PBIS

/PBIS
PBIS 2017-06-08T21:34:33+00:00

Positive Behavior Interventions and Supports & Respectful Discipline

The premise of both PBIS and Respectful Discipline is that continual teaching, modeling and reinforcing of the positive behavior will reduce discipline problems and promote a climate of greater learning and safety.

Respectful Discipline will go one step further to ensure that students work toward being internally motivated, not just externally motivated, and that students learn to work as a team in reaching their goals.  PBIS identifies several key features in schoolwide processes and practices that support children’s positive behavior.

Respectful Discipline’s approach offers a wealth of practices that match these features. Using the Respectful Discipline can therefore help your school implement PBIS successfully.

  • A common purpose and approach to discipline throughout the school
  • A small number of posi­tively stated expecta­tions for all students
  • Procedures for teaching these expectations
  • A continuum of proce­dures for encouraging expected behavior
  • A continuum of proce­dures for discouraging inappropriate behavior
  • Systems for students with at-risk behavior
  • Ongoing evaluation of effectiveness
  • Establishing a discipline policy that staff and parents support
  • Training staff to use consistent methods of teaching the rules and responding to misbehavior
  • Creating a safe learning environment
  • Helping teachers to manage emotions while dealing with stressful situations
  • Using modeling and role-playing to teach children what expected behaviors look and sound like
  • Providing students with structured practice of expected behaviors and specific feedback
  • Using practices such as classroom meetings, rule creation with students, modeling, and role-playing with the whole class
  • Using caring problem-solving conferences and written agree­ments with students who need more intensive supports
  • Responding to misbehavior with positive redirecting teacher language and logi­cal consequences
  • Using problem-solving strategies such as class meetings with the whole class or small groups
  • Using individual written agreements with students who need additional support
  • Observing students, reflecting on the success of practices, and adjusting teaching techniques accordingly
  • Using self-evaluation forms