Patuxent Valley Middle School
PBIS Lessons
“You just can’t hide our BULLDOG pride. We show our pride through our B.A.R.K.
Be prepared, Act responsibly, Respect others, Keep safe
Objective: Direct teaching of showing our BULLDOG pride through our B.A.R.K. and other related social skills necessary for successful implementation.
Target Group: The entire student population
Strategy: During the first two weeks of school, our BULLDOG pride through our B.A.R.K. and its four components will be introduced in 10-20 minute mini-lessons.
Day one (1st B-Day)_
Lesson One: Introduction to PBIS
A. Introduce Positive Behavior Interventions and Supports program to students.
What does PBIS mean for our school? (See handout #1)
B. WATCH VIDEO OVER SCHOOL WIDE SYSTEM
C. Introduce school poster. Explain how the entire school shows PRIDE in themselves and their school; exemplifies the principles of B.A.R.K.; and the expected climate of the school.
C. Introduce B.A.R.K. bucks given by teachers, SUPER SUB bucks, and Bus bucks. Review the value of each (Super Sub bucks are worth 3, bus bucks are worth 2, and teacher bucks are worth 1 entry.) Discuss rewards system/weekly raffles. Have students come up with ideas for rewards. (See handout day 1) Submit ideas to Denis/Finch.
D. Discuss Levels and Introduce Minor Incident Reports (MIR Slips). (See overheads)
All teachers will refer to BULLDOG B.A.R.K. throughout the day AND model expected behaviors.
Day two (2nd B-Day)
Lesson Two: Be prepared
A. Ask students if they remember what the B stands for in B.A.R.K.
B. Explain today we will be discussing what being prepared means in various locations of Patuxent Valley Middle School.
C. WATCH VIDEO OVER SCHOOL WIDE SYSTEM
D. Separate students into small groups. Explain to each group they will receive a location at PVMS and they will need to come up with descriptors of what it means to be prepared. (USE CHART PAPER. LOCATIONS ARE: CLASSROOM, HALLWAY, RECESS, CAFTERIA, RESTROOM, AND BUS)
E. Have students’ present ideas to class.
F. Share Teaching Matrix and summarize lesson with class.
All teachers will refer to BULLDOG B.A.R.K. throughout the day AND model expected behaviors.
Day three (3rd B-Day)
Lesson Three: Act responsibly
A. Review the B.A.R.K. poster- today you will review “A” Act Responsibly
B. WATCH VIDEO OVER SCHOOL WIDE SYSTEM
C. Pass out worksheet (see handout day 3). As a class, have students read the prompt on worksheet.
D. In pairs, have students’ complete worksheet.
E. Have group discussion based upon the worksheet.
All teachers will refer to BULLDOG B.A.R.K. throughout the day AND model expected behaviors.
Day four (4th B-Day)
Lesson Four: Respect others
A. Review the previous two lessons: being prepared and acting responsibly
B. WATCH VIDEO OVER SCHOOL WIDE SYSTEM
C. Ask students for the definition of respect
D. Display definition on board, overhead, etc…
E. Ask students why it is important to have respect for him/her self and for others
F. Discuss the importance of respect in PVMS.
G. As a class, list ways students, teachers, administration, parents, and other staff members can show respect through their actions (See handout day 4).
All teachers will refer to BULLDOG B.A.R.K. throughout the day AND model expected behaviors.
Day five (5th B-Day)_
Lesson Five: Keep Safe
A. Review B.A.R.K. poster with students.
B. WATCH VIDEO OVER SCHOOL WIDE SYSTEM
C. Ask for examples of how students keep safe on the bus
D. Have students complete an activity (Safety) in which they will define what it means to keep safe in school, home, neighborhood (see handout day 5)
E. Share and discuss as whole class
All teachers will refer to BULLDOG B.A.R.K. throughout the day AND model expected behaviors.
Day six (6th B-Day)_
Lesson Six: Closure Exercise
Anticipatory Set:
1. Teachers ask the students the following questions and have them respond with thumbs up or down.
I leave my agenda book in my bedroom or locker for two days in a row. Am I reliable?
I write down my homework in my agenda book each day. Am I responsible?
The teacher calls my name and I say “What do you want?” in a nasty tone, Am I disrespectful?
I chew gum in school even though I know I should not. Am I responsible?
I wear flip-flops to schools. Am I responsible?
I’m in class and I know I did my homework but I take 10-minutes looking in my binder and still can’t find it. Am I ready?
2. Have students think, pair, and share the following: Give 3 examples of each of the B.A.R.K. principles.
3. Discuss and share examples as a class.
Handout Day 1
Name:______Grade:______3B Teacher:______
STUDENTS WE WANT YOUR INPUT!
Directions:
Please give your opinions to the items listed below. Please be realistic in your suggestions. The PBIS team will use this information to plan events throughout the year for you!
Items I would like to see in a raffle:
(ex: pens, movie tickets, CD’s)
______
Privileges I would like to earn at school:
(ex: 15 minutes extra recess)
______
______
Special privileges I would like with a particular teacher:
( ex: feeding Miss Finch’s frogs for the week)
______
______
Special events I would like to see us have at PVMS:
(ex: Make your own ice cream sundae party)
______
______
Handout Day 3
“You just can’t hide our BULLDOG pride. We show our pride through our B.A.R.K.
Be prepared, Act responsibly, Respect others, Keep safe
Directions: Read the following story carefully then respond to the prompts.
The students were surprised to see that their regular teacher was not in the classroom. In fact, no teacher was in the classroom at all. Immediately the kids began to goof around.
Instead of doing their drills, four girls headed to the bathroom to redo their hairstyles. Two boys began to copy homework from their friend in the class. Another two boys were looking through the teacher’s desk, which is strictly off-limits.
No one was doing the drill. The few students who where sitting in their seats were talking loudly, giggling, or doodling in their notebooks. A minute after the bell rang, the teacher who was covering the class walked in. Even though this was one of the class’s favorite teachers, no one stopped what he or she was doing. Clearly, no one was taking responsibility for his or her actions.
Give examples that show the students were not being responsible.
______
______
______
______
______
Describe what the classroom would have looked like if students were being responsible.
______
______
______
______
______
______
Handout Day 4
RESPECT
Students / Teachers / Staff members / Administration / Parents
Handout Day 5
SAFETY
Directions:
1. Independently for 10 minutes write down examples of how you can be safe in each of the listed areas or situations.
2. With your group share your ideas about what it means to be safe in school.
3. Record new suggestions on your chart.
4. As a group, share your top five with the class.
HOW TO BE SAFE OR SAFE BEHAVIORSCAFETERIA
BUS
CLASSROOM
GYM
RECESS
FIRE DRILL
RESTROOMS
HALLWAY
LOCKER AREA
ARRIVAL & DISMISSAL TIME