PB4L CONFERENCE

PB4L  Conference

George Surgai

  doubling down / up on pb4l. www.pbis.org  www.neswpbs.org

what is means to double down double up for change?

look at www.pbis.org

focus student outcomes supporting families and organising- everyone needs equity- integrated tiers of support. focus on check and connect

Focus on preventative systems- how can all children have success and recognition for positive behaviour. How can we create a positive climate? A warm positive climate and we have a response for  children who are experiencing change- (anxiety, poverty) focusing on what are evidence based

check cultural attitudes- of all our ethnicities within our school. Celebrate our cultural identities within our school.

bullying- rather than get tough and acting responsive- doubling the impact- double down the strategies and  

focus on prevention- actionable- decrease the risks, increase the chance of success. Teach the skills prevention actions: eliminate

1. reinforce positively  
2. supervise actively
3. precorrect
4. maximize academic success
5. teach prosocial skills

website whats-new

scaling up triggers and maintain behaviours

add triggers and pro social behaviour

teach- practice, monitor, acknowledge pro social behaviour

Focus on evidence based practice- reduce add ons- review all the interventions at school-

a framework- an approach- behavioural success builds academic success for all children.

Systems- use data, use the data to select the tools.

How well do we understand all the interventions- identify what are our main needs concerns and focus on selecting the appropriate interventions- creating a continuum

Our learners

make a pyramid- we all have top pyramid needs-

investing in behavioural and academic success- how are we embedding our values into all our learning and into our programmes, into our interactions and the way we nurture the relationships with our tamariki and in our teaching teams- among teachers

what are the smallest things we can do to have the biggest impact?

George surgai -School Climate

School climate can be seen through apps

pbisapps.org swis.org

- how well are showing respect? how well are showing responsibilities

Role of the coach, the Principal, data to show- actively supervise, supported and acknowledged- differentiated support for all the stake holders- staff and students- familues

tom tishon- family engagement- three tier support

positive - walk thrus in classrooms

-PB4L  respect, safety, responsibility

3 tiered logic-  school culture- groups of individuals - shared learning- language and experiences for our school. we are all member of other subgroups- they define the climate of school.

1. evidence based practise- does it fit the needs of my school,  meet the needs of my class…
2. Measure and can show the positive climate-

the nuture effect by anthony  biglan -videos

The power of habits charles duhigg

cue- habit- reward  -

inside school- teach alternative behaviours that remove the competing cue and add a desired cue- focus on abc- functional behavioural assessments

-negative climate- coercive cycles

positive cycles- positive reinforcement cycle

• change negative to positive- changes habits.

ways of establishing positive school climate

1. maximise academic success
2. teaching important social skills
3. recognising good behaviour
4. modelling good behaviour
5. supervising actively
6. communicating positively

engaging children to what respect looks like

steps in new learning- define,

we punish social behavioural errors - teach  students and adults the socially correct behaviours.

its how we interact with the visual cues- values- lesson plans

teaching behavioural skills- 1. access, teach, precorrection, model supervise reinforce and generalise-

we are the change agents- teachers changing habits to influence climate

Effective use of positive reinforcement- Terry Scott

  -to keep doing the behaviour in the future

acknowledging- positive feedback- students need to be acknowledged when they are correct or appropriate. this increases the probability that they will do it again and again until we no longer need to acknowledge. -use the least amount necessary, immediate and consistent to begin, fade

• the biggest reinforcer is success- feedback is instruction-
• “thank you, well done, you're right”
• only way of change is coaching in the classroom- we want all the adults to say positive things

• making frequent feedback- acquistion phase- lots of feedback, fluency, maintenance, generalisation, adaptions-
• successful children try new things-

giving ton of verbals, artificials- tokens, stickers, notes home, we have to build  success- success will become instrinsic

level 1 verbally acknowledge- praise

• age appropriate- ‘thanks I appreciate im impressed
• delivered with specifically
• use children's names
• be personal
• mix up use of superlatives- exactly, super, awesome, perfect, thank you

choose the child who doesn't do it as the role model “look at tommy he is sitting his eyes are looking etc”

kids feel safe, they are cared about and they feel success-

level 2 access to privilege- for those kids who need extra

• things that are already exist and are used
• make contingent-  
• its the recognition that it gives - first to leave, sit on the special chair, get the books first, hold the toy,

Level 3 Public acknowledgment

• let more people know
•  for those who like it
• for those deserving more
• free
• tangibles help the adults give the verbals

level 4 token reinforcement

• for specific behaviours, times and contexts
• token maybe the reinforcement
• trade for existing privileges
• drawings and chances to win
• more tokens better chance
• the tangibles- maybe homework pass- make the reward instant-

look at the data- reteach the behaviour, give tokens to reinforce

acknowledging errors with correction-

1. feedback that behaviour is inappropriate

• is that the right way
• is there a better way
• are you being respectful- why not?
• correction- you try and I'll help you…

2. reteach appropriate behaviour

• what is a better way?
• what would it look like if it was done better?
• what is more respectful behaviour
• 4:1 more success than correction-  

3. facilitate success with positive feedback

-we are not done with learning but we are done learning maths

a negative consequences to decrease behaviour-

• removing a child will not change behaviour- focus on instructional

set personal goals for positives- watch each other- give feedback

cibrs.com

tasn.org

Iain Taylor

Igniting the buzz!!! Encouraging children to the max!!! Raising children to the heights. Enhance school climate- tone, pulse, fun!!!!!

Give the kids the best day ever!!! terry scott- childrens behaviour won't change until adults. behaviour change, focus on the instruction, following the system's, breath life into kids to get their eyes shining- engage and develop relationships- notice me, smile at me, laugh with me, engage with me, learn with me, have confidence with me, believe in me,

explicit teaching- give constant feedback and show them that you care, lead by example,

Fun, laughter, achievement and joy, behaviour and manner high- first on academics- soft curriculum- arts, music, sports, values, services, languages, cultural- encourage community experts a school of the community.. dream big…. what can I do to make that kids life better-

connecting emotions- teachers who are dream builders- “comes you are leave great”….  make the work hard- tell great stories, use imagination, creativity-

Failure will bring change- Disobedient Teaching surviving and creating change in education by welby Ings-  positive disobedience-

spending time with kids before school, break times, giving attention, relationships between kids number one!!

1. never forget why did something, perfect doesn't, be magpies- share/steal, use our own passions, use our emotions- exhibit leadership and use emotions-
2. philip hargraves- attending to relationships and engage emotions
3. leadership- influencing others with integrity, does the passion- raising their own visions
4. you have to play and have fun and like it-  polite and be respectful-   doing right by the kids- a new normal-
5. never give up on our kids

video- derek Olympic runner- www.neccessity4life lets raise them up

keep alive sense of optimism and hope at all times-

Restorative Practice

using   circle time practise with teams- kintsuroi - “to repair with gold”

Restorative Practice- its the way to be- are you living it… how well do we live it…. the learning relationships- building, maintaining, restoring fix up, we stop at restoring rather than sustaining

building relationships with high expectations and support it will be restorative.  doing it with us… not to or for….

restoratice practice- pb4l Greg Jansen greg.jansen@waikato.ac.nz

pastoral care meetings- show social discipline

the three phases of pb4l restorative practice- Bill Rogers- certainty not severity- preparation, participation, follow up..

put in key alerts in phone to meet again- relationships

if we could have restorative practices what could be?

coomunication for the future- face