Mrs. Christensen's Teaching Blog

Reflection When thinking about managing the learning environment there are areas where I feel confident and areas where I feel concerned about. I am a very systematic and organized individual, which lends itself to me being able to create a classroom that is systematic and organized. I feel confident in my ability to implement rules and foster a learning environment with high expectations. I liked what I learned about positive behavior interventions and support and feel confident that implementing this style of behavior modification system will lend itself to a positive classroom climate. If the next school does not use PBIS then I will recommend that the administrators look into bringing someone to do a staff wide training. My ESL classes in the past have been small class sizes. This makes it easy for me to get to know students well and I am able to cater curriculum to suit their interests (i.e provide reading about soccer or horses) and fulfill their immediate needs (i.e lea

PBIS and SWPBIS Framework & Importance Positive Behavioral Interventions and Supports (PBIS) and Schoolwide PBIS is a framework of teaching behavioral expectations both in the classroom and schoolwide. PBIS uses a three tiered system that focuses its efforts 80% school wide, 15% specialized intervention for at risk students and  5% interventions for students with high risk behavior (PBIS, 2014).  Having the behavioral expectations be the same for the whole school leads to a united front in all areas of the school (from the cafeteria, to the bus to the classroom) and greater results (PBIS, 2017). The framework involves planning, practicing, rewarding and data collection. The administration and teachers spend time planning for behaviors they expect to see. Administrators decide schoolwide expectations (ex: be safe, be responsible, be respectful) and then disseminate these standards to the teachers who help to create a matrix of expected behaviors for schoolwide settings (i.e

(Burguieres, nd) According to Marzano (2007) rewards that are less detrimental to intrinsic motivation and student performance include: Awards that  do not call attention to themselves Rewards are not given for simply engaging in an activity. They are given for achieving specific goals. Reward is not tied to behavior as control devices. “Token economies appear most powerful if chits are awarded for positive behavior and taken away for negative behavior” (Marzano, p. 135). When considering all these factors  and other research I decided to modify a reinforcement system developed by Hamilton (2017)  that will reward positive behavior and assign consequences.   Behavior System There will be a class wide behavior policy to help enforce our class rules (see above poster). I will have a laminated list of student names with a space  for me to write notes on  hung up near the board. This will be my “I tried my best today” list. As the day progresses I will wr