The faculty and staff of Stuarts Draft Elementary is committed to building and maintaining a positive school climate. This positive climate is built and maintained through the combined use of Positive Behavioral Interventions and Supports (PBIS) and Responsive Classroom.
What is PBIS?
PBIS is a proactive research based model used to promote positive behavior and help students know and understand what is expected of them. Just as we teach math, reading, science, and social studies, students are taught and instructed on positive and appropriate behaviors. This model and teaching allows students to learn how to manage their behavior.
Sometimes teachers may recognize these appropriate behaviors with praise or a “Cougar”. Cougars are a form of currency students can earn and save to purchase items or special passes from their teachers. If a student struggles to meet the behavioral expectations, they may be given a “Think- Time”. A Think-Time is not a punishment but rather an opportunity for students to go to a nearby area and reflect on their behavior; specifically identifying the problem behavior, the appropriate behavior, and determining how they will be able to demonstrate that behavior upon returning.
What is Responsive Classroom?
“Responsive Classroom is a student-centered, social and emotional learning approach to teaching and discipline. It is comprised of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers.”
When responding to off-task behavior or misbehavior, faculty and staff work with the student using the Responsive Classroom framework to problem solve. Responsive Classroom uses The Responsive Classroom framework aims to help schools and students create and maintain positive learning communities and teach self-regulation. In addition, the Responsive Classroom framework helps schools and students learn how to navigate rules and expectations, handle off-task or misbehaviors, and respond to chronic problem behaviors.
When a student needs more than proximity, visual cues, or redirecting language to support behavior, faculty and staff may use logical consequences. Logical consequences help students connect their behavior with its effects on others and their community. Logical consequences follow the three Rs; they are Respectful, Related (to the behavior), and Realistic. Logical consequences are not intended to be a punishment, rather a way to help students learn, choose a different behavior in the future, and repair any damage the behavior may have caused, while preserving students’ dignity.
The types of logical consequences Responsive Classroom uses are:
Break it, fix it “Teachers help students take responsibility for fixing or cleaning up a mess they’ve made, whether intentionally or accidentally.” Break it, fix it can also be used in cases where a student has said or done something hurtful to another.
Loss of privilege “Teachers temporarily end an activity or remove a material that a student has handled inappropriately.”
Positive time-out “Teachers give students a little time in a designated area away from the center of the action so they can calm themselves, regain focus and self-control, and return to productive learning.”
(Quotes from Responsive Classroom for Music Art PE and Other Special Areas, 2016)
The Responsive Classroom Discipline Framework
Laying the foundation for positive behavior
To create and maintain a positive learning community and to teach self-regulation.
• Teaching routines
• Establishing rules and expectations
• Investing students in rules
• Setting goals
• Envisioning, reinforcing, and reminding language
• Structured reflection
Self-regulation promotes positive relationships, a positive school climate, academic achievement, self-worth, and emotional well being
Preventing off-task behavior and misbehavior
To teach students how to translate the rules and expectations into behavior, and to hold students to such behavior in a proactive, firm, fair, and consistent manner.
• Structured reflection
• Visual cues
• Proactive envisioning, reinforcing, and reminding language
High-quality teacher-student and student-student relationships contribute to a classroom and school climate in which students choose appropriate behavior out of respect for the teacher and one another
Responding to off-task behavior and misbehavior
To handle oﬀ-task behavior and misbehavior respectfully and help the student get back on track, repair any damage caused, and develop self-discipline so as to prevent similar problems in the future.
• Visual cues
• Reactive reminding and redirecting language • Logical consequences: Loss of privilege Break it, fix it Time-out/Space and Time
The teacher must communicate behavior expectations clearly and impose logical consequences with fairness and consistency, using a firm and caring demeanor, words, and tone.
Solving a chronic behavior problem
To understand the student’s particular behavior problem and address it with modified or individualized discipline practices that get the student back on track for developing self-regulation; to help the student learn strategies for returning to positive behavior that work for them.
• Problem-solving conference
• Individual written agreement
• Goal setting
• Proactive and reactive envisioning, reminding, and redirecting language • Structured reflection
Many of the discipline practices used generally (such as modeling and checking in on progress toward goals) also work with students with chronic behavior problems. But the practices need to be used more frequently and systematically, with the involvement of parents and often other adults, such as behavior interventionists and guidance counselors.
Learn more about Responsive Classroom here and PBIS here.