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Coaching > SWPBS Coaching > Flashcards

SWPBS Coaching Flashcards

0
Q

Classroom Active Supervision components

A
  1. Moving = constant, randomised, targets problem areas
  2. Scanning = observe all students, make eye contact, look and listen
  3. Interacting frequently = positive contact! positive reinforcement, corrective response, deliver consequence
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1
Q

Classroom Active Supervision procedure

A

Moving = constant, randomised, targets problem areas
Scanning = observe all students, make eye contact, look and listen
Interacting frequently = positive contact! positive reinforcement, corrective response, deliver consequence

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2
Q

Increased opportunity to respond (OTR)

A

Is about tracking students called on to respond.

Every child use have opportunity to respond.

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3
Q

Opportunites to respond (OTR) targets

A

New work - 4-6 @ 80%

Practice - 10-12 @ 90%

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5
Q

Opportunities to respond examples

A
  1. Picksticks
  2. Colour-coded response cards
  3. Individual blocks
  4. Student response map - track teacher - x where they stop
  5. Hand signals - no deal, thumbs up/down, knees
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6
Q

Active Supervision is the relationship between…

A

supervisor-to-student interactions and the instances of problem behaviors. Active Supervision:
1. Has a positive impact on student

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7
Q

Classroom Expectations and Rules …

A

Must be explicitly taught.

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8
Q

The ART of HELPING…

A
  1. I am here to help
  2. Tell me the concern you’ve got collect data
  3. A helpful plan - from team
  4. Helping to do - implementation - the teacher having a go - mentor
  5. Ask the teacher - Did it help? The evaluation phase - okay if that didn’t work say, ‘Let’s try something else. If we find that the strategies haven’t worked we move to the next level’.
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9
Q

Classroom Problem Solving Team (CPST)

A

Support – teachers with effective classroom practices. MINI MODULES
Support – facilitation of CPST process and practices in the CPST meetings.
Support/Train - teachers, new teachers or whole staff in the training areas.
Provide appropriate, respectful, purposeful feedback to colleagues – classroom practices. FEEDBACK

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10
Q

SWPBS LEVELS

A

Tier I: Reduce new cases of problem behaviour
Tier II: Reduce current cases of problem behaviour
Tier III: Reduce complications, intensity, severity of current cases

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11
Q

SWPBS > Practices

A

Direct teaching of behavioural expectations and academic objectives.
On-going reinforcement of expected behaviours.
Assessment of function of behaviour

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12
Q

SWPBS Outcomes result from …

A

the effective and purposeful implementation of systems, data and practices.

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13
Q

SWPBS > Systems

A
  • Team based problem solving
  • Data based decision making criteria established (decision rules).
  • Professional development provided to support initiative.
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14
Q

SWPBS > DATA

A
  • Ongoing data collection and use
  • Office Discipline Referrals (ODR) (Number per day per month, location, behaviour, student, time)
  • Curriculum based measures (grades, NAPLAN)
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15
Q

Effective Classroom Practice Modules

A
  1. Classroom Expectations & Rules
  2. Classroom Procedures & Routines
  3. Classroom Continuum of Strategies to Acknowledge Appropriate Behaviour
    4, Classroom Response Strategies & Error Correction
    5, Classroom Active Supervision
  4. Non-classroom Active Supervision
    7, Classroom Opportunities to Respond
    8, Classroom Activity Sequence & Offering Choice
  5. Classroom Academic Success & Task Difficulty
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16
Q

The Mantra

A

Identify, Teach, Practise, Reinforce

17
Q

Active Supervision mentoring strategies

A
  • Problem locations - draw mud map of classroom to track teacher
18
Q

What are Expectations and Rules?

A

Expectations are outcomes.
Rules are the specific criteria for meeting expectation outcomes.
Rules identify and define concepts of acceptable behaviour.
Use of expectations and rules provides a guideline for students to monitor their own behaviour and they remind and motivate students to meet certain standards.

19
Q

The expectation is : Students will be learning

A

The rules will be…

  • Bring required materials to school
  • Ask for help if needed
20
Q

Guidelines for Classroom Rules

A

Consistent with schoolwide expectations/rules

  1. Observable
  2. Measurable
  3. Positively stated
  4. Understandable
  5. Always applicable – Something the teacher will consistently enforce
21
Q

Schedule for Teaching Classroom Rules

A

First Term
- Teach rules for all areas of school, including individual classrooms, during first week of school
- After first week, review rules 2 or 3 times per week
Through Second Term
- Review rules once per week
Remainder of the Year
- Review rules periodically as needed (based on data)

22
Q

Other Rule Consideration

A
  • Taking over a class from another teacher
  • Job sharing – consistency?
  • Supervising a class
  • Common year level/block rules?
  • New students
23
Q

THE MANTRA

A

Identify, Teach, Practise, Reinforce

24
Q

Why Focus on Classroom Procedures and Routines?

A
  • Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day.
  • As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated.
25
Q

What Are Procedures & Routines?

A
  • Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the toilet.
  • Classroom procedures are patterns for accomplishing classroom tasks.
  • Procedures form routines that help students meet expectations stated in the rules.
  • Clear procedures taught and consistently enforced are the most critical tool to create a functional and productive learning environment.
26
Q

Writing Procedures to Develop Routines

A
  • Make a list of every task a student does in the classroom.
  • Determine the desired outcome.
  • Decide how students need to complete the task.
  • Consider what errors students are likely to make.
  • Consider problem areas or problem times…often a well designed routine can smooth things out.
27
Q

Why Acknowledge? Effective acknowledgment …

A

Can increase
- on-task behaviour,
- correct responses, work productivity and accuracy,
- attention and compliance
Foster intrinsic motivation to learn which comes from mastering tasks.
Have vicarious effect with benefits that may be long lasting.

28
Q

Acknowledging Appropriate behaviour strategies are…

A
  • Clear and specific
  • Contingent on desired behaviour
  • Applied immediately
  • Teacher initiated
  • Focus on improvement and effort
  • Provided frequently during acquisition
  • Fade as skill develops
  • Avoid comparison/competition across children
  • Sincere and appropriate for student’s age
  • Includes hierarchy of alternatives

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