher will review why knowing the shortest routes is important. (Show) Give an example of how to plot routes on the school s floor plan. (Do)Using floor plan maps, the students will plot the routes that they will have to traverse throughout the course of their school day. They will also time how long it takes them to travel a predetermined distance and then use simple correlation mathematics to predict travel times from different locations. Discussion will include reasons why our idealized map may need to be adjusted. When finished, students will have a clear understanding that the transitions they need to make can be completed in a timely and efficient manner Assessment: Formative Assessment will involve looking at the map in more detail. Student discussion about whether the calculated times are reasonable. Have the students discuss the exercise and then ensure that they can see the real application to their schedules. Follow-up daily to determine student s understanding and compliance. Daily

6 Classroom Expectations: Honoring Personal Boundaries Lesson Plan #5 Goal: Students will be able to recognize and respect the personal boundaries between them and other students. Students will learn how respecting these boundaries is important for establishing positive relationships and conflict solutions. Teacher s Preparation: Hula Hoops and PowerPoint graphics presentation with concentric circles depicting personal space relations between students and various groups of people they know in social contexts Training: (Tell) Review the schools handbook on respecting personal boundaries between students and other members of the school staff and faculty. (Show) Use graphic presentation to help kids visually map where different people may lie on their personal boundary lists. (Do) Have them create their own boundary map in groups and then share what they learned. Teacher will verify that their conclusions are in line with social and school principals 30 min 30 min Assessment: Once the lesson is completed have the student s fill out a questionnaire about what they learned. Make sure that they understand the principle of perspective and how boundaries may be different for different students. Daily Re-teach as needed

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