PBIS Four Day Lesson Plans:
SAHS School-wide behavior expectations: Respect Responsibility Integrity Acceptance
Purpose/Background: The Positive Behavioral Intervention System (PBIS) is a nation-wide research-based movement whose goal is to decrease the number of negative behaviors in the classroom, hallways, lunch areas, etc., to decrease the resulting disciplinary referrals, and to increase students’ comfort-level and feelings of being supported. As teachers we know we must teach the students appropriate academic skills; but research shows we must also teach appropriate interpersonal and procedural skills. By clarifying and consistently implementing clear expectations and consequences school-wide, and by giving praise and positively-stated corrections, educators have to deal with fewer disruptive incidents and waste less time following up on negative consequences. In other words, studies have shown increases in the quality of the school environment and academic results. SAHS is entering our third and last year of training in how to implement and maintain positive strategies for intervening with students at various levels of need.
Implementation: You would be teaching your “rules” this week anyways. The PBIS plans are a framework for all faculty to teach both school-wide and classroom-specific behavior expectations at the same time. In the following pages, we have provided you with lesson plans for periods 2-6 each day for the first 4 days of school. The lesson plans will take a minimum of 5-15 minutes out of each period, if done as written. All days follow the format of Day 1, so read Day 1 carefully, and then it should be easy.
Teacher Prep:
1) Prepare to state all expectations in a positive way! For example, “Please show respect by waiting patiently and keeping your hands to yourselves” instead of “No Shoving in the lunch line”). Be sure your own rules/expectations are positive.
2) Post your own Classroom Behavior Expectation Matrix. (You completed it last year.)
3) Explain briefly about our PBIS cards, and the drawings we will have for goodies! Make sure students know to put their full names and permanent id on the back, and drop the cards in the box in SRO or counseling. Give out cards!
4) Each day, draw a super-large Circle Map on a whiteboard. Fill it in as the day progresses. (Please “fake” responses that would occur during your prep period, as all activities build on the prior class’ work.)
Center Circle: Word and its Definition
Large circle: Related words/ Phrases/ Concepts
Rectangle outside Circles: Personal Experience related to the word (Real-life context)
PBIS LESSON PLAN:
RESPECT
PER2: RESPECT: DEFINITION (5-10 minutes)
1) Brainstorm/ask students what they think the DEFINITION of "Respect" is.
2) After input, have a student look it up in the dictionary. Write the
definition on the board.
In case you don't have dictionaries available, here is a definition:
RESPECT:
to take notice of,
to regard as worthy,
to honor,
esteem for a personal
quality or ability.
3) Cut the discussion short, but let students know they will discuss Respect issues all day.
4) Reference the school matrix and your own classroom matrix, using the words “Here’s what Respect looks like in the hallways/ in my classroom.” Use this as a positive way of teaching your expectations for interactions, routines, etc. Tie this in with specific words the students already came up with. You might want to use a Q&A format: "Does it show respect to call a student a jerk?"
5) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by . . . (say what they did)." This provides a good opportunity to tie school-wide expectations to your own particular classroom expectations. (“Thanks for showing respect by making sure everyone in your group got finished. That teamwork is as important in here as it is on the soccer field.”
6) Remember: each period, leave the work on the whiteboard.
PER3: RESPECT: RELATED WORDS (5-10 minutes)
1) Ask the students what definitions they came up with last period. Discuss/add anything they want.
2) Ask the students (as a class, or in small groups) to brainstorm other words related to "respect."
3) Write them on a Circle Map.
Examples include:
self-respect,
respectful disrespectful
consideration appreciation
approbation recognition
testimonial veneration
connection respectable
4) Using these words and examples, reference the school-wide matrix and your own classroom matrix, using the words “Here’s what Respect looks like in my classroom:…” (See notes under period 2.)
5) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by . . . (say what they did)." (See notes under period 2.)
PER4: RESPECT: Real-World Experience (10-15 minutes)
1) Briefly review with students the definitions and related words for "Respect."
2) Introduce the outside of the Circle Map to the students; it’s the “experience” part (real-life context).
3) Put students in pairs or small groups, have them brainstorm examples of when students, parents and teachers have treated them with respect.
Some context examples might be:
Someone says they Teacher explaining again
like your work. patiently.
Parent lets you make an important decision etc.
4) Use the students’ examples on your board. Also reference your own classroom matrix, using the words “Here’s what Respect looks like in my classroom:…” (See notes under period 2.)
5) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by . . . (say what they did)." (See notes under period 2.)
PER5: RESPECT: STORY OR DRAWING (15-20 minutes)
1) Ask students for feedback on your Circle Map: Can anyone add words/phrases to the outer circle? Did everyone contribute to the outside "personal experience" section during their last class?
2) Put the students into pairs or small groups. Have each group remember or imagine a school situation where RESPECT is used. The group has 10 minutes to either write it as a paragraph, or draw it as a comic strip or cartoon. (Stick figures and speech bubbles are fine!)
If students are stumped, suggest that they re-write a situation where someone was disrespectful; showing the way the person should have acted.
(Examples could be not letting a student sit with them at lunch, ignoring your ideas during group work...)
3) As you collect them, briefly share what you see on the papers, with the rest of the class.
4) Reference your own classroom matrix, using “Here’s what Respect looks like in my classroom:”
5) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by ______(say what they did)."You could add a comment pointing out your own particular classroom expectations.
PER6: RESPECT: VERBAL/KINESTHETIC SYNTHESIS OF THE DAY'S ACTIVITIES
1) Put the students into groups. Each student has to come up with a different way of expressing respect to the others. Have the students verbally express respect to each other.
(EX.: "You did a really good job on that assignment." "Thanks for listening to my ideas and writing them down.")
2) Randomly choose one person from each group. Ask the student to repeat the expression of respect that they just used. If it fit the task, give the student a PBIS Card.
3) Reference your own classroom matrix, using “Here’s what Respect looks like in my classroom:…” for anything that hasn’t already been covered.
4) Remember to give out PBIS cards to other students using the words "Thank you for showing respect by ______(say what they did)."You could add a comment pointing out your own particular classroom expectations.
PBIS LESSON PLAN:
RESPONSIBILITY
PER2: WHAT IS RESPONSIBILITY? (5-10 minutes)
1) Brainstorm/ask students what they think the DEFINITION of "Responsibility" is.
2) After input, have a student look it up in the dictionary. Write the definition on the board.
In case you don't have dictionaries available, here is a definition:
RESPONSIBILITY:
Having an obligation
to do something as
part of a job or role;
Being the primary cause for something
and so able to be blamed or credited for it."
3) Using the school matrix and your own Classroom Matrix, describe "what responsibility looks like" in your particular classroom. Use this as a positive way of teaching your expectations for turning in work, etc. Tie this in with specific words the students already came up with. Suggestion: Q&A format: "Does it show responsibility to turn in an assignment late?"
4) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing responsibility by ______(say what they did)." You could add a comment pointing out your own particular classroom expectations.
PER3: RESPONSIBILITY: RELATED WORDS (5-10 minutes)
1) Ask the students what definitions they came up with last period. Discuss whether the definitions are all the same.
2) Ask the students (as a class, or in small groups) to brainstorm other words related to "responsibility."
Their lists might include:
Accountability
Obligation Duty
Trust onus
Liability irresponsibility
responsible
etc.
3) Using your own Classroom Matrix, describe "what responsibility looks like" in your particular classroom. Use this as a positive way of teaching your expectations for turning in work, etc. Tie this in with specific words the students already came up with. Suggestion: Q&A format: "Does it show responsibility to turn in an assignment late?"
4) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by ______(say what they did)."You could add a comment pointing out your own particular classroom expectations.
PER4: RESPONSIBILITY: Real-World Experience (10-15 minutes)
1) Briefly review with students the definitions and related words for "Responsibility."
2) Introduce the outside of the Circle Map to the students; it’s the “experience” part (real-life context).
3) Put students in pairs or small groups, have them brainstorm examples of when students, parents and teachers have acted responsibly.
Some context examples might be:
Parents go to work when they
Don’t feel like it work hard even when “boring”
Saving money for a goal Staying up to finish HW
3) Use the students’ examples on your board. Reference your own classroom matrix, using the words “Here’s what Responsibility looks like in my classroom:…” (See notes under period 2.)
4) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing responsibility by ______(say what they did)."You could add a comment pointing out your own particular classroom expectations.
PER5: RESPONSIBILITY: STORY OR DRAWING (15-20 minutes)
1) Ask students for feedback on their Circle Maps: Who had the most words/phrases in their outer circle? Who put something in the outside "personal experience" section?
2) Put the students into pairs or small groups. Have each group remember/imagine a school situation where RESPONSIBILITY is used. Suggest that they re-write a situation where someone was IRRESPONSIBLE, to show the way the person should have acted.
(Examples could be forgetting their homework, not doing their part of a group project, cutting/being late for class...)
3) The group has 10 minutes to either write it, or draw it. (Stick figures and speech bubbles are fine!)
4) As you collect them, briefly share what you see on the papers, with the rest of the class.
5) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing respect by ______(say what they did)." You could add a comment pointing out your own particular classroom expectations.
PER6: RESPONSIBILITY: SYNTHESIS: OF THE DAY'S ACTIVITIES
10 minutes
1) Put the students into small groups. In the group, each student has to come up with a different way of BEING RESPONSIBLE, and tell it to the others in their group.
(EX.: "I wrote down my homework in my agenda every period today; instead of sticking my gum under the desk, I stuck it in some paper and threw it away at the end of class.")
2) Randomly choose one person from each group. Ask the student to repeat the responsible action that they just described. If it fit the task, give the student a PBIS Card.
3) Remember to give out PBIS cards to other students using the words "Thank you for showing responsibility by ______(say what they did)."You could add a comment pointing out your own particular classroom expectations.
PBIS LESSON PLAN:
ACCEPTANCE
PER2: WHAT IS ACCEPTANCE? (10 minutes)
HOMEWORK: ASK STUDENTS TO BRING MARKERS OR COLORED PENCILS TO PERIOD 2 ON WEDNESDAY 8/31 and 9/7.
1) Brainstorm/ask students what they think the DEFINITION of "ACCEPTANCE" is.
2) After input, have a student look it up in the dictionary. Write the definition on the board.
In case you don't have dictionaries available, here is a definition: "1. a fair, objective, and permissive attitude toward those whose opinions, practices, race, religion, nationality, etc., differ from one's own; freedom from bigotry. 2. interest in, and concern for, ideas, opinions, practices, etc., foreign to one's own; a liberal, undogmatic viewpoint."
3) Describe "what acceptance looks like" in your particular classroom. Use this as a positive way of teaching your expectations for class and group discussions, etc. Tie this in with specific words the students already came up with. Suggestion: Q&A format: "Does it show tolerance to talk over someone when they're trying to make a point? What is the difference between a difference of opinion, and an incorrect answer to a fact-based question? "
4) Give out PBIS cards ALL DAY to students, using the words "Thank you for showing acceptance by ______(say what they did)." You could add a comment pointing out your own particular classroom expectations.
PER3: ACCEPTANCE: RELATED WORDS (5-10 minutes)
1) Ask the students what definitions they came up with last period. Discuss whether the definitions are all the same.
2) Ask the students (as a class, or in small groups) to brainstorm other words related to "acceptance."
Their lists might include: inclusion, understanding, benevolence, welcoming, forbearance, magnanimity, sensitivity, resilience, patience, sufferance, impartiality, open-mindedness, etc. (antonyms: bigotry, close-mindedness, uncaring, rigidness, impatience, etc.)