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February 2013
teacher.co.za
Reducing
disciplinary
challenges
A system that works
PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi
20
Teacher tips
Reducing
disciplinary
challenges
Disciplinary consequences do not always
have to be punitive
Khalil Osiris
What is PBIS?
PBIS is not new. It is based on a broad
set of research-validated strategies
designed to create school environments that promote and support
appropriate behaviour from all learners that are known as common behavioral expectations.
These are supposed to be upheld
by all learners in all locations of the
school and they promote the following
core values:
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Adopting a visually-based approach,
PBIS asks the questions What do safe,
respectful and responsible behaviours
look like in different locations of the
school? and What does a PBIS school
look like?
A visitor should be able to identify
immediately a PBIS school. Posters
and other visual displays that communicate the behavioral expectations (Be
safe, Be respectful and Be responsible)
and acknowledge learners positively
should be prominently displayed.
Within the first few minutes of entering the school, an individual should
know what the behavioural expectations are. Posters bearing the expectations described on the behaviour
expectations chart are typically developed for all classroom and non-classroom settings. They serve as teaching
tools, reminders or pre-corrections for
learners throughout the day and as a
communication medium to parents
and visitors.
Defining behaviour
expectations
The three core values also described
as school-wide values are effective in
achieving immediate positive behaviour once teachers, learners and
parents are trained to apply them.
Additionally, research shows that
establishing clearly defined behavioural expectations supports teachers
in managing their classrooms.
Learner discipline has traditionally
focused on reacting to inappropriate
behaviour by implementing punitive
strategies such as reprimands, loss of
privileges, office referrals, suspensions
and expulsions.
Research has shown that punishment, especially when it is inconsistent and used without other positive
strategies, is ineffective. Teaching,
Working interventions
PBIS provides schools with a threetier approach (primary, secondary
and tertiary) to promote positive,
appropriate behaviours and academic achievement. Primary tier
interventions support all learners
across all settings in the school. They
include establishing positively stated
school-wide expectations that are
taught to all learners and developing
a reward system to acknowledge and
reinforce appropriate behaviours.
Secondary tier interventions support learners who have not responded
to primary tier interventions. They
provide greater structure, additional
instruction in social skills and more
frequent reinforcement of appropriate behaviours. Tertiary tier interventions support learners who have not
responded to primary or secondary
tier interventions and whose behaviours pose a risk to themselves or
others. Tertiary tier interventions are
much more individualised, such as
one-on-one or small group counseling.
A PBIS school posts visual messaging for positive behaviour. Photo: Felix Karlsson
their social and academic success.
Office discipline referrals are a data
source used to guide the implementation of school-wide PBIS. Referral data
are summarised and key reports are
kept up-to-date and regularly shared
with staff
The following is a list of the Big 5
data points that should be included on
your office referral form:
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The data collected should be used to
develop graphs critical to school-wide
decision-making, created by entering
data into a school-wide information
system, which are aggregated by the
Big 5 data points. The information
is used to evaluate the effectiveness
of the system and to make decisions
about how to best address learner
behaviour.
learner behaviour?
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learners who display the expected
behaviours and effectively respond
to social behavioural errors ?
For teachers, administrators or
parents looking for pro-active ways
to make their schools safer, improve
learner achievement, increase graduations rates and create a more positive
school climate, PBIS is a proven, practical approach.
Professor Khalil Osiris is a founder
of COCMP, a positive behavioural
support model through which he is
bringing PBIS to schools to decrease
disciplinary challenges. He conducts
workshops with parents and teachers
as well as long-term school teacher
development training. He also provides interventions with at risk learners. Contact him at contact at khalilosiris.com and follow him on twitter
and facebook. Also check the results
of his curriculums interventions in
schools in the United States on this
link http://cocmentoring.org/success.
Parental involvement
Parents are workshopped to also practice the
three school-wide values at home. The philosophy is that what the school does, the parent
does and therefore the child feels supported.
As a result the learners would exhibit balanced
behaviour. Melanie Sharland, Managing Director
at Vuleka school also took a few minutes to talk
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Report by Phindile Xaba