Positive Reinfocement

A word of encouragement from a teacher to a child 
can change a life. 
-John C. Maxwell

As the PBIS team met last week, we discussed that we need a little boost for our PBIS/Acorn system.  I've pulled a few reminders from the PBIS site to remind us of the purpose and benefits of positive reinforcement, as well as included a plan to implement beginning Monday.

Behavioral scientists have long studied the ideal praise-to-criticism ratio,and for students, that ideal ratio is 4:1. In other words, for each bit of negative feedback, there should be a minimum of four positive comments to balance it out. Studies indicate that “Praise is a powerful tool for educators. When used effectively in the classroom, it can increase the social and academic performance of students, as well as improve classroom climate.”

Behavior-Specific Praise

The 4:1 ratio is a simple enough premise, but the praise needs to be specific. It’s not enough to simply tell a student, “well done,” and offer no context. Including specific details along with the praise helps to reinforce desired behaviors.

Behavior-specific praise meets two criteria:

1. The student behavior is observable (i.e., walking quietly in the hall)
2. The one giving praise tells the student how this behavior affects them (i.e., “I feel” statements)

When you take an observable behavior and pair it with a praise statement of how it affects you, you give a student positive feedback that helps to reinforce this behavior. When it comes to common schoolwide values such as being safe, responsible, and respectful, behavior-specific praise looks like this:

• “I feel proud when you helped me lead the class on a fire drill.” (Working Together)
• “I am impressed by how you have turned in all homework assignments.” (Thinking Deeply)
• “When you welcome me by name each morning, it makes me feel happy.” (Caring for our Community)
• “When my substitute leaves a note that you helped them, I feel honored.” (Caring for our Community)
• “I feel proud when you contribute to group discussions.” (Thinking Deeply)
• “When you offer to pick up papers for your classmates and turn them in to me, I am impressed.” (Caring for our Community)

Another crucial ingredient in behavior-specific praise is timeliness. The optimal moment to reinforce any behavior is the present, helping students to clearly see the results of their actions.

Benefits of Behavior-Specific Praise

Classroom management is often a moment-by-moment task. Behavior-specific praise can set the tone for your classroom and boost the relationships you have with your students. Additionally, behavior-specific praise:

• Increases instructional time
• Improves on-task behavior
• Improves academic outcomes
• Reduces ODRs
• Creates a positive classroom environment
• Builds student confidence

When you take the time to develop positive relationships through behavior-specific praise, classroom management becomes easier and students can achieve more. This simple but powerful approach to communication can completely change the dynamic of your classroom!

Acorn Implementation Plan (begin: April 1st)

Grade levels/groups of staff have been given a day of the week where each staff member is going to be responsible for giving 5 acorns to students.  These students can be in your class, or anywhere in the building.  April will deliver the acorns each morning, as a reminder! (thanks, April!).  

• Mondays - K and 3rd
• Tuesdays - special ed/interventionists
• Wednesdays - 1st and 4th
• Thursdays - specialists/office staff
• Fridays - 2nd and 5th

We are also noticing a spike in minors during 2nd recess - so we will put some acorns by the walkie talkie to remind whoever is outside to reward acorns when you see kids following expectations.  2nd Recess supervisors - please make sure you are looking for kids who are following expectations! 

Thanks for your help in supporting our students' behavior!
Sue

Embracing the Power of Less

When leaders narrow their focus to one or two powerful intiatives, they can get amazing results - and love their jobs.

Mike Schmoker

I was reading through some professional literature this week (but only after 4 books of my own...), and came across an article by Mike Schmoker (who is known for his work on narrowing the focus) called Embracing the Power of Less.  This, along with the conversations I had with teams last week, reminded me, again, of the importance of keeping our focus on what's important.  It's very easy to take on more and more, so I'm reminding you (and MYSELF!!), that these are the two things we need to put our time into these last few months of school.

Developing Students as Readers

• Guided Reading: Following up on the Jan Richardson training, continue to work with Lori as you fine-tune your guided reading lessons.
• Priority Standards:  Use these standards to drive your instruction, both whole group and small.  Rather than create new things, just focus on the standards as you prepare for the Forward.

Developing Students as People

• Student Relationships: Take time to celebrate your students. Continue to build the relationships that you value, finding the things that motivate and interest your students.
• Get outside!  As the weather improves, continue to find ways to weave the outdoors into your day.  Work with Sandy Madsen to find gardening opportunities to enhance your instruction.

Thank you for all that you do to support and develop our students!
Sue

Self Care

As we move closer to Spring Break, there's a mix of exhaustion and excitement.  As we discussed last week, it's important that we take care of ourselves so that we can be the best we can be for our students.  Look through the SELF CARE reminders and start thinking about what you can do day to day this week, over the break, and long term.

Thank you for all you do!

Sue

SELF CARE